Using the ADDIE Model to Create an Online Strength Training Program: An Exploration
| dc.contributor.author | Brook, Rebekah Lyn | en |
| dc.contributor.committeechair | Burton, John K. | en |
| dc.contributor.committeemember | Lockee, Barbara B. | en |
| dc.contributor.committeemember | Potter, Kenneth R. | en |
| dc.contributor.committeemember | Jones, Brett D. | en |
| dc.contributor.department | Teaching and Learning | en |
| dc.date.accessioned | 2014-04-17T08:01:15Z | en |
| dc.date.available | 2014-04-17T08:01:15Z | en |
| dc.date.issued | 2014-04-16 | en |
| dc.description.abstract | The purpose of this design and development research was to investigate whether the ADDIE model can be used to design online modules that teach psychomotor skills. The overarching research question was: How can the ADDIE Model of Instructional Design be used to create an online module that teaches safe and effective movement for psychomotor skills? To examine the research question, an online strength program focusing on correct technique was designed and developed. The design phase involved creating storyboards and scripts for the development phase. The development phase involved creating videos, still, audio, and slides that were put together to form instructional sequences for each movement. A website was designed to accommodate the requirements of the course and all the instructional materials were uploaded to the website. This program was implemented using college students with no health problems. Each participant was assigned to either single joint movements or multiple joint movements. They recorded themselves pre and post instruction. Strength and conditioning interns overseen by a subject matter expert and a strength and conditioning enthusiast scored these videos. The results of the implementation revealed that both beginners and advanced learners made improvements to their movements. It was concluded from the results that it was possible to teach correct movement online and that designers need to be aware of the interaction between type of learner and the specific movements rather than the type of movement. Major themes that emerged were they were unsure if they were completing the movement correctly and preferred having a coach present to provide feedback, and several participants had trouble transferring the theory into practice. Problems the reviewers had were that the videos were difficult to score due to camera angles and some issues with the rubrics. An analysis of the review process revealed there were problems with the consistency and reliability of the scoring. An overall answer to the overarching research question was that it is possible to use the ADDIE model to create successful online instruction for strength movements. It was necessary to created guidelines for designers to follow when developing online psychomotor skills courses. | en |
| dc.description.degree | Ph. D. | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:2634 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/47431 | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | ADDIE model | en |
| dc.subject | instructional design | en |
| dc.subject | psychomotor skills | en |
| dc.subject | online learning | en |
| dc.subject | online strength training | en |
| dc.title | Using the ADDIE Model to Create an Online Strength Training Program: An Exploration | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Curriculum and Instruction | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Ph. D. | en |