Developing Instructional Design Model of Speaking Skill for First Year Undergraduate Students

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

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Practitioner Validation toward Instructional Design Model Based on Contextual Teaching and Learning (CTL) for English Writing Skill

International Journal of Innovative Research and Development ◽

10.24940/ijird/2020/v9/i4/apr20070 ◽

2020 ◽

Vol 9 (5) ◽

Author(s):

Yulia, Muhammad Rusdi ◽

Saharudin .

Keyword(s):

Instructional Design ◽

Teaching And Learning ◽

Instructional Design Model ◽

Design Model ◽

English Writing ◽

Model Based ◽

Writing Skill ◽

Contextual Teaching

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An Ontological Approach to Online Instructional Design

Instructional Design ◽

10.4018/978-1-60960-503-2.ch716 ◽

2011 ◽

pp. 1771-1792

Author(s):

Robert Z. Zheng ◽

Laura B. Dahl

Keyword(s):

Instructional Design ◽

Teaching And Learning ◽

Holistic Approach ◽

Instructional Design Model ◽

Design Model ◽

Future Research ◽

Online Instructional Design ◽

Business Course ◽

E Learning ◽

Online Business

This chapter introduces the ontological instructional design as an alternative to the traditional instructional design in teaching and learning. By comparing the differences between traditional instructional design and e-Learning, the authors suggest that instructional design in e-Learning require a different model than the existing traditional models due to the idiosyncratic nature of e-Learning in terms of population, environment, and resources. An ontological instructional design model is proposed with a focus on the sharability, reusability and interoperability of ontological entities and design components within the ontological entities, which provides a holistic approach to online instructional design compared to the segmented, linear design approach in traditional instructional design models. A case study is included to illustrate the use and application of the ontological instructional design model in an online business course. Finally, guidelines for implementing the model are made with suggestions for future research.

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THE DESIGN AND DEVELOPMENT OF MobiEko: A MOBILE EDUCATIONAL APP FOR MICROECONOMICS MODULE

Malaysian Journal of Learning and Instruction ◽

10.32890/mjli.2017.7804 ◽

2017 ◽

Cited By ~ 1

Author(s):

Mohamad Siri Muslimin ◽

Norazah Mohd Nordin ◽

Ahmad Zamri Mansor ◽

Melor Md Yunus

Keyword(s):

Instructional Design ◽

Mobile Devices ◽

Mobile Learning ◽

Mobile Application ◽

Teaching And Learning ◽

Visual Navigation ◽

Instructional Design Model ◽

Learning Activities ◽

Design Model ◽

Design And Development

Purpose – The purpose of this study is to presents the steps taken to produce a mobile learning application framework to learn Microeconomics for which is named “MobiEko Apps”. Mobile learning application is utilized because the framework enables seamless access between all the involved actors. The design and development of an application prototype in this study are based on the ADDIE instructional design model. Methodology – This study was conducted to develop an educational mobile application for Microeconomics by eliciting learning content and evaluating learners’ satisfaction after the use of app. The design and development of an application prototype in this study are based on the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). This approach provides educators with useful, clearly defined stages for the effective implementation of instruction. Five stages comprise the framework, each with its own distinct purpose and function in the progression of instructional design. In this study, Prototype applications that want to produce is an education material in the form of mobile application based on Android platform to support teaching and learning activities in the classroom. Findings – A systematic research framework using ADDIE (Analyze, Design, Develop, Implement, and Evaluate) approach is proposed to produce mobile application (MobiEko app) by dividing the content of the application into four main activities namely as learning menu, learning activities, assessment activities and support activities. The findings also showed that students were satisfied of the presentation design, visual, navigation and accessibility of ‘MobiEko’ application. Additionally, Mobile educational application (MobiEko) successfully performed as a knowledge transfer channel to help students and learners understand better the concepts and course contents as well as facilitated educators and students with better or more convenient ways in their teaching and learning activities. Significance – The present study has great significance to explore the roles of self-directed learning through mobile application to enhance the student’s knowledge through the development of an educational mobile application. It is expected to encourage students to carry out self-study while improving the quality of teaching and learning activities in line with the 21st century learning. The education mobile application envisioned to be applied in blended learning scenario to support instructors and students in teaching and learning, leveraging on the affordance and ownership of mobile devices as well as to facilitate the learning of Microeconomics courses on mobile devices.

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An Ontological Approach to Online Instructional Design

Handbook of Research on Human Performance and Instructional Technology ◽

10.4018/978-1-60566-782-9.ch001 ◽

2010 ◽

pp. 1-23 ◽

Cited By ~ 3

Author(s):

Robert Z. Zheng ◽

Laura B. Dahl

Keyword(s):

Instructional Design ◽

Teaching And Learning ◽

Holistic Approach ◽

Instructional Design Model ◽

Design Model ◽

Future Research ◽

Online Instructional Design ◽

Business Course ◽

E Learning ◽

Online Business

This chapter introduces the ontological instructional design as an alternative to the traditional instructional design in teaching and learning. By comparing the differences between traditional instructional design and e-Learning, the authors suggest that instructional design in e-Learning require a different model than the existing traditional models due to the idiosyncratic nature of e-Learning in terms of population, environment, and resources. An ontological instructional design model is proposed with a focus on the sharability, reusability and interoperability of ontological entities and design components within the ontological entities, which provides a holistic approach to online instructional design compared to the segmented, linear design approach in traditional instructional design models. A case study is included to illustrate the use and application of the ontological instructional design model in an online business course. Finally, guidelines for implementing the model are made with suggestions for future research.

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Teaching large undergraduate chemistry classes: A challenge or an opportunity

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v3i3.1034 ◽

2015 ◽

Vol 3 (3) ◽

pp. 353-370

Author(s):

Aishling Flaherty ◽

Anne O’Dwyer ◽

JJ Leahy ◽

Oliver Richardson

Keyword(s):

General Chemistry ◽

Undergraduate Students ◽

Teaching And Learning ◽

First Year ◽

Exploratory Research ◽

Prior Learning ◽

First Year Students ◽

Chemical Concepts ◽

Approach To Teaching ◽

Student Inquiry

Teaching introductory modules and classes of undergraduate programmes can present a number of subjective and objective challenges. Objective challenges include a high degree of variation in students’ prior learning experiences combined with a high student-teacher ratio. Subjective challenges include the transitional changes which first year students undergo that include cognitive, affective and physiological changes as they make the leap from the often small and secluded secondary-level environment to the all-consuming tertiary-level environment. For introductory chemistry modules, such as General Chemistry, the pertinence of these challenges can have negative repercussions on students’ acquirement of basic chemical concepts in first year which could inherently go on to hinder their successful progression through their third-level education. In an effort to tackle the challenges posed against effective learning in General Chemistry modules, this exploratory research study set out to understand how the potential incorporation of a new approach to teaching and learning would be received by the three main cohorts involved. The attitudes and recommendations of undergraduate students, post-graduate students who have a role as laboratory demonstrators and module leaders towards the potential incorporation of Student-Inquiry activities and laboratories into General Chemistry were investigated. All three cohorts welcomed the incorporation of Student-Inquiry as part of the approach to teaching and learning. While the researchers and module leaders had an initial awareness of the challenges that come with teaching General Chemistry, little was known of the potential significance of the opportunity which lay amongst these challenges.

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Mingle Model for Teaching English Speaking Skill for College Students

AL-TA LIM ◽

10.15548/jt.v22i1.115 ◽

2015 ◽

Vol 22 (1) ◽

pp. 1-9

Author(s):

Darmayenti Darmayenti ◽

Nofel Nofiadri

Keyword(s):

Development Project ◽

First Year ◽

State Institute ◽

First Year Students ◽

Islamic Studies ◽

Significant Difference ◽

Speaking Skill ◽

English Speaking ◽

Addie Model ◽

Academic Year

This paper is a report of a research and development project conducted in a speaking skill for the first-year students of State Institute for Islamic Studies Imam Bonjol Padang, academic year 2012/2013. Mingle as a technique in teaching speaking proposed by Pollard and Hess in 1997 was developed into a new model. Using ADDIE model as proposed by Dick and Carey in 1996, we collected the intended data through observation, questionnaire, and test. The result of the research showed that the implementation of model gave a significant difference in term of the students-learning outcome between the students who are taught through Mingle model and by traditional one or without Mingle model. The development of Mingle model included preparation, warming up, set the rule, act Mingle model, presentation, review and discussion. It is concluded that Mingle model is more effective to improve students on all components of speaking skill. Therefore, it is recommended that this model can be implemented at IAIN Imam Bonjol Padang. Copyright © 2015 by Al-Ta'lim All right reserved

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REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.3726 ◽

2011 ◽

Author(s):

Jeremiah Vanderlaan ◽

Josh Richert ◽

James Morrison ◽

Thomas Doyle

Keyword(s):

Reverse Engineering ◽

Engineering Students ◽

Measurement Techniques ◽

First Year ◽

Stepping Stones ◽

First Year Students ◽

Final Project ◽

Undergraduate Study ◽

Solid Edge ◽

Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

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The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

Education Sciences ◽

10.3390/educsci11060298 ◽

2021 ◽

Vol 11 (6) ◽

pp. 298

Author(s):

Irina Karpovich ◽

Oksana Sheredekina ◽

Tatyana Krepkaia ◽

Larisa Voronova

Keyword(s):

Academic Performance ◽

Quantitative Methods ◽

Qualitative Content Analysis ◽

Peer Assessment ◽

Educational Process ◽

Social Adaptation ◽

First Year ◽

First Year Students ◽

English Speaking ◽

Speaking Skills

A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

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A virtual alternative to molecular model sets: a beginners’ guide to constructing and visualizing molecules in open-source molecular graphics software

BMC Research Notes ◽

10.1186/s13104-021-05461-7 ◽

2021 ◽

Vol 14 (1) ◽

Author(s):

Siripreeya Phankingthongkum ◽

Taweetham Limpanuparb

Keyword(s):

General Chemistry ◽

Open Source ◽

Undergraduate Students ◽

Teaching And Learning ◽

Molecular Model ◽

Bond Line ◽

First Year ◽

Molecular Graphics ◽

Model Sets ◽

Graphics Software

Abstract Objective The application of molecular graphics software as a simple and free alternative to molecular model sets for introductory-level chemistry learners is presented. Results Based on either Avogadro or IQmol, we proposed four sets of tasks for students, building basic molecular geometries, visualizing orbitals and densities, predicting polarity of molecules and matching 3D structures with bond-line structures. These topics are typically covered in general chemistry for first-year undergraduate students. Detailed step-by-step procedures are provided for all tasks for both programs so that instructors and students can adopt one of the two programs in their teaching and learning as an alternative to molecular model sets.

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