Integrating the 7Es Instructional Model in the Implementation of a Fully Online Asynchronous Course in Higher Education

The 7Es instructional model (End-goals, Establish, Expound, Expand, Exercise, Evaluate, and Envelop) introduces a strategic framework to course design that frames the knowledge acquisition process in higher education from the learners’ perspective. This study examines how the model integration influences the level of acceptability and appropriateness of fully online asynchronous learning modality in the selected general education course. It also determines which components exert significant influence on the acceptability and appropriateness of this modality. This quantitative analysis incorporates a correlational research design to examine the interrelationships between variables and their impact on the quality of learning experience. Multiple regression analysis is employed to measure the impact of several critical factors - Course Content (CC), Engagement and Interaction (EI), Accessibility and Usability (OPAU), Communication (COMM), and Self-Pacing and Workload (SPW) - on the acceptability and appropriateness of online learning modality. Results show a significant level of acceptability and appropriateness in integrating the 7Es model into the instructional design. Of the five variables, a significant positive correlation is found between acceptability and four variables: CC, EI, COMM, and SPW. Furthermore, the results indicate that CC, EI, OPAU, and SPW exert a significant influence on appropriateness.