A four-pronged approach for evaluating e-learning modules with a newly developed instructional design scale

Abstract

Kadriye O. Lewis, Erdem Demiroz, Haiqin Chen, Cheryll Albold, John D. Mahan

Objective: We evaluated the instructional design properties of interactive e-learning modules using a four-pronged approach. The elements assessed in this method included: 1) module objectives, 2) pedagogical strategies, 3) instructional design properties measured by the instructional design scale (IDS), and 4) level of interactivity. Methods: This descriptive study exemplifies the evaluation process of 18 previously developed e-learning Pediatric Nutrition Series (PNS) modules with the involvement of educators from six academic institutions. Using multiple tools, including Bloom’s taxonomy, IDS, and interactivity scale and templates, we examined and synthesized the four elements of the module properties as mentioned above. Data were analyzed using qualitative thematic and interpretive content analysis, descriptive statistics, and intraclass correlations. Results: All 18 PNS modules showed a consistent structure, including content with basic interactive components. Of 66 learning objectives, only three were vague/not measurable. A majority of the objectives were grouped in three cognitive levels: knowledge, comprehension, and evaluation. Six distinct pedagogical strategies were most frequently used in the PNS modules to support content and convey the message in a multisensory mode. Average evaluation scores for the modules across six instructional design domains ranged between 1.75 and 1.94 for the overall scale on the 50-item IDS. The results suggested that all modules were considered to be between “very good” with a score of 1.5 and “excellent” with a score of 2. All modules demonstrated either second- (limited interaction) or third-level interactivity (moderate interaction). Conclusion: Instructional design is a critical component of any e-learning developments. Applying the science of learning and theory-driven instructional design, principles may dramatically increase instructional effectiveness, engaging learners in purposeful learning practices. The four-pronged approach can provide a valuable road map to determine the instructional design qualities and has the potential to be an evaluation model for other e-learning applications in any field of the study.