Instructional Design for Improvement of Critical Literacy of Foreign Undergraduate Students

2020 ◽  
Vol 81 ◽  
pp. 105-133
Author(s):  
Jung-Ho Min
Keyword(s):  
Instructional Design ◽  
Critical Literacy ◽  
Undergraduate Students

scholarly journals Book Review: Modern Pathfinders: Creating Better Research Guides

2016 ◽  
Vol 55 (4) ◽  
pp. 319
Author(s):  
Allison Embry
Keyword(s):  
Instructional Design ◽  
Undergraduate Students ◽  
Academic Libraries ◽  
Online Research ◽  
Plain Language ◽  
Staff Time ◽  
Web Usability

Many libraries offer some type of online research guides to their patrons, and large academic libraries in particular rely on online guides to make their holdings accessible to undergraduate students. In theory, online research guides have the potential to be superior instruction and outreach tools. In practice, however, many online guides do not receive much use, leading some librarians to question whether staff time and skills might be better used elsewhere. In this slim and readable work, Puckett argues that low use is most likely tied to lack of usability, and he advises librarians to simplify their guides if they want them to be helpful to students. Throughout this book, Puckett follows his own advice about simplicity, presenting his readers with succinct, well-organized chapters that define core instructional design and web usability concepts in plain language and explain how these concepts should be incorporated into research guides.

scholarly journals Implementing critical literacy in A1 undergraduate students

2018 ◽  
pp. 100-116
Author(s):  
Fredy Giraldo
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
Critical Literacy ◽  
Undergraduate Students ◽  
Teaching Practices ◽  
Pedagogical Training ◽  
Implementation Stages ◽  
Professional Degree ◽  
Academic Year

The aim of this article is to analyze the current teaching practices utilized with undergraduate students at Universidad de Ibagué, who are required to complete Reading Comprehension coursework to obtain their professional degree. Two different methods for Critical Literacy proposed by Clarke and Whitney, and McLaughlin and DeVoogd, are used as examples for piloting and implementation stages respectively. Two different groups belonging to the same level were chosen to perform the activities during the second academic year of 2017. The collected data was analyzed using Grounded Thoery procedures. Results showed that critical literacy is not a task that has been well developed at the Language Center. Therefore, the author suggests that teacher education in the area of Critical Literacy should be implemented in pedagogical training.

scholarly journals Plagiarism Instruction Online: Assessing Undergraduate Students’ Ability to Avoid Plagiarism

2006 ◽  
Vol 67 (5) ◽  
pp. 418-428 ◽  
Author(s):  
Pamela A. Jackson
Keyword(s):  
Instructional Design ◽  
Comparative Analysis ◽  
Student Learning ◽  
Design Process ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Web Based ◽  
Instructional Design Process ◽  
Quiz Scores

This study assesses undergraduate students’ understanding of plagiarism through the use of an interactive, Web-based tutorial, Plagiarism: The Crime of Intellectual Kidnapping. The author details the instructional design process used to create this information literacy resource and integrate it into the curriculum. Data from 2,829 student quiz scores are analyzed to assess student learning. The results of this study indicate that students have difficulty grasping concepts related to paraphrasing. A comparative analysis of pre- and posttest results shows that student scores improved an average of 6 percent.

scholarly journals Teaching and Instructional Design Approaches to Enhance Students’ Self‑Directed Learning in Blended Learning Environments

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Dina Adinda ◽  
Najoua Mohib
Keyword(s):  
Instructional Design ◽  
Data Collection ◽  
Blended Learning ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Teaching Approaches ◽  
Self Directed Learning ◽  
Face To Face ◽  
Design Activities ◽  
Directed Learning

Thanks to the combination of face‑to‑face and online learning which involve the use of Information and Communication Technology (ICT), blended learning has become a popular approach to support learning in higher education. The main purpose of this study is to identify the teaching and instructional design approaches adopted by lecturers within blended learning environments, and to analyse their effects on students’ self‑directed learning. The sample involves 18 lecturers and their undergraduate students (n= 294) undertaking a blended course in one French university. This research utilised a mixed method approach for data collection, including questionnaires and observations. Firstly, lecturers were invited to declare their teaching approaches and the configuration of their blended learning environments by completing two online questionnaires. Secondly, both face‑to‑face and online observations were conducted with the lecturers to identify the specificity of their instructional design activities. A pre‑post questionnaire was also used to measure students’ self‑directed learning level. Data collection took place over a period of 6 months during the academic year 2017‑2018. The results show that lecturers who adopt student‑centred teaching approaches are not necessarily designing their blended learning courses as a student‑centred learning environment. Also, the results reveal that students' self‑directed learning is significantly developed only in three out of seven student‑centred blended learning courses. Additionally, the results show that lecturers of the students who improved their self‑directed level provided online peer review and online forum discussion activities. The findings indicate that further research is needed both to validate the direct relationship between these kinds of pedagogical activities and the self‑directed learning, and to determine how blended learning environments can better support collaboration and interaction.

Formative Evaluation of Computer Courseware: An Experimental Comparison of Two Methods

1992 ◽  
Vol 8 (1) ◽  
pp. 69-80 ◽  
Author(s):  
David C. Byrum
Keyword(s):  
Instructional Design ◽  
Small Group ◽  
Undergraduate Students ◽  
Formative Evaluation ◽  
Experimental Comparison ◽  
Group Method ◽  
Computer Assisted ◽  
Instructional Design Process ◽  
Significant Difference ◽  
One To One

Although considered an integral step in the instructional design process, formative evaluation has not received widespread use in the design of CAI (computer-assisted instruction). One issue is the developer's uncertainty in selecting a method of formative evaluation for a CAI product. The objective of this study was to examine the differential impact of two methods of formative evaluation on the revision of courseware. This study investigated the effects of one-to-one and small group methods of formative evaluation of microcomputer courseware on learner posttest scores after using a CAI program. Subjects were seventy-two female and fourteen male undergraduate students from instructional design classes at a midwestern state university. Subjects were randomly assigned to one of three groups and used either 1) the original CAI program, 2) the CAI program revised using the one-to-one method, or 3) the CAI program revised using the small group method. Results indicated a significant difference in learner posttest scores on the CAI products revised using the two methods of formative evaluation over the original version. There was no significant difference between posttest scores of the CAI products revised based on one-to-one or small group method of formative evaluation.

Instructional Design Integrated with Quality Function Deployment (QFD) and TRIZ40

2014 ◽  
Vol 620 ◽  
pp. 93-99 ◽  
Author(s):  
Chaturong Louhapensang ◽  
Somchai Seviset
Keyword(s):  
Instructional Design ◽  
Undergraduate Students ◽  
Education Program ◽  
Design Education ◽  
Quality Function Deployment ◽  
Statistical Significance ◽  
Design Development ◽  
Arithmetic Means ◽  
Quality Function ◽  
Institute Of Technology

This paper concentrates on the development of instructional design integrated with Quality Function Deployment (QFD) and TRIZ40 principles model. This paper draws from the research study which aimed to investigate the development of instructional design integrated with QFD and TRIZ40 principles model for the Design Education Program in the Faculty of Industrial Education at King Mongkut’s institute of Technology Ladkrabang, Bangkok, Thailand. The research methodology was a mix methods. The sample groups were composed of 5 lecturers and 100 Undergraduate students of the Design Education Program. The research methods were questionnaires and focus group technique. The statistics used were frequency, percentage, arithmetic means, and standard deviation. The research found that there are 3 steps of instructional design development integrated with QFD and TRIZ40 principles model. The first step was a learning and acceptation process. The second was to develop the instructional design, which was integrated with QFD and TRIZ40 principles model for the Design Education courses. The last step was evaluation on students’ learning and satisfaction. Based on evaluation of the instructional design experts, the instructional design, which was integrated with QFD and TRIZ40 principles model was highly appropriate for undergraduate students in the Design Education Program. This study reviewed that lecturers and students’ satisfaction with the instructional design integrated with QFD and TRIZ40 were also high because it was easy to utilize. Moreover, it was very effective to evaluate their progress throughout their learning process. Undergraduate students learn with Model of Instructional Design integrated with QFD and TRIZ40 principles for Design Education in Undergraduate Study Level. Have higher achievement scores than Learning in normal/regular classroom with a statistical significance level of 0.05.

scholarly journals DISEÑO INSTRUCCIONAL DESARROLLADO CON ESTUDIANTES DE PREGRADO EN MATEMÁTICAS CON EL TEMA EXPRESIONES NUMÉRICAS

PARADIGMA ◽  
2020 ◽  
pp. 636-656
Author(s):  
Claudia Lisete Oliveira Groenwald
Keyword(s):  
Instructional Design ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Mathematical Education ◽  
Initial Training ◽  
Mathematical Concepts ◽  
Study Materials ◽  
Estudio De Caso

En la capacitación inicial, es importante que los estudiantes tengan la oportunidad de desarrollar las habilidades que les permitan actuar como profesionales capaces de desarrollar el proceso de enseñanza y aprendizaje. El objetivo de este artículo es presentar los resultados de un estudio de caso con estudiantes de Grado en Matemáticas cuando desarrollaron un Diseño Instruccional (DI) y cómo esto permite el desarrollo de las habilidades requeridas por el profesor profesional. El concepto de DI se aplicó en una situación didáctica con cinco estudiantes de pregrado en Matemáticas con el tema Expresiones numéricas, adecuado para estudiantes en el sexto año de la escuela primaria. El enfoque metodológico utilizado fue cualitativo con un enfoque en el estudio de caso. Los resultados muestran que fue posible observar que los estudiantes tuvieron la oportunidad de trabajar en las siguientes habilidades: trabajo grupal basado en la discusión, reflexión y acción para el desarrollo del DI; Evaluación y uso de tecnologías digitales, como materiales de estudio en PowerPoint y guardados en Ispring, software Jclic, actividades en línea; Comprender la importancia de la necesidad de conocer en profundidad los conceptos matemáticos para una planificación adecuada a la temática y al nivel de los estudiantes a los que se destina; valoración de metodologías de enseñanza para la construcción de conceptos matemáticos y el uso de recursos digitales; ser capaz de elegir tareas que sean apropiadas para los conceptos y la edad de los estudiantes para quienes el DI estaba destinado; Reflexión sobre la importancia de la evaluación constante durante todo el proceso y de la reorganización de las rutas cuando sea necesario.Palabras clave: Educación Matemática. Formación inicial en Matemáticas. Diseño instruccional. Expresiones Numéricas.Design Instrucional desenvolvido com alunos de licenciatura em Matemática com a temática Expressões NuméricasResumoNa formação inicial é importante que se possibilite que os estudantes tenham oportunidade de desenvolver as competências que os permitam atuar como profissionais capacitados ao desenvolvimento do processo de ensino e aprendizagem. O objetivo deste artigo é apresentar os resultados de um estudo de caso com estudantes de Licenciatura em Matemática ao desenvolveram um Design Instrucional (DI) e como isto possibilita o desenvolvimento das competências exigidas ao profissional professor. O conceito de DI foi aplicado em uma situação didática com cinco estudantes de Licenciatura em Matemática com o tema Expressões Numéricas, indicado para estudantes do 6º ano do Ensino Fundamental. A abordagem metodológica utilizada foi qualitativa com enfoque de estudo de caso. Os resultados apontam que foi possível observar que os estudantes tiveram oportunidade de trabalhar as seguintes competências: trabalho em grupo baseado na discussão, reflexão e ação para o desenvolvimento do DI; Avaliação e utilização das tecnologias digitais, como materiais de estudos no PowerPoint e salvo em Ispring, software Jclic, seleção de atividades online; compreensão da importância da necessidade de conhecer em profundidade os conceitos matemáticos para um planejamento adequado a temática e ao nível dos estudantes a que se destina; valorização das metodologias de ensino para a construção dos conceitos matemáticos e do uso de recursos digitais; valorizar a escolha de tarefas que sejam adequadas aos conceitos e a idade dos estudantes a que se destinava o DI; reflexão sobre a importância de avaliação constante durante todo o processo e de reorganização de rotas sempre que necessário.Palavras-chave: Educação Matemática. Formação inicial em Matemática. Design Instrucional. Expressões Numéricas.Instructional design developed with undergraduate students in Mathematics with the theme Numerical ExpressionsAbstractIn initial training, it is important that students be given the opportunity to develop the skills that enable them to act as professionals capable of developing the teaching and learning process. The purpose of this article is to present the results of a case study with Mathematics Degree students when they developed an Instructional Design (DI) and how this enables the development of the skills required of the professional teacher. The DI concept was applied in a didactic situation with five undergraduate students in Mathematics with the theme Numerical Expressions, suitable for students in the 6th year of elementary school. The methodological approach used was qualitative with a focus on the case study. The results show that it was possible to observe that students had the opportunity to work on the following skills: group work based on discussion, reflection and action for the development of the DI; Evaluation and use of digital technologies, such as study materials in PowerPoint and saved in Ispring, Jclic software, online activities; understanding the importance of the need to know in depth the mathematical concepts for an adequate planning to the thematic and at the level of the students for which it is intended; valuation of teaching methodologies for the construction of mathematical concepts and the use of digital resources; become able to choose tasks that are appropriate to the concepts and age of the students for whom the DI was intended; reflection on the importance of constant evaluation throughout the process and of reorganizing routes whenever necessary.Keywords: Mathematical Education. Initial training in Mathematics. Instructional Design. Numerical Expressions.

scholarly journals LETRAMENTO DIGITAL E FORMAÇÃO DE PROFESSORES: UMA PROPOSTA COM O APLICATIVO WHATSAPP

2020 ◽  
Vol 13 (2) ◽  
pp. 178
Author(s):  
Gersion Rodrigues Marques ◽  
Barbra Sabota ◽  
Dllubia Santclair
Keyword(s):  
Teacher Education ◽  
Critical Literacy ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Interpretive Study ◽  
Information And Communication

This article aims to problematize the concept of digital literacy from experiences using Information and Communication Digital Technologies (ICDT) in a six-hour course planned for teacher education context. Six undergraduate students took part in this minicourse. Our intention is to provide opportunities for reflection on the opportunities and digital didactic resources of our time while providing that the discussions take place also mediated by these technologies. In this way, the participants of the minicourse were invited to take a meta-analytical look at the tool, that is, to use and reflect on how to use it. This qualitative interpretive study is guided by the theory of Multiliteracies and aims to discuss how we can contribute to the improvement of critical digital literacy of teachers and consequently favor work based on the theory of critical literacy resignified also among their students.

scholarly journals The Effect of Navigation Structure in Electronic Courseware and Self-regulated Learning on achievement and Satisfaction in Instructional Design for Undergraduate Students

2022 ◽  
Vol 5 (1) ◽  
pp. 129-184
Author(s):  
Eltayeb Ahmed Hassan Haroun
Keyword(s):  
Instructional Design ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Satisfaction Scale ◽  
Self Regulated Learning ◽  
Quasi Experimental ◽  
Navigation Structure ◽  
Faculty Of Education ◽  
High Level

This study aims at identifying the effects of navigation structure in electronic courseware, and student self-regulation level on achievement in instructional design and satisfaction towards learning environment for undergraduate students. A quasi-experimental (3x3) factorial ANOVA design used to explore the main effects the independent variables. Two hundred nineteen respondents selected from third class undergraduate students in the faculty of education at Ablaba University. The respondents randomly assigned into one of three treatment groups varied in navigation structure. The treatment group used linear, hierarchical, and network navigation respectively. The tools consist of, achievement test, student's satisfaction scale, and self-regulation scale. The results showed that high-level self-regulated learners outperformed low-level self-regulated learners in achievement, and in satisfaction scale. There were no significant differences for the three treatments; the navigation structure employed in this study had no effect on participants’ learning and satisfaction. A significant interaction seen between leaning self-regulation skills and navigation structure. High-level self-regulated learners learn better from hierarchical navigation and less with linear navigation weak-level self-regulated learners learn better with linear navigation and weak with hierarchical. However, the network navigation structure mediate the two other navigation structure for all treatment group.

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