A Prescriptive Instructional Systems Design model: A Rasch-model case for Saudi Arabia

There is continual evidence of ineffective eLearning programmes that are set amid emerging information and communication technology (ICT) tools by higher education (HE) providers. While many of the existing accounts outline the potential of integrating such educational technology into their teaching and learning practice, other studies point out the adoption challenges of such programmes. This chapter tackles this dilemma in two respects. Firstly through an examination of the limitations surrounding the instructional systems design (ISD) models while urging the need for empirical evidence and ratification processes to substantiate these models as they relate to online instructional environments. Secondly through the investigation of the effectiveness offered by ICT tools under different instructional environments in order to facilitate the effective application of eLearning. Field evaluation in the form of a series of 2x3 factorial quasiexperiments was conducted at four HE institutions in Saudi Arabia. The empirical results confirm the validity of the ISD model and reliably captured its effects in improving learners' performance under three instructional delivery modes. The empirical evidence reveals the extent of effectiveness of the proposed prescriptive ISD model enabling an improved design of ICTbased HE instructional strategies. On a managerial level, the findings facilitate the delivery mode decision making by HE providers in terms of the congruence of technology integration under each of the three learning experiences. The calibrated assessment measures provide a discussion to extend the practical implication of the current ePedagogical practice in the eLearning industry.