ADDIE is a standard procedure and method used by instructional designers and training creators. The model’s phases include analysis, design, development, implementation, and evaluation. Each of the phases represents a dynamic and flexible standard for developing efficient training and performance support instruments (McIver, Fitzsimmons, & Flanagan, 2015). In the present era, ADDIE is considered the most commonly implemented model for instructional design. The five phases interconnect and interrelate, and the model can be adapted to all environments.
Trainers and educators can apply the ADDIE model’s processes to create effective and efficient teaching designs for a vast variety of educational programs. The in-service training approach ought to be utilized to educate trainers about ADDIE’s principles: this approach enables return demonstrations and facilitation of in-person discussions, thereby emphasizing the trainer’s knowledge and skills, to prepare for successful application of ADDIE’s principles throughout the trainer’s professional life (Ngussa, 2014). The ADDIE model is currently used by many instructional designers to provide technology-based training and is effective for creating professionally developed, efficient, and high-quality distance learning programs. Therefore, the ADDIE model is being increasingly used for corporate e-learning and training and is recognized as incredibly valuable for complex and large-scale teaching designs (Bamrara, 2018).
The phases of the ADDIE model include: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation.
During the analysis phase, the educator will identify the instructional problems, instructional objectives, learning environment, and existing skillsets of the learners (Dick & Carey, 2004). They will analyze the behavioral consequences, potential learning constraints, various delivery options, and most importantly, the online educational deliverables as well as the timeline for completion of the project (Morrison, Ross, & Kemp, 2007).
After the analysis phase, the instructional designers will design a planned approach to address performance-based challenges. The design phase consists of various steps regarding the learning objectives, evaluation tools, training and exercises, content development, an examination of the subject matter, lesson schedules, and media selection (Shelton & Saltsman, 2006). It is important for the design phase to be specific and systematic, in order to develop a logical approach, and, to recognize and evaluate the developed planned policies and procedures to achieve the project goals. Instructional designers need to focus on specific components and implement them with meticulous attention to detail. During the design phase, the instructional designers will establish the visual and technical design strategies, apply the instructional policies according to the intended behavioral outcomes, create the user interface and experience, and apply the visual enhancements (Bamrara, 2018). The learning objectives of structural design are usually measured according to performance-based metrics.
During the development phase, the designers will develop and assemble the designed content assets (Morrison, Ross, & Kemp, 2007), while system analysts will collaborate and integrate different modes of technology. System testers will perform various procedures to identify errors and improve processes. The collected feedback can be used to review and revise the project according to requirements (Davis, 2013). After completing the development of the course material, the designers should conduct an imperative pilot test; this can be carried out by involving key stakeholders and rehearsing the course material. The feedback obtained from the pilot would also be beneficial to identify the weaknesses and further enhance the whole process before implementation (Davis, 2013).
The implementation phase entails the transformation of the plan into action. The steps of the implementation phase include training the educators, arranging the learners, and organizing the environment for learning suitability (Morrison, Ross, & Kemp, 2007). Training the educators before the start of the course will help increase their understanding and awareness of the content and materials. It is imperative that the learners have access to the essential materials, tools, and knowledge, so that they may contribute more effectively to group discussions and activities. The learners should be familiar with the information presented in the course, in order to ensure the expansion of knowledge and skillsets, learning, and growth. Organizing the learning environment helps to deliver a course that is free of challenges (Branch, 2010).
The final phase of the ADDIE model comprises evaluation. The instructional designers should evaluate every step to ensure that the objectives are achieved by the instructional design and material. The two types of evaluation are formative evaluation and summative evaluation. Formative evaluation is the internal evaluation conducted at every stage of the ADDIE model to assess the team’s continued progress and to revise ongoing project processes. The summative evaluation occurs after the implementation phase. The summative evaluation provides a true understanding of the real value of the design, as the focus is on the outcome of the educational program. The summative evaluation includes tests developed to assess domain standard reference items, the objectives of the educational program, and learners’ feedback. Summative evaluation is beneficial for obtaining an understanding of the learners’ outcomes and the effectiveness of design components, once the course is completed (Dick & Carey, 2004).
According to Welty, 2007; the Model's workflow consists of:
Analyze
Design
Develop
Implement
Evaluate
