The Effectiveness of Designing and Using a Practical Interactive Lesson Based on ADDIE Model to Enhance Students' Learning Performances in University of Tabuk

Autor/in	Alnajdi, Sameer Mosa
Titel	The Effectiveness of Designing and Using a Practical Interactive Lesson Based on ADDIE Model to Enhance Students' Learning Performances in University of Tabuk
Quelle	In: Journal of Education and Learning, 7 (2018) 6, S.212-221 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Instructional Effectiveness; Instructional Design; Models; Electronic Learning; College Freshmen; Males; Academic Achievement; College Instruction; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Studienanfänger; Male; Männliches Geschlecht; Schulleistung; Hochschullehre; Saudi-Arabien
Abstract	Traditional teaching is one of the most common types of education, but with the explosive technologies, Traditional teaching could not be effective. Therefore, adopting and utilizing computer and communication technology in education became most important to make the learning more active, but before utilizing technology in education, instructors need to ensure of suiting the technology with the students' abilities and characteristics based on Instructional design models, With the tremendous development of technology and the enhancement of student performance. In this paper, an interactive lesson designed based on ADDIE Model. Students divided into two groups; a control group and experimental group each group had 36 students to evaluate the effectiveness of using the interactive lesson and its role in enhancing students' Learning Performance. The lesson had several stages; starting from having a useful design based on ADDIE Model, then provided a demo to the students to understand the knowledge. After that, the lesson presented in an interactive way, assistance's hints provided to students during their learning process and reviewing the initial demo was available for the whole lesson. The effectiveness of this design has been measured, and results in both groups in this study compared, the experimental group showed statistically significant on students' performances with a mean score of 5.45 versus 4.24 for the control group. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01