Applicability of ADDIE model in Analysis of Content Resources for Blended Learning in Universities: Case of Bachelor of Science External at Makerere University

Abstract

This article draws from a study on the applicability of the ADDIE model in the Analysis of Content Resources for Blended Learning at Makerere University. The study analyzed the current content resources for Blended Learning (BL) and strategies for improving content resources for BL on Bachelor of Science External at Makerere University. The connectivism theory was used as lens to explain findings in this study. The qualitative research design and interpretivism paradigm were adopted to explore opinions of the respondents for this study. The multi-stage sampling method with purposive technique was used to determine the general student population on the Bachelor of Science External program, identifying and selecting students in their various subject combinations. The first stage was identification of the college ‘College of Natural Sciences’, followed by purposive selection of B.Sc. External program. The selection of a B.Sc. program was followed by identification of various subject combinations and lastly purposive selection of students with consideration of the year of study and their lecturers.  Interview data was analyzed in Atlas ti. coding In-vivo to create the quotations and memo of network view for findings of this study.  The Atlas ti was used to organize uploaded transcribed interview data to generate the network views that contained meaningful information aligned with the objectives of the study.  The analyze phase of ADDIE model involves the determination of instructional goals by understanding the competency gaps through which academic progress is catered for within the intended learning outcomes both in Biological and Physical sciences to address the needs in society. Target audience analysis require taking consideration of; gender, learners’ experiences, learning interests, geographical location, motivation for learning, economic status, language proficiency, learners’ abilities and intimate pattern for inclusivity in BL. Required resources were smart phones and laptops to access the internet-based content resources, artificial intelligence such as Chat GPT for learning, and digital learning using communication  tools like; zoom, WhatsApp, google meet and TikTok. The well-designed lecture theatres, smart rooms and multimedia studios facilitate the preparation of content resources fit for BL. Strategies were; understanding of marital status of learners, experiences, motivation to pursue a course, excellent search engines such as refseek.com, worldcat.org, link.springer.com, bioline.org.br among others all important in designing of content resources for BL. Continuous professional development programs for lecturers and orientation of learners with support of a cross cutting course, buy your own device policy at subsidized price from pre-qualified vendors like Stanbic at Makerere University and adoption of MUELE to build effective BL solutions for universities.