Enhancing Learner Engagement in Online Education through ADDG9E Model

P. Karthikeyan, A. M. Abirami, M. Thangavel

Research output: Contribution to journalArticlepeer-review


Nowadays, Online Education has been an inevitable choice of practice in the teaching-learning process. Learner engagement is one of the ineluctable challenges faced by the course teachers. For sustaining the learner's engagement throughout the course, teachers have to plan teaching-learning activities such as learning environment, content delivery, active student engagement, assessment, and evaluation. To plan teaching–learning activities effectively, the ADDG9E Instructional Design model, the combination of ADDIE and the Gagne’s 9 events models, has been proposed. Computer Programming CP101x – online bridge course has been offered to first-year engineering students. This course has been offered to improve the problem-solving skills of the learners. The proposed model has been implemented for organizing an online bridge course using the Moodle platform. The experimental results show that the proposed model has improved the learner's engagement, sustainability in learning, formative and summative assessment scores compared to physical classroom teaching. The course feedback shows that how well the learners have enjoyed their learning in the proposed ADDG9E Instructional Design model-based online bridge course on computer programming.

Original languageEnglish
Pages (from-to)54-61
Number of pages8
JournalJournal of Engineering Education Transformations
Issue numberSpecial Issue 2
Publication statusPublished - Mar 1 2024


  • ADDIE Model
  • Gagne’s 9 Events Model
  • Online Course Design
  • Online Instructional Design
  • Online Learning
  • Self-Learning
  • Self-Motivation
  • Student Engagement

ASJC Scopus subject areas

  • Education
  • Development
  • General Engineering


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