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International Journal of Innovation, Creativity and Change. www.ijicc.net
Volume 7, Issue 7, 2019
29
Developing a MOOC for
Communicative English: A Battle of
Instructional Designs
Karmila Rafiqah M. Rafiqa, Harwati Hashimb*, Melor Md Yunusc,
Fetylyana Nor Pazilahd, a,b,c,dFaculty of Education, Universiti Kebangsaan
Malaysia, 43600 UKM Bangi, Selangor, Malaysia, Email:
akarmilarafiqah@gmail.com, b*harwati@ukm.edu.my, cmelor@ukm.edu.my,
dfetylyananor@gmail.com
The Communicative English (CE) of workers is still worrying for
employers. Many employers carry out face-to-face English for
workplace training to curb the problem, but it is outdated, time-
consuming and expensive. One of the solutions is to resort to online
training in open online learning platforms such as a Massive Open
Online Course (MOOC). This paper aims to discuss the different
instructional design (ID) models that can be used to develop a MOOC.
The models are ADDIE and ASSURE, which serve as a guide in
creating an online course and the winning model for developing
MOOC is ADDIE. The discussion from this paper is sought to provide
an overview for educators before developing MOOC for CE training
and implied the importance of having suitable ID models as a
guideline in designing a course. Future research can focus on
combining ID models to create more comprehensive course content.
Key words: MOOC, communicative English, education, instructional design, online
learning, technology.
Introduction
A 21st-century worker must be proficient in speaking, especially in the English language to
carry out their duties efficiently (Arumugam, Xavier, Dass, & Maniam, 2014; Jebunnesa &
Abdullah, 2013; Mustafa, Nordin, & Embi, 2017). Face-to-face training for workers takes
time, energy and money. Plus, certain training is short and could not cater to the needs of the
support staffs to improve their Communicative English (CE) (Mustafa et al., 2017; Qing &
Adamson, 2015). One of the solutions for this problem is to provide online training to cater to
the needs of each individual and allow them to learn at their own pace. Learning virtually is
International Journal of Innovation, Creativity and Change. www.ijicc.net
Volume 7, Issue 7, 2019
30
said to be able to provide more benefits and could adhere to various contexts and learners, as
the internet is no longer an alienated tool (Hashim, 2018; Mawan, Mohamed, Othman, &
Yusof, 2017).
There are many online technologies out there, which cater to IR 4.0 and one of them is the
open learning platform (McGreal, 2017; Yunus, 2018). An open learning platform with the
aim to provide accessible education to an array of learners is known as a MOOC or Massive
Open Online Course (Anders, 2015; Godwin-Jones, 2014). As the advancement of
technology is rapidly growing, courses in MOOC are designed with reference to different
learning theories and pedagogies, which could cater to the needs of many learners and benefit
them massively (Hashim & Yunus, 2019). Hence, this paper aims to discuss the ADDIE and
ASSURE designs in developing modules in MOOC to improve employees’ CE.
Types of Instructional Designs (IDs)
Instructional Design or ID is “known as instructional theory” (Aldoobie 2015, p. 68). An
instructional design helps an instructor to design appropriate materials and contents, which
can provide fruitful learning for learners (Aldoobie, 2015; Ghani & Daud, 2018). There are
various IDs available to be used in creating instructions, such as the ADDIE model (Ghani &
Daud, 2018) and the ASSURE model (Reyes & Oreste, 2017; OLAOYE & ATILOLA 2018).
The Addie Model
The ADDIE model is an acronym for Analysis, Design, Develop, Implement and Evaluate
(Cheung, 2016). It is the most common ID and frequently used in designing instruction
(Aldoobie, 2015; Budoya, Kissaka, & Mtebe, 2019; Hess & Greer, 2016). The ADDIE model
is a non-linear model, whereby the stages in the acronym do not follow a strict step-by-step
procedure (Ghani & Daud, 2018; Jasa, Harahap, & Medan, 2018) and each stage contributes
to the other in a non-linear way.
The first stage is analysis whereby the learners’ needs are identified (Cheung, 2016) before
designing the objectives for the overall course, which is the second stage in the ADDIE
model (Cheung, 2016; Ghani & Daud, 2018; Jasa et al., 2018). The third stage is
development whereby suitable tools to deliver the contents are chosen to maximise the
learning outcome (Budoya et al., 2019). The contents are then delivered to learners in the
implementation stage, where it is crucial that proper delivery is necessary for an effective
outcome of instructions (Ghani & Daud, 2018). Finally, in the evaluation stage, the
performance and tools required to analyse the overall course content are carried out to ensure
that modifications can be done for improvement (Cheung, 2016; Croxton & Chow, 2015).
Thus, the ADDIE model is a cyclic model as shown in figure 1.
International Journal of Innovation, Creativity and Change. www.ijicc.net
Volume 7, Issue 7, 2019
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The ASSURE Model
The ASSURE model is an acronym which stands for the six stages in instructional design
which are “analyse the learner, state objectives, select media, utilize, require students’
participation, evaluate and revise” (Reyes & Oreste, 2017). This model was developed in
1999 by Heinich, Molenda, Russell and Smaldino and it is a straightforward design, whereby
the steps suggest the approaches and principles when designing a course or program
(Rahman, 2017).
The ASSURE model begins with analysing the learners by obtaining information on the
learners’ age, education level, proficiency and other related information. Then, the objectives
of the course are stated (Goode, 2018; Rahman, 2017; Reyes & Oreste, 2017). After the
objectives have been identified, appropriate media will be chosen suited to the learners’
backgrounds, such as using videos or textbooks (Goode, 2018). Next, the media will be
utilised, which means that the materials are reviewed and the media are implemented in the
course. This utilisation step is important because it allows the instructor to evaluate the
media’s suitability and effectiveness (Reyes & Oreste, 2017).
While the media is being utilised, the students need to participate in the course, such as
giving feedback or comments by completing the tasks given (Olayinka, Jumoke, &
Oyebamiji, 2018). Finally, the evaluation and revision stage is carried out by the instructor
based on the feedback given by learners. The ASSURE model is mostly used by teachers in
the classroom, whereby it is similar to school-based lesson plans (Rahman, 2017) and can be
used as a guide in designing instruction as it is a linear model (shown in figure 2).
ADDIE vs ASSURE
Visual Representation
The two main models, which are ADDIE and ASSURE are similar in nature, as both provide
guidelines for designing and developing an instruction (Ibrahim, 2015; Ohimain & Izah
2015). Looking at the stages in the ID models, the ADDIE model has five stages, while
ASSURE has six. ADDIE is a cyclic process. All the stages are interconnected through the
evaluation stage, whereby each stage plays its own significant role based on the evaluation
stage, or feedback received (Jasa et al., 2018). Compared to the ADDIE model, the ASSURE
model is more towards a linear model and places more emphasis on the sequence (Ibrahim,
2015). In addition, the ASSURE model provides more detailed guidelines and steps for
educators to follow as each stage is well-explained. This is further demonstrated through the
visual representation (see figure 2), which provides educators with more information even if
they are not an expert (Okon, 2017; Goode, 2018).
International Journal of Innovation, Creativity and Change. www.ijicc.net
Volume 7, Issue 7, 2019
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Structure and Assessment
The structure in the ADDIE model shows the importance of the evaluation stage, whereby
ongoing assessments are conducted in each stage. These assessments are known as the
formative assessment. With the aid of formative assessments conducted at each stage,
educators or designers are required to go back and make improvements before conducting the
other stages (Ghani & Daud, 2018). ADDIE also has a summative assessment, which is
conducted at the end of instructional design. In the ADDIE model, summative assessment is
at the evaluation (E) stage. Although evaluation is carried out at each stage through formative
assessment, the final stage evaluates the whole product, through summative assessment
(Vejvodová, 2015; Okon, 2016).
In ASSURE, the six stages also represent a similar structure to the ADDIE model as all the
six stages are related to the five stages in ADDIE. The ASSURE model has two stages in the
design (D) stage as stated in the ADDIE model, whereby the two stages are stating objectives
(S) and selecting media (S) (Rosa & Vital, 2016). It is more detailed and allows educators to
properly plan the development of instruction. Similar to the ADDIE model in terms of
assessment, the ASSURE model also has the formative assessment, whereby the assessment
or evaluation is carried out during designing the instruction (Ibrahim, 2015).
Pros and Cons
The ADDIE model is a widely used ID model (Budoya et al., 2019) as it offers universal
stages in designing instruction (Chen, 2016). The cyclic nature of ADDIE provides a good
structure and allows educators or designers to be creative in designing instruction because the
model is non-linear (Vejvodová, 2015). Plus, the ADDIE model has embedded evaluation
after each stage, ensuring continual evaluation is carried out in practice in instructional design
(Ilyas, Effendi, Gistituati, & Ananda, 2018).
ADDIE has its drawbacks too as the model is rigid, not flexible and too general (Chen, 2016),
whereby it will cause difficulties for new educators or designers. The analysis (A) stage is too
broad because the analysis can mean many different types of analysis, such as content
analysis, technical analysis, learner analysis and online environment analysis (Durak &
Ataizi, 2016). Additionally, the first stage can also include analysing learners’ achievement
(Asad, Hassan, & Sherwani, 2014). This shows that the ADDIE model is too general to be
used by novice educators or designers.
The ASSURE is a model familiar to classroom contexts (Baran, 2010; Rahman, 2017). It is
more detailed and similar to lesson plans in the classroom (Asad et al., 2014), which is useful
and more understandable for educators to design instruction. The ASSURE model has a
International Journal of Innovation, Creativity and Change. www.ijicc.net
Volume 7, Issue 7, 2019
33
thorough explanation of the stages because ASSURE is said to be the enriched version of the
ADDIE model (Nurpandi, Langi, & Bandung, 2013). Plus, recent research mentioned that
ASSURE’s comprehensive stages provide a desirable outcome because the contents are more
well-developed (Kristianti, Prabawanto, & Suhendra, 2017).
Regardless of that, the ASSURE model is only suitable to be used in classroom contexts and
does not cover a wide range of situations like the ADDIE model (Nurpandi et al., 2013). This
is because the ASSURE model’s implementation stage depends on the educators’ choice of
implementation. This model provides a face-to-face implementation method, although
technology is used in the implementation stage (Ibrahim, 2015). Although the ASSURE
model is more geared towards classroom-oriented instruction designs, it is deemed to be very
practical for educators as the stages include the media element (Rosa & Vital, 2016;
Okoroma, 2018).
The Winning ID for Developing a Mooc
Each ID model has its pros and cons depending on the context of the instructional design. A
MOOC, an open online platform, allows a diverse range of learners across the globe to learn
together. Due to that, from the two ID models discussed, the most common ID used to
develop MOOC is the ADDIE model as it is a non-linear process and each stage in the model
allows feedback (Croxton & Chow, 2015). Many researchers have designed and developed
MOOCs using the ADDIE model as it is comprehensive (Croxton & Chow, 2015; Garcia,
Barbosa, & Magoulas, 2017; Ismail, Utami, Ismail, Hamzah, & Harun, 2018). Various
studies have shown that the ADDIE model is preferred in designing a MOOC for a variety of
courses ranging from non-science based courses such as the catering course (Ismail et al.,
2018) to science-based courses like the web-design course (Croxton & Chow, 2015).
MOOC Throughout The Years
A researcher developed a MOOC using the ADDIE model as a guide whereby in each stage,
feedbacks were gathered from experts and learners to improve the overall course’s contents
(Parra, 2016). Another study mentioned that the most crucial stage in developing a MOOC is
the first stage in the ADDIE model, analysing the learner (A). This is because online learning
is accessible to everyone from a diverse range of backgrounds, thus analysing the learner (A)
and knowing their needs will ensure that the course can be utilised by learners across the
globe (Karim, Perumal, & Zaidi, 2016). It was also mentioned that MOOCs which can be
used internationally will meet the goals of education 4.0.
A study on the pedagogical design of a MOOC was carried out and the important points
highlighted mentioned the importance of the evaluation stage, whereby proper evaluation will
International Journal of Innovation, Creativity and Change. www.ijicc.net
Volume 7, Issue 7, 2019
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give a broader view of the problems faced by learners and provide suggestions for
improvement to educators (Ziegenfuss, 2016). This shows that using ID models as a guide in
developing a MOOC will be more beneficial for both educators and learners.
The Potential of MOOC for Future Education in Ir 4.0
The emergence of online technology allows a MOOC to be a platform, which could cater to
the lifelong learning of adult learners (Hashim, Yunus, & Hashim, 2018; Nobre et al., 2018),
where they can apply the knowledge from the courses in real-life contexts, especially for
working adults. A MOOC provides a wider potential for every individual to continuously
equip themselves with new knowledge and skills (Nordin, Norman, & Embi, 2015). Hence,
the openness element in MOOC is able to bring a new light to education in this digital era.
Conclusion
This paper has discussed the different ID models that can be used as a guide before
developing a course in a MOOC and implied the significance of having suitable ID models as
a guideline in creating and designing a course. Future research can look into designing and
developing a CE for a workplace course in MOOC and look into combining the ID models to
create a comprehensive course content. Overall, a well-designed MOOC will be able to
provide an alternative training platform for workers.
Acknowledgement
This research is funded by Universiti Kebangsaan Malaysia (UKM) under research scheme
no. KRA-2018-044.
International Journal of Innovation, Creativity and Change. www.ijicc.net
Volume 7, Issue 7, 2019
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Figure 1. The ADDIE model (Adapted from Vejvodová, 2015)
Figure 2. The ASSURE model (Adapted from Ibrahim, 2015)
