Effects of the Online Learning Environment Designed with Instruction Activities Model on Academic Achievements, Attitudes, and Retention of Learning

Abstract

The effect of the online learning environment designed with Gagné’s Instructional Activities Model on students’ academic achievements, attitudes, and retention of their learning was investigated using a mixed-method design. Purposive sampling was used to select 61 undergraduate students as participants. The participants were divided into two groups: one experimental group with the online learning environment designed with Gagné’s Instructional Activities Model and one control group with an online learning environment where the researcher does not intervene. The groups attended the same course content sessions that are suitable for their learning model over six weeks. Data were collected from undergraduates using three instruments which were academic achievement tests, course attitude scales, semi-structured interview form, and from experts using one instrument, which was rating scale. For analysis, descriptive statistics, independent group t-test, ANCOVA tests, and content analyses were performed. According to the findings of the study, students’ academic achievements and course attitude levels significantly increased in the online learning environment designed with Gagné’s Instructional Activities Model compared with an online learning environment where the researcher does not intervene. The qualitative findings of the study, Gagné’s online learning environment, a gradual model that allows learners to learn retention and that allows the learners to transform their learning into life, is a model that students often find useful and will also prefer to apply it in their professional lives. In this respect, the qualitative findings generally support quantitative findings because the experimental research results show that students learning online learning environments with Gagné’s principles are more successful, learnings are more permanent, and students’ attitudes toward the course are more positive. The results of this study show that various models, such as Gagné’s Instruction Activities Model in the online learning environment, have the potential to provide an alternative perspective to the teacher training system.