Running Head: ADDIE Model – Analysis (Stage 1) 1

ADDIE Model – Analysis (Stage 1)

Daniel Carleton, Jaidin Tonneson, and Caitlin Troy

State University of New York College at Oneonta

ADDIE Model – Analysis (Stage 1) 2

Introduction

Online learning can look very different from classroom to classroom. Online learning, as

defined as “network-enabled transfer of skills and knowledge using a computer”, can be

accomplished using online classes, hybrid classes, and web-enhanced classes (Nieves-

Whitemore, 2019). Online classes, which is a type of distance learning, is when a course is

completely taught online through the Internet. With online classes, a specific time to take the

course is not required. The classes are self-paced and require a fair amount of both motivation

and independence from students. Hybrid classes, or blended classes, is when a course/class has

had some of the traditional face-to-face time replaced with online learning activities. This

modality of online learning truly blends these two different ways of learning to benefit the

student. Web-enhanced classes is when a course/class meets at a regularly scheduled time and

location in the classroom with a teacher present, but components or activities of the course/class

are available online at any time. In a web-enhanced class, teachers will utilize platforms like

Blackboard or an application from Google to bring elements of the traditional classroom to an

online setting.

The emphasis on technology in an educational setting is rapidly increasing on a daily

basis. Due to this, a class completed entirely online is now preferred over face-to-face

instruction. Utilizing an online course in order to teach a topic is beneficial to every student for

several different reasons. These advantages include student interest and engagement, course

flexibility, and differentiation. Since students utilize technology on an everyday basis, their

interest towards an online course will immediately increase. If a student becomes more engaged

in their studies, their motivation to perform to a higher standard will rapidly incline. This type of

interaction helps an educator reach ISTE-C standard, 3.B, because they are providing students
ADDIE Model – Analysis (Stage 1) 3

with digital tools in a technology-rich learning environment. An online course also provides

students with enhanced flexibility. A major design consideration of online courses is providing

students with the ability to complete tasks at their own rate. According to Bardakci, Arslan, and

Can (2018), online learning supports a self-paced learning format because students are able to

complete their assignments anytime they wish (p. 126). Finally, utilizing an online course to

teach new content is beneficial because the instructor is able to differentiate the content. Being

able to differentiate the content is beneficial because every single student’s specific learning

needs are able to be met. According to Clark, Jamison, and Sprague (2005), online learning is

beneficial because an instructor can easily customize the course in order to meet different student

needs and settings (p. 1). Being able to differentiate the content helps an educator meet ISTE-C

standard, 3.D., because they are able to identify different types of assistive technology that would

assist the students in their online learning environment.

By the end of this online course, an educator hopes to meet several different goals and

objectives. One goal an instructor hopes to master by the end of this online course is to enhance

each student’s self-regulation skills. An online course is beneficial because it emphasizes the

importance of content flexibility. Once students are given the opportunity to decide when they

will complete assignments, their self-regulation skills will automatically increase. According to

Greene (2015), online learning environments help students become self-regulators because they

interact with the content and evaluate the effectiveness of their actions (p. 92). Another goal that

an instructor hopes to master by the end of this online course is a high level of content

understanding. The instructor hopes to achieve this level of performance by making sure the

content is provided in a flexible manner. If these goals are met, then the online learning

environment will truly benefit every student.

ADDIE Model – Analysis (Stage 1) 4

Analysis

Introduction

Throughout this paper, it will be discussed the different components that need to be

coordinated to the success of an online learning and teaching experience. The network system at

my group’s school, the equipment available, the resources accessible, the characteristics of

students, and our ability to ensure quality teaching all need to be analyzed to ensure and enhance

student online learning. With following the ADDIE Instructional Design Model, this paper will

focus on the analyze phase of the model which states that, “the instructional problem is identified

in addition to the goals and objectives, the audience’s needs, existing knowledge, and other

relevant characteristics” (Molenda, 2003). The analyze phase of the ADDIE Instructional Design

Model is very important to ensure that the teacher is setting up their online teaching and learning

platform for success. The ADDIE Model provides teachers a guideline to follow for creating an

online experience with effective lessons and engaging support tools. Throughout this paper, we

will be following the important first step of the ADDIE Model as begin our work in planning and

creating an online learning experience.

Analysis of your school’s wireless/LAN networks

In order for an online course to be beneficial, the school’s wireless network must be

completely secure, it must display a fast connection, and the network must be able to reach every

location in the educational building. Fortunately, the wireless network used for this course

displays all of these successful qualities. A network must be secure because a tremendous

amount of school, administration, and student data is now available through this wireless

connection. According to Mitchell (2019), a disadvantage of utilizing a wireless network is that

devices can easily be accessed by hackers or individuals not involved in the schooling system
ADDIE Model – Analysis (Stage 1) 5

(p.1). If this security is not secure, then the wireless network would not be useful for an online

course. A network must utilize a fast connection because almost every single classroom

curriculum focuses on the use of technology and a wireless network in order to operate. If

individuals do not have access to a fast connection, then their ability to enhance their curriculum

will not occur. Finally, the wireless network must be able to reach every single part of an

educational building. If certain rooms do not have access to the wireless network, then these

educators and students will not receive an equitable access to technology. Having equitable

access is important in any kind of educational system. According to Kim, Mims, and Holmes

(2006), college campuses are quickly establishing wireless network connections in every

possible location due to emphasis on technology and on demand access to resources (p. 81). If

this same type of design procedure is implemented in every school system, then this online

learning environment will be truly beneficial.

Analysis of yourself:

Teacher preparedness is extremely important, especially when running an online course

that may be different from the standard classes that a teacher is used to. We agreed that we are

proficient and confident in our communication with students, parents, and other teachers to

benefit our students (Standard J). In terms of online communication, we all have experience

using e-mail and digital classrooms such as E-chalk and Google Classroom to communicate with

students, parents, and colleagues. We use these digital resources to post directions and

reminders for assignments, to answer student’s questions, to reach out to parents and keep them

updated on what is going on in class, and to coordinate with colleagues in our department and

other content areas.

ADDIE Model – Analysis (Stage 1) 6

We determined three areas that we could use some improvement in before starting a fully

online class. It was agreed that the technologies that we use in our classes are either technologies

that we have learned about through this Masters program or technologies that we have seen other

teachers using. It is rare that we go outside of our comfort zone and use a form technology that

we know very little about and therefore we could use improvement with Standard B. According

to Ertmer & Ottenbreit-Leftwich (2010) in order to effectively implement new forms of

technology, teachers need knowledge of the technology, confidence, and a shift in pedagogy

from more traditional methods. This mini lesson/ unit will be the first time that we are running a

fully online class and due to this we have never conveyed class expectations and feedback solely

online. We are used to a combination of digital and in-person communication/ meetings to

discuss class policies and to give students feedback, so there will most likely be a learning curve

when doing these tasks online (Standard D). Finally, we could use improvement in picking the

right form of technology for each task that we want our students to perform in order to promote

transfer of knowledge and student learning (Standard K). There is a wide array of technologies

to choose from so it can be a bit overwhelming trying to figure out the best technology for each

activity. With all of this in mind, we will communicate with one another and conduct our own

research to find the best technologies and methods to meet the desired results that we are trying

to meet.

Analysis of your students:

Our students have a unique background in technology as they are surrounded by it every

day but there is definitely room for improvement in the context of school. Most of our students

have a good deal of background with certain forms of technology such as social media

applications but could use improvement with other pieces of technology like Excel and digital
ADDIE Model – Analysis (Stage 1) 7

simulation programs. Our students are typically used to user friendly applications and as a result

can get frustrated when working with programs that are not as straightforward and require some

practice to get used to. In a study of college student technology use conducted by Swanson &

Walker (2014) it was concluded that “These individuals struggle developmentally to transfer

their technological abilities from one context to another...” (p. 9). This shows that even at the

college level, students have trouble applying their technology skills in a new educational context

(Swanson & Walker, 2014). In order to guide our students successfully through our online mini

lessons, it will be necessary for us to provide them with clear directions and demonstrations to

ease them into the use of new technologies and to get them used to these technologies. When

provided with the right direction and background information, we believe that our students can

pick up new technology fairly fast. It is our hope that after our mini lessons our students will

have more confidence in using new forms of technology and will be able to apply

troubleshooting skills to future forms of technology that they will use. Some learning constraints

that we might run into are: communication with students will be a bit slower than we are used to

and it will be more challenging to check in on student progress to make sure that they are on

track with their work. Even with these constraints, we will still be able to communicate

effectively with students and see their progress throughout the mini lessons.

Analysis of the CMS

Content management systems are crucial for successful online learning experiences.

There is a plethora of options available, so it’s important for educators to do research in selecting

and implementing a content management system that will support the features needed for

effective online lessons. For our online lessons, we are going to be using Schoology as our

content management system. Evidence and reviews online speak to how beneficial Schoology is
ADDIE Model – Analysis (Stage 1) 8

for online learning, “schoology is a great CMS to use for differentiation of instruction,

individualized learning, assessment, and it allows students options to guide their learning and

using it for blended learning is beyond helpful” (Knight, 2019). Schoology has all the proper

tools necessary for our desired online lessons. We plan on using teacher created videos, Youtube

videos, course activities with links to programs like Desmos, discussion boards, a dropbox for

submission of assignments, and online assessments. It’s important, even with online learning, for

students to experience the connectedness and rigor of a traditional classroom setting. For these

reasons, a content management system needs to be utilized to support the teacher in having all

the activities and assessments to recreate a “normal classroom lesson” but online. Based off

reviews and our anticipated lesson plans, Schoology is the perfect management system to support

us in effectively delivering our lessons.

Summary

In conclusion, there are a lot of factors to be considered when planning for an online

learning experience. Our hope is that we can create an engaging and educational learning

experience that takes place all online. In order to do this properly, we needed to follow a proven

successful guideline that supports us in creating an online experience with effective lessons and

engaging support tools. The ADDIE Model is a helpful tool for teachers to use as they work

through developing and building lessons to effectively occur online. This paper describes our

work through the analysis phase of the ADDIE Model. In this phase, we have discussed several

important factors that need to be considered as we begin the process of designing our online

lessons. We have analyzed the resources at our schools, ourselves as an instructor in a virtual

classroom, our students, and constraints/limitations that could occur. Taking an in depth look at

these factors will lead to success during the next phase of the ADDIE Model where we begin to
ADDIE Model – Analysis (Stage 1) 9

design our lessons. This second phase would not be successful without a thorough and extensive

analyzation of the different factors mentioned throughout this paper.

ADDIE Model – Analysis (Stage 1) 10

References

Bardakci, S., Arslan, O., & Can, Y. (2018). Online Learning and High School Students: A

Cultural Perspective. Turkish Online Journal of Distance Education, 19(4), 126-146.

Clark, K., Jamison, T., & Sprague, D. (2005). Digital Study Groups: Online Learning

Environments in Middle School. Journal of Interactive Online Learning, 3(4), 1-12.

Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: how knowledge,

confidence, beliefs, and culture intersect. Journal of Research on Technology in

Education, 42(3), 255-284.

Greene, J. (2015). Fostering High-School Students’ Self-Regulated Learning Online and Across

Academic Domains. The High School Journal, Fall 2015, 88-106.

Kim, S.H., Mims, C., & Holmes, K.P. (2006). An Introduction to Current Trends and Benefits of

Mobile Wireless Technology Use in Higher Education. AACE Journal, 14(1), 77-100.

Knight, M. (2019). Schoology Review for teachers. San Francisco, California: Common Sense

Education.

Mitchell, B. (2019). What Is Wireless Computing Networking? Lifewire: Internet & Networking.

Molenda, M. (2003). “In search of the elusive ADDIE model”. Performance improvement, 42(5),

34-37.

Nieves-Whitemore, K. (2019). How online courses work. Peconic, New York: Success Degrees

Publishing.

Swanson, J.A., & Walker, E. (2014). Academic versus non-academic emerging adult college

student technology use. Proceedings of the IADIS International Conference on Cognition

& Exploratory Learning in Digital Age, 127-134.

ADDIE Model – Analysis (Stage 1) 11