Enhancing the quality of online learning environments: The value of the Proactive Design for Learning (PD4L) model

In spite of the numerous changes in technology in the past decades, designers continue to utilize traditional instructional design models as a foundation for designing teaching and learning materials. Most scholars, researchers, and practitioners recognize that the instructional design models used for traditional face-to-face classes may not be suited or may be less effective for the design and development of online learning environments. It is not clear the extent to which these traditional models meet the design and development challenges of online learning. Research is hence considered necessary to assess if models specifically designed to enhance online learning provide additional benefit to traditional design approaches. The purpose of this study was to investigate the characteristics of an online-specific design model Proactive Design for Learning (PD4L) and its ability to address limitations of traditional design models. The purpose of this study was also to evaluate to examine in what ways the PD4L model will contribute to the efficiency of the online course design process, knowledge creation in online learning activities, and establishing an outcomes-based learning environment. To achieve this goal, a Delphi study using mixed method research was performed. The study used three rounds of questionnaires as data collection instruments to acquire consensus from a group of 12 expert panel participants. These experts were from academic, corporate and government sectors/organizations who have experiences in instructional design for online learning. Results of the three round Delphi research revealed consensus among the panel of participants with regard to the suitability of the various components of the PD4L model to the online learning environment. The overall findings identified that the use of the PD4L model as beneficial over previous traditional models when used in design of online learning environments. Some of the recommendations included the need for more detailed information/understanding, addition of a checklist, chart, or rubric and need for an evaluation of resource constraints related to the PD4L model's elements. Continued research is recommended to assess the effectiveness and relevance of the PD4L model for continually changing online instructional environment.