Assessment of the Implementation of the Substitution Augmentation Modification Redefinition Model in Online Courses during the Prep Phase at University of Global Health Equity

Authors

  • Dr. Matt Ames
  • Theogene Uwizeyimana
  • Olivia Clarke
  • Gatete Christophe

DOI:

https://doi.org/10.47604/ijodl.2169

Keywords:

SAMR Model, Instructional Technology, Design, Online Technologies

Abstract

Purpose: Instructional technology integration at the institutional level can be fraught with a lack of preparedness (25.6%) and understanding (39.1%) (Kihoza et al., 2016; Lacruz, 2018). To mediate these issues a sound instructional technology integration approach is critical to the success of educational programs. The Substitution, Augmentation, Modification, Redefinition (SAMR) model (Lacruz, 2018) was designed to aid educator's measuring the level of technology integration in their class and to offer suggestions for the lack thereof. For technology integration to be successful overtime, faculty and student satisfaction must remain high. The purpose of this study is to implement an instructional technology approach based on the SAMR model and assess faculty and student satisfaction with this model.

Methodology: This study was a mixed methods cross-sectional study that evaluated Prep Phase courses for the level of SAMR model use.

Findings: Results showed that courses with a high level of technology integration at the Modification and Redefinition levels also had high levels of student satisfaction. What is distinctive in this study is that the implementation was tracked from beginning to end, with student and faculty satisfaction being assessed.

Unique Contribution to Theory, Practice and Policy: The study recommends that a looser version of the SAMR Model may be used so that faculty training focuses more on engaging technologies and less on a broad model. Faculty training time can be limited so finding ways to maximize that time would certainly be beneficial.

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References

Blundell, C. N., Mukherjee, M., & Nykvist, S. (2022). A scoping review of the application of the SAMR model in research. Computers and Education Open, 3.

https://doi.org/10.1016/j.caeo.2022.100093.

Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433-441. https://doi.org/10.1007/s11528-016-0091-y.

Jude, L., Kajura, M. A., & Birevu, M. P. (2014). Adoption of the SAMR model to assess ICT Pedagogical adoption: A case of Makerere University. International Journal of e-Education, e-Business, e-Management and e-Learning, 4(2), 106-115. https://doi.org/10.7763/ijeeee.2014.v4.312.

Kihoza, P., Zlotnikova, I., Bada, J. K., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development Using Information and Communication Technology, 12(1), 107-128. http://files.eric.ed.gov/fulltext/EJ1099588.pdf.

Lacruz, N. (2018). SAMR Model. In R. Power (Ed.), Technology and the curriculum: Summer 2018. PressBooks. https://pressbooks.pub/techandcurriculum/chapter/samr/.

Rios, T., Elliott, M., & Mandernach, B. J. (2018). Efficient instructional strategies for maximizing online student satisfaction. Journal of Educators Online, 15(3), 1-9. https://doi.org/10.9743/jeo.2018.15.3.7.

Terada, Y. (2020, May 4). A powerful model for understanding good tech integration. Edutopia. https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

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Published

2023-11-01

How to Cite

Ames, M., Uwizeyimana, T., Clarke, O., & Gatete, C. (2023). Assessment of the Implementation of the Substitution Augmentation Modification Redefinition Model in Online Courses during the Prep Phase at University of Global Health Equity. International Journal of Online and Distance Learning, 4(1), 47–55. https://doi.org/10.47604/ijodl.2169

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