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Are instructional design elements being used in module writing?
Author(s) -
Hashim Yusup
Publication year - 1999
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/1467-8535.00124
Subject(s) - computer science , distance education , instructional design , test (biology) , multimedia , guideline , mathematics education , psychology , pathology , biology , medicine , paleontology
This paper discusses the elements of instructional design (ID) and technical design in module writing. An evaluation instrument was developed to evaluate the modules written by course lecturers from the School of Distance Education, Universiti Sains Malaysia. In the study, fifty modules (12%) were selected from the Arts, Science and Engineering courses. The findings of the evaluation showed that instructional modules were weak in a number of elements. The study recommended that multimedia and distance learning strategies should be integrated in the learning activities. Post‐test and pre‐test may be considered to make the learning modules more self‐contained, self‐instructional, and interactive. Courses on distance learning theories, instructional design and development, media selection, media attributes, multimedia production, media integration, utilisation and management in distance and open learning may help course writers to write better modules. The Centre needs to have a standard guideline for module writing. The present guidelines need to be improved to include other ID and technical elements in module writing.