The Prevalence of Help-Seeking in Instructional Design Practice in Higher Education

This paper delves into the intersectionality of help-seeking models and the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) framework in the context of instructional design. Academic help-seeking behavior is a multifaceted phenomenon influenced by various cognitive, social, cultural, and contextual factors. Similarly, the ADDIE framework is a systematic approach to instructional design, considering the iterative processes for effective learning design and interventions. This study aims to illustrate potential synergies and identify practical implications for instructional designers and course instructors by overlaying help-seeking models onto the ADDIE framework. The implications of this synthesis offer insights into designing more effective interventions that foster adaptive help-seeking behaviors and facilitate meaningful learning experiences.