scholarly journals Implementing Gagne’s Events of Instruction in MBA Classroom: Reflections and Reporting

2020 ◽  
Vol 7 (3) ◽  
pp. 56-61
Author(s):  
Dr. Suruchi Pandey
Keyword(s):  
Events Of Instruction

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

Using Gagné's Events of Instruction to Analyze Online Course Quality

2011 ◽  
pp. 2231-2238 ◽  
Author(s):  
Marc R. Robinson
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Learning Community ◽  
Student Perceptions ◽  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Design Quality ◽  
Course Quality ◽  
Events Of Instruction

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.

Designing a Minecraft Simulation Game for Learning a Language Through Knowledge Co-Construction

2020 ◽  
pp. 181-208
Author(s):  
Joeun Baek ◽  
Hyekyeong Park ◽  
Ellen Min
Keyword(s):  
Simulation Game ◽  
Negotiation Of Meaning ◽  
Test Result ◽  
Events Of Instruction

The purpose of this chapter is to design a Minecraft simulation game where players can learn a language by communicating and negotiating meaning with other players. To achieve this, Gagné's events of instruction and Schmitt's strategic experience modules were adopted as a theoretical lens for simulation building. After the simulation game was designed, it was implemented to test its feasibility. The result shows that the simulation game has both the intended features of knowledge co-construction and the negotiation of meaning, as well as enjoyment of the game. The test result, however, also suggests that the simulation game needs more conditionals and loops in order for players to repeat their simulation game at any place and time.

scholarly journals An Examination of Instructional High School Chemistry Videos on EBA Portal in terms of Nine Events of Instruction

2016 ◽  
Vol 3 (1) ◽  
pp. 66-78
Author(s):  
Güneş Uğraş ◽  
◽  
Ahmet Murat Uzun ◽  
Ali Battal ◽  
Halil Kayaduman ◽  
...  
Keyword(s):  
High School ◽  
High School Chemistry ◽  
Events Of Instruction

Events of Instruction

2011 ◽  
pp. 132-145
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Larry M. Dooley
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Lesson Planning ◽  
Learner Motivation ◽  
Learner Centered ◽  
Events Of Instruction

In previous chapters, we explored systematic instructional design, learner-centered instruction, and objective writing. Now we will give you some nuts and bolts on specific lesson planning and methods to gain attention and stimulate motivation in distance education. What are Gagné’s Nine Events of Instruction and how do these events impact lesson planning? Why use icebreakers and openers in the lesson? How do you stimulate learner motivation? What kinds of things should be included in the closing segment of a lesson?

scholarly journals Analysis of Game Elements in Digital Educational Game According to Gagne Nine Events of Instruction

2019 ◽  
Vol 9 (7) ◽  
Author(s):  
Ummu Husna Azizan ◽  
Maizatul Hayati Mohamad Yatim ◽  
Laili Farhana Ibharim ◽  
Nor Zuhaidah Mohamed Zain
Keyword(s):  
Educational Game ◽  
Game Elements ◽  
Events Of Instruction

scholarly journals Applying Gagne's Events of Instruction in a Computer-Based Test Preparation Listening Material Design

2019 ◽  
Vol 7 (2) ◽  
pp. 7-13
Author(s):  
Acmad Suyono
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Standardized Test ◽  
Test Preparation ◽  
Material Design ◽  
Instructional Materials ◽  
Listening Skill ◽  
Computer Based ◽  
High Degree ◽  
Events Of Instruction

The advances in computer technology have brought the rise of computer-based instructional materials in many different fields  including  language  learning.  With  regard  to  listening  skill  development,  one  obvious  strength  of  the  computer-based instructional materials is its capability of presenting audio component in various ways to improve students’ listening skill. For students who are preparing themselves to take a standardized test like Test of English as a Foreign Language (TOEFL), the materials can even be designed to provide a high degree of customization that can be geared specifically to meet students’ pace of learning. However, it can be a big challenge to design a computer-based listening material capable of ensuring that learning indeed takes place while the students are using and exploring its contents. This paper aims to propose the application of Gagne's nine events of instruction in a computer-based test preparation listening material design. More specifically, this paper tries to provide guidance in the process of developing the user interface and the content presentation within the material as to match each part of the nine events. It is expected that this strategy will successfully activate the required cognitive process of the students and help them achieve established learning objectives.

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