ASSESSING INSTRUCTIONAL DESIGN PRINCIPLES INTEGRATION IN ENGINEERING DIGITAL MODULES

Abstract

This study aimed to assess the extent to which ID principles were implemented within modules and challenges that encountered module coordinator while implementing ID principles. The study followed a mixed method research design. The instruments of the study included a checklist of ID principles used to review 125 digital engineering modules and an interview. The sample of the study consisted of ten module coordinators from different engineering departments.  The results showed variation of instructors’ application of ID principles in different departments but, overall, implementation of the of ID principles in digital modules was medium in engineering departments. The study also showed that the most frequent issues were lack of time, limited technical skills or knowledge, difficulty in engaging student online, busy teaching schedule, not enough professional development, and last-minute changes in department projects plan. Based on the results of the study, the researchers recommended faculty training programs to invest more in developing academic staff knowledge and skills about instructional design and educational technologies tools to improve their digital modules.