A Study on the Development of Team-Based AMOS Instructional Design Model

Objectives The purpose of this study is to overcome the limitations of the AMOS model, a field-oriented integrated instructional design model, and to develop a team-based AMOS instructional design model in which multiple instructors use collective intelligence to perform instructional design activities. Methods The method of this study is design and development research methodology. First, a team-based AMOS instructional design model is developed through the researcher's experience and literature review. Second, the team-based AMOS instructional design model developed first is verified for validity through experts. Third, a second team-based AMOS instructional design model is developed by reflecting the feedback analysis results of experts. Fourth, for the second model developed, the external validity is verified through effectiveness evaluation for instructors in the field who must use the team-based AMOS instructional design model. Fifth, the final team-based AMOS instructional design model (TB-AMOS model) is developed by reflecting feedback from instructors. Results The final calculated TB-AMOS model is largely divided into pre-activity, ingredient preparation activity, cooking activity, and post-activity. First, pre-activity begins with the preparation of instructors who require team-based instructional design. The supervising instructor organizes topics that require team-based instructional design, determines the members of the instructional design team, and requests participation. Second, the ingredient preparation activity begins with the society of the instructional design leader, and applies, discusses, and agrees on strategies for setting performance objectives, deriving learning contents, and achieving learning objectives. Third, cooking activities are the stages of class design based on the prepared ingredients, and apply, discuss, and agree on Attention, Motivation, Objectives, and Satisfaction. Fourth, in the post-activity, feedback analysis activities on instructional design activities are carried out immediately after the team-based instructional design activity, or at a separate time. Finally, the supervising instructor guides the detailed instructional design, instructional development, instructional operation, and instructional evaluation to future activities. After that, after completing the entire class activity, the results are summarized and reported. Conclusions The team-based AMOS instructional design model developed through research will first overcome the difficulty of the stage of producing qualitative results in instructional design and increase the effectiveness of instructional design. Second, it will create a teaching method culture in which instructors design a instructions together for effective and attractive instruction. Third, the development of team-based teaching methods will expand educational problem-solving methods.