Designing an interactive online study skills course: A systemic design-based approach

Developing interactive eLearning courses is perhaps
one of the most challenging tasks for instructional designers and
developers. Nonetheless, the rich literature on instructional
systems design provides a plethora of theoretically sound
approaches and models for designing interactive online courses.
Due to the complexity and diversity of eLearning environments,
instructional designers need to document their design processes
and share their experiences so that new theoretical knowledge
and applications continue to be generated. This study used a
design-based approach to document the cyclical and reiterative
process of designing and developing the study skills course. The
study applied the ADDIE instructional design model as a subsystem
model to design, develop, deliver, and evaluate the online
study skills course. The qualitative data were collected using
document analyses, focus groups, and structured interviews with
policymakers, SMEs, and instructors at SQU to define the gap in
the practices of the design and development of SPOCs. In
addition, a need assessment survey was used to collect
quantitative data from the Instructional and Learning
Technology (ILT) department at Sultan Qaboos University
(SQU). The researchers used the instruments associated with
each phase of the ADDIE model during the design and
development of the intervention (the Study Skills course). The
SMEs, instructional designers, developers, and e-learning
specialists used a continuous feedback loop and formative
evaluation to review each phase. The course evaluation sheet and
the overall course grade indicated that the students had a
positive online course experience. In addition, new contextual
factors were identified and added to the design principles
checklist that can be adapted and adopted in other learning
environments.