The workbook and renovation of the broken internet links related to course topics Outcomes in the future students recommended the need for an Arabic version of Materials represented the challenging part of the course. The huge content, theīig effort required for successfully passing the course compared to otherĬourses as well as the short period of time allocated for studying the course Of developing distance teaching and training materials. It links theory to its real and practical applications in the field Indicated that students believed that the course content was realistic, clear,Īnd useful. Pre and post mean scores on instructional design general competencies scale in favor of the post administration. Revealed statistically significant differences (P ≤ 0.05) between the students’ Students in the department of distance learning. Used a developmental research method guided by ADDIE instructional design model on a sample of 22 graduate diploma and master With a specific focus on distance teaching and training applications. Necessary to achieve effective instructional design and development outcomes Statements including Knowledge, Skills, and Affective competencies that are The study also sought to provide anĪnalysis of the general instructional design competencies and performance International Board of Standards for Training, Performance and Instruction ( IBSTPI) 1986. Graduate students’ learning outcomes represented in the instructional design Instructional design graduate course (module) on the Arabian Gulf University
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