The DOI matches its Crossref record; 27 of the 27 references it cites were found in a registry or an index.
Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State
Open accessAbstract
BACKGROUND: Implementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs) that takes the context of real-world practice into account. The field of instructional design offers ecologically valid and systematic processes to develop learning strategies for workforce development and performance support. OBJECTIVE: This report describes the application of an instructional design framework-Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model-in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the implementation of individual placement and support (IPS), a model of supported employment for community behavioral health treatment programs, in New York State. METHODS: We applied quantitative and qualitative methods to develop and evaluate three IPS e-learning modules. Throughout the ADDIE process, we conducted formative and summative evaluations and identified determinants of implementation using the Consolidated Framework for Implementation Research (CFIR). Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work. The summative evaluation consisted of levels 1 and 2 (reaction to the training, self-reported knowledge, and practice change) quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation. RESULTS: . Each module was developed iteratively and provided an assessment of learning needs that informed successive modules. All modules were disseminated and evaluated through a learning management system. Summative evaluation revealed that learners rated the modules positively, and self-report of knowledge acquisition was high (mean range: 4.4-4.6 out of 5). About half of learners indicated that they would change their practice after watching the modules (range: 48-51%). All learners who completed the level 1 evaluation demonstrated 80% or better mastery of knowledge on the level 2 evaluation embedded in each module. The CFIR was used to identify implementation barriers and facilitators among the evaluation data which facilitated planning for subsequent implementation support activities in the IPS initiative. CONCLUSION: Instructional design approaches such as ADDIE may offer implementation scientists and practitioners a flexible and systematic approach for the development of e-learning modules as a single component or one strategy in a multifaceted approach for training in EBPs.
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“Therefore, the ADDIE model may offer educational designers and educators a flexible and systematic approach/strategy for the development of a multifaceted e-learning (e.g., Patel [52]).”
From A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022) · cites this paper as Patel [52]
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“Specifically, we (1) describe the application of an instructional design framework, ADDIE, in the iterative development of e-learning modules for IPS; (2) conduct a large-scale dissemination of the IPS e-learning modules throughout the state using an LMS; (3) evaluate learner reaction, self-reported knowledge, and pra…”
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A Comparative Study of the ADDIE Instructional Design Model in Distance Education
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Metadata
- Authors
- Patel, S. R., Margolies, P. J., Covell, N. H., Lipscomb, C., & Dixon, L. B.
- Affiliations
- Research Foundation For Mental Hygiene (US)
- Corresponding author
- Patel, Sapana R.
- Venue
- Frontiers in Public Health
- Publisher
- Frontiers Media SA
- Published
- 2018-05-07
- Volume
- 6
- Pages
- 113-113
- ISSN
- 2296-2565 (ISSN-L)
- PMC
- PMC5949337
- OpenAlex
- W2800355154
- Cited by
- 107
- References
- 27
- Citations by year
- 2026: 8 · 2025: 12 · 2024: 19 · 2023: 21 · 2022: 17 · 2021: 18 · 2020: 7 · 2019: 4 · 2018: 1
- FWCI
- 7.15
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Frontiers in Public Health (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- National Institute of Mental Health (R25MH080916)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
- Keywords
- ADDIE model, instructional design, online learning modules, Individual Placement and Support, supported employment, implementation science, evidence-based practice dissemination, workforce development, training evaluation, Consolidated Framework for Implementation Research, Kirkpatrick model, New York State
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