Learning Objects for Instructional Design (Addie): A Strategy for Optimizing B-learning Models

Abstract

This scientific article analyzes the optimization of instructional design in blended learning (B-learning) environments through the strategic integration of learning objects into the ADDIE model, implemented at the Guayaquil Naval Academy. In the face of the digital transformation of education, the institution faces the challenge of improving pedagogical quality in hybrid modalities, where the rigidity of traditional materials limits personalization and interactivity. The study is based on the premise that self-contained, reusable, and adaptive digital resources can enhance each phase of ADDIE (Analysis, Design, Development, Implementation, and Evaluation), optimizing the effectiveness of B-learning. The methodology combined a descriptive-explanatory quantitative approach with observation, survey, and documentary analysis techniques, involving faculty and students. The results revealed that, although the use of ADDIE is relatively new at the institution, the incorporation of learning objects significantly improved the clarity of objectives, the adequacy of resources, and active participation. For example, 66.7% of faculty members emphasized that learning objects facilitated practical activities and formative assessments, while 33.3% considered them "very appropriate" for individual needs. The findings underscore that this systemic integration optimizes course planning and assessment, increases motivation and academic performance, and requires teacher training in educational technologies. Recommendations include standardizing metadata for learning objects, implementing intuitive LMS platforms, and fostering communities of teaching practice. The study provides a replicable framework for institutions seeking to balance technological innovation and pedagogy in specialized hybrid environments.