DEVELOPING INSTRUCTIONAL MEDIA DESIGN PROCESSES FOR ACADEMIC COURSES: A CASE STUDY OF “GOOD CITIZENSHIP” COURSE IN HIGHER EDUCATION

Abstract

This research aims to enhance the instructional design processes for the course “Good Citizenship”, focusing on flexible learning environments and improved learning outcomes. The objectives of the study are as follows: Flexibility for Learners: The research emphasizes the importance of accommodating learners' convenience, allowing them to access course materials and participate in learning activities at their preferred times and locations. Given the increasing prevalence of online education, the study explores the implementation of 24/7 access to course content through a dedicated website. Multimedia Integration: The study advocates for the incorporation of diverse multimedia elements on the website, including text, static images, dynamic visuals, audio, and video. This multimedia approach aims to stimulate learners' interest and facilitate a more comprehensive understanding of course content, making it more accessible and engaging. Course Customization: The research promotes a learner-centric approach by allowing students to select courses based on their interests and needs. This customization empowers students to tailor their learning experiences, fostering a sense of ownership and motivation. Expanded Learning Resources: The inclusion of hyperlinks to additional knowledge sources within the website's documents expands the scope of learning. This strategy encourages deeper exploration and application of acquired knowledge, enriching the overall learning experience. The research methodology involves studying the patterns of learning activity promotion used in managing the course “Good Citizenship”. This includes live streaming sessions, self-paced learning through software courses, quizzes, individual projects, and end-of-semester exams. The study was conducted over an academic year, with 1,800 students participating out of a total of 2,000 enrolled, representing a 90.00% participation rate. The instructional strategies employed were diverse, including live streaming sessions, self-directed study, quizzes, individual projects, and expert lectures. The findings from the evaluation of the “Good Citizenship” training program revealed a high overall satisfaction rate of 92.00% among participants. Additionally, the participants demonstrated a significant improvement in knowledge and understanding, with a 5.20% increase post-training. In summary, the research concludes that the instructional design processes implemented in the course “Good Citizenship” effectively promoted flexible learning, multimedia integration, course customization, and expanded learning resources. The overall satisfaction rate of 88.20% indicates the success of the teaching and learning methods employed.