University System of Georgia
Association for Educational Communications and Technology (AECT)
University of Georgia
Association for Educational Communications and Technology (AECT)
Fulbright Program
Department Head, Career and Information Studies, University of Georgia
Department Head, Educational Psychology and Instructional Technology, University of Georgia
Department Head, Instructional Technology, University of Georgia
Associate Professor of Instructional Technology, University of Georgia
Associate Professor of Instructional Design (tenured), Syracuse University
Assistant Professor of Instructional Design and Development, Syracuse University
Fulbright Lecturer/Researcher, University of KwaZulu-Natal
Lecturer, Technology Education, University of Botswana
Robert Maribe (Rob) Branch is Professor of Learning, Design, and Technology at the University of Georgia. He joined UGA in 1996 (tenured 1998), became Professor in 2000, and previously served as department head for Instructional Technology (2000–2003), Educational Psychology and Instructional Technology (2007–2012), and Career and Information Studies (2013–2019). Before UGA, he was on the Syracuse University faculty (1989–1996) and earlier taught in Botswana as a Peace Corps Volunteer and University of Botswana lecturer. His research focuses on diagramming complex conceptual relationships and processes (often within STEM education), instructional design models and theory (including his 2009 book that systematized the ADDIE approach), and message/visual design for learning. He has co-edited the Educational Media and Technology Yearbook annually since 1997 and served as President of AECT (2014–2015).
Branch’s 2009 book presents a practical, process‑oriented articulation of ADDIE, emphasizing alignment (the “line of sight”) across analysis, design, development, implementation, and evaluation for intentional learning projects.
A comparative framework categorizing instructional design models by typical output and development context (classroom instruction, product development, or complex systems), with characteristics for comparing resource demands, analysis, revision, and dissemination.
Conceptual paradigm outlining a structured approach to project management for competitive training/education contexts; emphasizes scoping, planning, development/implementation, and evaluation checkpoints aligned to performance outcomes.
TechTrends • Journal
Mixed‑methods study with 17 preservice teachers comparing research presentations delivered as animated videos versus essays. Creating animations supported criterion‑based performance, encouraged creativity, reduced reproductive learning, and was well‑accepted and enjoyed by participants, suggesting animated video creation can be a viable alternative to traditional essays for presenting research.
Computers & Education • Journal
Analyzes LMS log data from 284 students in an asynchronous online statistics course to identify self‑regulated learning (SRL) profiles and weekly behavior patterns. K‑medoids clustering yielded three profiles (self‑regulated, partially self‑regulated, non‑self‑regulated). Random‑forest analyses showed self‑regulated students studied earlier and sought help around exams, while non‑self‑regulated students tended to cram. The paper offers targeted instructional strategies for supporting SRL over time.
Journal of Visual Literacy • Journal
Replicates earlier work on how graphic elements influence perception and interpretation of diagrams. Findings indicate the type of elements used to compose curvilinear vs. rectilinear flow diagrams affects visual perceptions relevant to instructional design contexts and complex learning development situations.
British Journal of Educational Technology • Journal
Survey of 165 CS students examined how achievement goals relate to three types of online help‑seeking. Students searched online significantly more than they asked others for help. Contrary to face‑to‑face settings, achievement goals did not significantly predict the frequency of online help‑seeking, suggesting modality differences in how goals relate to help‑seeking behaviors.
Computers in Human Behavior • Journal
With data from 203 CS students, ten‑fold cross‑validation identified problem difficulty as the strongest predictor for all three online help‑seeking behaviors (searching, asking instructors online, asking peers online). Learning proficiency, academic performance, and epistemological beliefs also predicted searching and asking instructors online. Practical guidance is offered for targeted training to develop effective online help‑seeking.
Knowledge Management & E‑Learning: An International Journal • Journal
Using self‑determination theory with 262 online students in two programs, the study examines how perceived autonomy, affiliation, and ability differentially predict types of motivation (from amotivation to intrinsic) and learning outcomes (engagement, grades, perceived learning, satisfaction). Autonomy strongly predicted intrinsic/extrinsic motivation; ability predicted amotivation and perceived learning; affiliation best explained course satisfaction. Implications for online learner support are discussed.
Journal of Research on Technology in Education • Journal
Case study of five 8th‑grade geography students engaged in project‑based learning. Artifacts reflected blends of individual abilities, with some abilities untapped or unrecognized. Artifacts evidenced system, domain, and metacognitive knowledge, though some processes (e.g., decision‑making) went undocumented. The flexible PBL environment supported student decisions about abilities, resources, and plans; recommendations for teacher education are provided.
Educational Technology Research and Development • Journal
Reviews the early history and influential forms of instructional development (ID) models and argues that models primarily serve as conceptual and communication tools to visualize, direct, and manage guided learning processes. Provides a taxonomy (classroom, product, systems models), compares models on key characteristics, and contends that many claimed “new” approaches (e.g., rapid prototyping) are best viewed as iterative and recursive variants of longstanding ID processes.
Springer • Book
Annual reference work compiling scholarship and practice‑oriented reviews on learning, design, and technology. Volume 43 continues the series’ role documenting current ideas and developments in educational media and technology for researchers, practitioners, and policymakers.
Brill • Book
Part literature review and part discussion, this edition presents an updated taxonomy and assumptions for understanding instructional design models as conceptual and operational tools. It reviews 12 representative models across contexts, helps readers form a personal mental model for adopting/adapting ID models, and frames models along learning spaces, contextual factors, and elements for practice and scholarship.
Springer US • Book
Introduces and systematizes the Analyze–Design–Develop–Implement–Evaluate (ADDIE) process as a practical primer for instructional design. Written to address the proliferation of development models and non‑traditional learning contexts, the book emphasizes maintaining a “line of sight” across needs, goals, strategies, and assessments while offering low‑jargon guidance and examples for real projects. It argues most ID models derive from ADDIE and aims to help novices and practitioners apply core ADDIE principles effectively.