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.

Educational Design and Evaluation Models are important factors in e-learning as they provide guidance information for proper strategy organization pursuing both specific learning outcomes and ensuring the main elements of e-learning, such as self-regulation and collaborative learning. The examined educational models of ADDIE, Bloom, and Kirkpatrick are widely known and recognized as models for design and measuring the effectiveness of learning in order to achieve the best possible learning outcomes based on the needs of a specific target group in a specific educational context whether traditional or digital. Specifically, the ADDIE Model is a widely known learning design model used by many educational designers and training programmers to develop education and training programs. The Bloom Taxonomy is a method of building learning goals that follows the process of cognition. The Kirkpatrick Model is a method of evaluating the effectiveness of e-learning and educational programs in general, both in terms of training and business performance of learners. The purpose of this paper was both the investigation of the academic performance, the self-regulated learning and the collaborative learning in relation to the models of ADDIE, Kirkpatrick and Bloom in distance online environments and their effectiveness to the learning process. Meta-analysis was applied for research methodology. After a systematic literature review, we found that only 37 articles were appropriate for meta-analysis. Especially, 23 articles were on the ADDIE model, 9 articles were on the Kirkpatrick model and 5 articles were on the Bloom model. According to the results of this study, we found that all models apply to online process and meet different learning requirements. Regarding the cognitive performance of the trainees, all models supported the effectiveness of distance education. Moreover, the self-regulated learning and the collaborative learning, as factors inextricably linked to the effectiveness of the distance education, were examined in a small number studies in the above models. Finally, all three examined models reinforced students’ positive attitudes and perceptions, even while transferring the acquired knowledge to the workplace.

Η παρούσα εργασία έχει ως θέμα τη μελέτη του μοντέλου Kirkpatrick σε διαδικτυακά περιβάλλοντα μάθησης. Ειδικότερα, είναι σημαντικό να εξεταστεί η αποτελεσματικότητα του συγκεκριμένου μοντέλου σε ψηφιακά εξ αποστάσεως εκπαιδευτικά περιβάλλοντα. Επίσης, εκτιμάται η συμβολή του στη βελτίωση τόσο των προγραμμάτων σπουδών όσο και των εκπαιδευτικών που υιοθετούν την ηλεκτρονική μάθηση. Απώτερος στόχος είναι μέσα από την αξιολόγησή του να αναδειχθούν καλές πρακτικές εφαρμογής και βελτίωσης του συγκεκριμένου τρόπου εκπαίδευσης. Με βάση τη σχετική βιβλιογραφία, διατυπώθηκαν τα ερευνητικά ερωτήματα και υπο-ερωτήματα. Ως μεθοδολογία στην παρούσα έρευνα επιλέχθηκε η μετα-ανάλυση (meta-analysis), η οποία είναι άρρηκτα συνδεδεμένη με τη συστηματική βιβλιογραφική επισκόπηση (systematic review) και συνδυαστικά μπορεί να επιτευχθούν ασφαλή συμπεράσματα.. Ειδικότερα, αξιοποιήθηκαν συνολικά 21 άρθρα εκ των οποίων 9 κρίθηκαν κατάλληλα για το κυρίως στάδιο της μετα-ανάλυσης. Σύμφωνα με τα αποτελέσματα της έρευνας φαίνεται ότι το μοντέλο Kirkpatrick χρησιμοποιείται για τη μέτρηση της αποτελεσματικότητας προγραμμάτων κατάρτισης, κυρίως, σε σχέση με τα δύο πρώτα επίπεδα και λιγότερο και για το τρίτο...