DefinePK

Abstract

With the rise of online teaching, particularly in the post-COVID-19 era, the demand for effective and quality instruction has grown substantially. This study aimed to address a critical gap in instructional design (ID) competencies among university lecturers in Oman who were not experts in the instructional design process. To respond to this need, the research developed a modular professional development course using Articulate Storyline. The course was structured around the key ID phases: analysis, design, development, implementation, and evaluation (ADDIE). Using a developmental research methodology, the study designed and implemented a Computer-Assisted Instruction (CAI) prototype as an accessible online professional development tool. The course was intended to support university lecturers in building fundamental instructional design skills and applying them within their instructional context. Data were collected through surveys to measure participants’ self-reported perceptions of ID knowledge and skills. The findings revealed that not only did the intervention significantly enhance participants’ understanding and application of ID principles, but it also enabled them to design instruction that is effective, efficient, and engaging. The study contributes a scalable framework for deploying CAI-based microlearning environments in higher education settings. Furthermore, it highlights the potential of digital tools for sustained professional development and recommends future exploration of adaptive learning technologies.