The Hybrid Course Designer's Experience Using the ABCDE Instructional Design Model
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This research investigated a new instructional design model intended to provide higher education faculty with guidance that will contribute to their successful design of a hybrid course. The goal of this research was to explore through observation and interviews how first-time designers of a hybrid course experienced the use of the ABCDE instructional design process model and to discover their perception of the effect that their course design had on students accomplishing their course learning objectives. Case study methodology within an action research context was used to collect observations of them as well as their perceptions, feelings, and experiences as characterized by each instructor. The constant comparison method was used to analyze findings across time and scope as well as across cases to identify the benefits and challenges that were associated with using the model. The discussion and conclusions offer reasons for success as well as suggestions for improving the use of the ABCDE model by faculty seeking direction and support with the hybrid course design process.
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