Developing, Implementing and Evaluating Training for Online Graduate Teaching Assistants Based on ADDIE Model
Ratnaditya Jonnalagadda *
Wharton Business School, University of Pennsylvania, Philadelphia, PA, USA.
Pallavi Singh
Steve Hicks School of Social Work, The University of Texas at Austin, Austin, TX, USA.
Avinash Gogineni
Miller School of Medicine, University of Miami, Miami, Florida,USA
Roopesh Reddy Sadashiva Reddy
Sylvester Cancer Research Center, University of Miami, Miami, FL, USA.
Hima Bindu Reddy
College of Computing and Engineering, Nova South Eastern University, Davie, Florida,USA
*Author to whom correspondence should be addressed.
Abstract
Graduate teaching assistants (GTAs) play an important instructional role in teaching undergrad- and graduate-level courses, yet they receive very little training. The most common form of teaching professional development to GTAs is a pre-semester workshop held at the course, department, or college level. In this study, we describe the development, implementation, and evaluation of GTA training programs using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). We used observation and interviews for data collection. ADDIE is generally used in instructional design. The results show the value of utilizing ADDIE in developing and evaluating a training program. It is intended to analyze the multi-dimensional connection of designing a training program: meeting expectations of trainees seeking to acquire skills sets as well as understanding the nuances and navigating the complex system that is needed to be successful on the job.
Keywords: Graduate teaching assistant, ADDIE model, training, training evaluation