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Distance education is now a reality introducing a “specific methodology of flexible and interactive multiform learning”. Due to its characteristics, different instructional design models apply to distance education as guidelines of the design thinking process pursuing specific learning outcomes. This study refers to the investigation of good teaching practices and approaches in relation to the ADDIE model in distance online environments. The purpose of this paper is to investigate both the effectiveness of the ADDIE model in distance education and its contribution to the online teaching process. Meta-analysis is chosen as the research methodology. Specifically, we export a total of 58 articles referring to the ADDIE model. From these, we find that only 23 articles are appropriate for the meta-analysis. According to the results of this study, we observe that the ADDIE model applies to meet different teaching requirements in all online educational environments. In this study, we observe that good practices of teaching are the multimedia presentation, feedback, variety of interactive exercises or activities, combined learning strategy (individualized and collaborative), and role of educators. Then, an asynchronous approach was preferred in distance education. Finally, the ADDIE model is considered as a valuable source of additional information by providing good teaching practices.

The integration of technology, practice, and theory in training English translation talent in higher education presents a significant challenge. This study applies the ADDIE model to refine this training pathway, aligning with contemporary developmental needs. Using AHP and CRITIC methods, we established a robust evaluation index for training English translation talent. A comprehensive survey involving students and faculty evaluated the training’s effectiveness using the TOPSIS method. Results indicated a notable increase in student satisfaction post-optimization, particularly among seniors, and intermediate-level faculty provided higher ratings. Graduates from 2022 reported an increase in average salary compared to their 2021 counterparts, with over 50% earning between 10k-15k, underscoring the enhanced quality and marketability of the training approach.

Introduction:the digital content creation competition has fallen to a level between basic and intermediate that seems impossible to move to an advanced level. The purpose of this study was to implement a H5P laboratory to strengthen said competence in UNAH university professors. Methodology:through a quantitative descriptive approach, the level of self-perception that teachers have around two dimensions was identified: creation of digital content and reprocessing and creation of virtual learning objects (OVA). Likewise, the H5P laboratory was built using an ADDIE Model and a Cascade Model in its design phase. Results:were obtained from a sample of 25 teachers in which a basic development level A1 is observed for both dimensions. However, specific skills such as word processing and the use of presentations have an intermediate level. Discussion:on the other hand, it was determined that the ADDIE Model is effective for the process of structuring and organizing content. Likewise, the design under a WaterfallModel turned out to be efficient for small projects due to its simplicity and ease of identifying strengths and weaknesses in the sequential steps of the H5P Laboratory.Conclusions:when considering the H5P tool for the creation of OVAs within the framework of strengthening the competence in digital content creation, a specific training process (theoretical-practical) can be established to help achieve the best levels of competence in university teaching staff. Introducción: la competencia en creación de contenido digital ha caído en un nivel entre básico e intermedio que aparenta imposibilidad de pasar a un nivel avanzado. El propósito del presente estudio fue implementar un laboratorio H5P para el fortalecimiento de dicha competencia en el profesorado universitario UNAH. Metodología: mediante un enfoque cuantitativo de tipo descriptivo, se identificó el nivel de autopercepción que tiene el profesorado en torno a dos dimensiones: creación de contenido digital y reelaboración y creación de objetos virtuales de aprendizaje (OVA). Asimismo, el laboratorio H5P se construyó mediante un Modelo ADDIE y la fase de diseño con Modelo de Cascada. Resultados: se obtuvieron de una muestra de 25 docentes en la cual se observa para ambas dimensiones un nivel de desarrollo básico A1. No obstante, competencias específicas como los procesadores de texto y el uso de presentaciones poseen un nivel intermedio. Discusión: por otro lado, se determinó que el Modelo ADDIE es eficaz para el proceso de estructuración y organización de contenidos. Asimismo, el diseño bajo un Modelo de Cascada resultó ser eficiente para proyectos pequeños por su simplicidad y facilidad para identificar fortalezas y debilidades en los pasos secuenciales del Laboratorio H5P. Concluciones: al considerar la herramienta H5P para la creación de OVA en el marco de fortalecer la competencia en creación de contenido digital, se puede establecer un proceso de formación específico (teórico-práctico) que ayude a alcanzar los mejores niveles competenciales en el profesorado universitario.

This study aims to develop a learning activity grounded in the community-based learning (CBL) approach to enhance the problem-solving competency of mathematics pre-service teachers. Designed using the ADDIE instructional design model, the process spanned from needs assessment to post-implementation evaluation. The prototype was tested with 24 mathematics pre-service teachers through open-ended assessments. The study introduces a structured framework for CBL activities in five stages: preparation, problem identification, creation, implementation, and reflection. Findings show that CBL activities significantly enhance problem-solving competency by bridging theoretical knowledge with real-world contexts. This approach not only strengthens problem-solving abilities but also supports deeper integration of knowledge into teaching practice. By incorporating CBL principles into the ADDIE model, the study offers a collaborative, practical strategy for instructional design. Peer interaction was facilitated through group projects, while community engagement involved working with local stakeholders to address authentic problems–both integral to developing the problem-solving capacity of future mathematics teachers.

Healthcare workers are increasingly utilising cutting-edge technology, including mobile apps, to enhance patient health care and ensure efficient professional performance. The aim of this study was to design, develop and evaluate an educational mobile app dedicated towards being employed by nursing students and practicing nurses to support the clinical assessment of a patient’s health condition in nursing care. In order to develop the mobile app, the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model was employed. Between 2022 and 2023, a “Diagnostic Nurse” mobile app was developed in the “Android Application Package (APK).” The app’s usability was tested in the laboratory by 20 participants. Three methods were employed in the study, that is, an eye-tracking technique, a qualitative evaluation and a quantitative evaluation. According to the System Usability Scale (SUS), the app test score for the nursing student group was assessed as 83.3 ± 8.9, and for the practicing nursing group, this was 84 ± 12.7. These results indicate that the mobile app’s is highly usable. The app received high ratings in the “user-friendliness”, “ease-of-use”, and “user satisfaction” categories. The “DiagNurse” app makes it easier to learn how to conduct a clinical assessment of a patient’s condition in nursing care, resulting in better information acquisition, assessment accuracy and speed. Given the low cost of the app development and the ADDIE model on which it is based, the app may be beneficial to nursing students, practicing nurses and other health-care professionals and students.

In order to promote the high-quality development of higher education and achieve the development goal of a strong education country, college education should pay attention to the integration and development of the content optimisation of civic and political education and practical training so as to achieve the educational goal of cultivating high-quality talents. In order to enhance the effect of content optimisation of civic and political education in colleges and universities, this paper proposes the process of content optimisation of civic and political education based on the ADDIE model and introduces the structural equation model to analyse the influence of each link on the optimisation of civic and political education content. Based on the optimised content of Civic and Political Education in the ADDIE model, a blended teaching model of Civic and Political Education in colleges and universities was established by combining BOPPPS+ blended teaching, and a teaching comparison experiment was designed to analyse its practical nurturing effect. The development link in the optimisation effect model of the content of Civic and Political Education has the most significant effect on the optimisation of the content of Civic and Political Education, and its path coefficient is 0.651. After carrying out BOPPPS+ blended teaching, the learning attitude and learning motivation of the students in the experimental class increased by 26.67% and 36.36%, respectively, and the mean score of the students’ feelings about the practical nurturing teaching effect of the Civic and Political Education course reached 6.18 points. The use of the ADDIE model to achieve the optimisation of the content of Civic and Political Education, combined with blended teaching, can enhance the effect of the practical nurturing experience of Civic and Political Education in colleges and universities and better cultivate the students’ Civic and Political literacy.

Background and objectives: This study analyzed the effectiveness of the online practical classes (OPC) in physical education (PE) in compliance with the ADDIE model during the COVID-19 pandemic. Materials and Methods: Participants had no prior experience in OPC and total 75 participants were enrolled in this study. This study selected 15 universities in consideration of regional equality and randomly selected two professors and three students from each university. Results: (1) The learning interventions were not feasible for team projects. (2) In the implementation phase, most learners felt that errors persisted. (3) In the evaluation phase, educators reported unenthusiastic involvement of students and the learners were merely submitting assignments. (4) An appropriate level of the effectiveness through OPC showed significantly different between educators and learners. Conclusions: The findings indicate that timely and quality feedback should be provided for the successful execution of OPC in PE; the educators should prepare ahead and reduce technical errors and motivate learners continuously. Lastly, to prepare for the new normal after COVID-19, universities should provide enough time for educators to make OPC-videos and teach students in real time to ensure consistent feedback.

The integration of industry and education plays a vital role in the high-quality development of vocational education. The article adopts the ADDIE model to systematically design vocational education and plans the path of industry-education integration by combining the triple helix theory. In addition, a quality evaluation model for integrating industry and education in vocational education is constructed, connecting the fuzzy comprehensive evaluation method and the factor analysis method. The empirical Analysis shows that the extensive evaluation indexes of vocational education have high reliability (more than 0.8), in which there is a positive correlation between teaching ability, teaching management, teaching effect and employability. In particular, the comprehensive effectiveness evaluation score of School M in the practice of industry-teaching integration in vocational education is 4.125, showing a reasonable level. The study verifies the effectiveness of the vocational education industry-education integration model based on the triple helix theory in improving the quality of education, and at the same time provides a scientific basis for the optimization and reform of the path of vocational education industry-education integration.

The information age needs to change the traditional physical education teaching mode, set up modern teaching concepts, and pay attention to the cultivation of strong physical talents. This paper combines the ADDIE model and MOOC education platform to construct a hybrid teaching model for college sports, and gives the teaching design of the three phases of college sports hybrid teaching before, during and after class. Based on the GCN model and the similarity between MOOC sports teaching resources, a sports teaching resource recommendation model based on link prediction was proposed. Relevant research subjects and questionnaires were selected, and a blended teaching experiment was designed. Empirical analysis was conducted using the method of comparison of teaching experiments. The results show that the NDCG metrics of sports teaching resources based on the GCN model improved by 0.99%, 1.30%, and 1.16% on average compared with the CF-User algorithm on the Gowalla, Yelp2018, and Amazon-Book datasets. After going through the sports blended teaching experiment, the students in the experimental group improved their average scores on exercise attitude by 1.5 to 5 points, and their interest in learning increased by about 1 point. The blended teaching mode of combining MOOC platform and college sports teaching in the information age has changed students’ learning attitude to a certain extent, which can effectively enhance the quality of college sports teaching and improve the cultivation of college talents’ physical quality.

To construct a training course program for ICU nurses to care for oral mucosal membrane pressure injury (MMPI) and evaluate its implementation effects based on the ADDIE model. A research team was established to construct the training course program in January 2024. According to the ADDIE model, a training course was designed and developed after the literature research and Delphi expert inquiry. The training course program was implemented in 138 ICU nurses from a tertiary A hospital in China from April to May 2024. The ICU nurses' knowledge, attitude, and practice in preventing medical device-related pressure injury in critically ill patients and the incidence of oral MMPI were compared before and after the training program. A particular training course program for the ICU nurses to care for oral MMPI was constructed in this study. It contained three aspects of particular training subjects (professional knowledge, practical skills and professional literacy) and included 16 specific training courses. One hundred and thirty-eight ICU nurses received the training course program in the hospital. The total score of MMPI knowledge-attitude-practice of the ICU nurses was (167.73±8.13) after the training, which was significantly improved compared with the score before the training (145.81±13.57) (t = 16.283, <0.001). The incidence of oral MMPI after the training (5.94%) was significantly lower than that before training (22.93) ( =12.034, <0.001). The training course program for ICU nurses to care for oral MMPI based on the ADDIE module can effectively improve ICU nurses' comprehensive ability to prevent oral MMPI and reduce the incidence of oral MMPI. It can be applied in clinical nursing education and practice.