scholarly journals Instructional Design and Models: ASSURE and Kemp

2019 ◽  
Vol 9 (2) ◽  
pp. 1-8
Author(s):  
Jiwak Raj Bajracharya
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Training Programme ◽  
Instructional Materials ◽  
Reflective Process ◽  
Teaching And Learning Environment ◽  
Systematic Planning ◽  
Principles Of Learning ◽  
Learning And Instruction

Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.

Instructional Design and Quality

2013 ◽  
pp. 236-250
Author(s):  
Anna Busquets ◽  
Muriel Gómez
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
East Asian ◽  
Drop Out ◽  
Instructional Design Process ◽  
Course Materials ◽  
E Learning ◽  
Two Phases ◽  
East Asian Studies

Quality in e-learning should be measured from three perspectives: technology, pedagogy, and management and administration. This paper examines the pedagogical and methodological perspective, specifically in the work developed by the professors of the course “East Asian Geography”, a compulsory course of the Programme of East Asian Studies. The authors consider that the teaching and learning methodology applied to the UOC model has reached the proper level of quality when students are satisfied, follow the courses and not drop out, and perform appropriately. In that sense, satisfaction, permanence, and academic performance are the three levels of measurement of the quality of the each course and program, as well as the UOC model in general. On the basis of the data obtained and results of the first two years 2003-2004 and 2004-2005, in terms of performance and satisfaction of the students in the course “East Asian Geography”, is considered for revision and improvement. This process has two phases. In the first one, during 2005-2008, the authors focus on the instructional design process and the conceptualization of the course plan with new activities; in the second, from 2009 to present, the authors examine the design and diversification of course materials and e-learning activities.

Improving the Quality of Online Learning Environments

2017 ◽  
pp. 278-300
Author(s):  
Komar Parveen Khan
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Specific Model ◽  
Design Guidelines ◽  
Online Learning Environments ◽  
Design Models ◽  
Design For Learning

In spite of the numerous changes in technology in the past decades, designers continue to utilize traditional instructional design models as a foundation for designing teaching and learning materials, which may not be suited for the design and development of online learning environments. A study was conducted to investigate the characteristics of an online-specific design model called Proactive Design for Learning (PD4L) (Sims, 2012; Sims & Jones, 2003) and its ability to address limitations of traditional design models. The study was conducted to examine in what ways the PD4L model would contribute to enhance the quality of online learning. Based on this research, this chapter will be able to provide readers with ideas on the ways the elements of an online specific model can serve as design guidelines, a framework or “a set of guiding principles” (Sims, 2011) for designers and developers to create quality teaching and learning environments.

scholarly journals Improving the Quality of English Language Teaching And Learning

2020 ◽  
Vol 2 (2) ◽  
pp. 49-54
Author(s):  
Sugiono Sugiono
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Educational Process ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Learning Needs ◽  
Literature Study ◽  
Language Teaching And Learning

This is a literature study on how to improve the quality of English language teaching and learning. Teaching, in general, can give one daily an unbelievable roller coaster ride from the depths of total frustration to the heights of incredible rewards. Teaching is a profession that is given little respect and lots of criticism. English language teaching and learning is an educational process. It requires great preparation and implementation to maintain the interaction between teacher and students. Apart from this, the teacher needs to be skillful in identifying the needs that should be fulfilled and the objectives which should be achieved. Teacher perspective needs to orient itself to the teaching and learning activities that cover selection on the instructional materials being inline with the instructional objectives, approaches, methods, techniques, and suitable tasks and exercises. The study indicates that good English teaching and learning is tied not only to the subject matter in hand but also to the perspective of teaching that upholds the learner-oriented standpoint. It is strongly suggested that English language teaching and learning needs to do more on psycho-motoric domains, in the sense that it encourages students to do more practice in their learning.This is a literature study on how to improve the quality of English language teaching and learning. Teaching, in general, can give one daily an unbelievable roller coaster ride from the depths of total frustration to the heights of incredible rewards. Teaching is a profession that is given little respect and lots of criticism. English language teaching and learning is an educational process. It requires great preparation and implementation to maintain the interaction between teacher and students. Apart from this, the teacher needs to be skillful in identifying the needs that should be fulfilled and the objectives which should be achieved. Teacher perspective needs to orient itself to the teaching and learning activities that cover selection on the instructional materials being in line with the instructional objectives, approaches, methods, techniques, and suitable tasks and exercises. The study indicates that good English teaching and learning is tied not only to the subject matter in hand, but also to the perspective of teaching that upholds the learner-oriented standpoint. It is strongly suggested that English language teaching and learning needs to do more on psycho-motoric domains, in the sense that it encourages students to do more practice in their learning.

scholarly journals Print-based multimodal texts: Using illustrated poems for generating ideas and writing narratives

2022 ◽  
Vol 9 (1) ◽  
pp. 278-298
Author(s):  
Thusha Devi Rajendra ◽  
Surinderpal Kaur
Keyword(s):  
Teaching And Learning ◽  
Text Structure ◽  
Instructional Materials ◽  
Narrative Writing ◽  
Narrative Texts ◽  
Multimodal Texts ◽  
Effective Learning ◽  
Writing Assignment ◽  
Assessment Format

The article provides insights on how print-based multimodal texts can be utilized to generate ideas and help students to write narrative texts. A qualitative approach in research design was employed with a pre-test and a writing assignment. NAPLAN’s (2010) Writing-Narrative Marking Guide was adapted to evaluate the respondents’ narrative essays. Moreover, diary notes were used as instruments to gather data. The respondents were five Year 10 students from a suburban secondary school in Selangor, Malaysia. The findings indicated that the illustrated poem ‘Pond’ enabled the respondents to generate ideas for their writing. The narratives also fulfilled the criteria of text structure, ideas, character and setting, and vocabulary as stated in the Analytical Rubric for Narrative Marking. Therefore, the respondents were able to write narratives. However, the utilisation of picture stimulus only helped to generate ideas to a certain extent. The quality of narrative writing was also further improved through feedback provided during the teaching and learning sessions. The findings also revealed that the respondents were able to achieve the ‘can do’ statement as stated in the CEFR Assessment Format. Furthermore, the use of print-based multimodal texts encouraged multimodal and visual literacy as the respondents exploited semiotic resources within the texts. This study suggested that print-based multimodal texts could be used as instructional materials in narrative writing; thus, teachers should consider them to promote effective learning.

scholarly journals Textbook Evaluation: A Case Study of Punjab, Pakistan

2021 ◽  
Vol 14 (2) ◽  
pp. 283-300
Author(s):  
Muhammad Imtiaz Shahid ◽  
Hafiz Muhammad Qasim ◽  
Muhammad Javed Iqbal
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Public And Private ◽  
Textbook Evaluation ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
Questionnaire Version

The textbook is one of the most substantial elements of classroom learning. As a result, it is critical to conduct a textbook evaluation to improve the quality of the teaching and learning environment in the classroom. Keeping in mind the very importance of the textbook evaluation, the current study evaluated a 10th-grade English textbook published by Punjab Curriculum and Textbook Board Lahore, Pakistan. The present study aimed to evaluate the book’s overall pedagogical worth according to teachers’ and students’ needs and demands. For this purpose, 10 teachers and 60 students were selected from different public and private schools. Two different questionnaires were prepared by Litz (2001) with slight variations. The teachers’ questionnaire version had 20 items, while the students’ version had 15 items. The statistical analysis was carried out using SPSS after the data had been collected. The study’s findings revealed that the textbook as a whole is well-designed and offers an array of useful extra materials. The book is also visually pleasing, well-organized, consistent, and orderly. Overall, the positive characteristics outnumbered the negative ones by a wide margin. Despite a few flaws in the book, such as the lack of a glossary and grammar, the results showed that the textbook was adequate for language learners. Overall, it was considered that, despite some flaws, the textbook fulfilled the needs of students and might be a practical book in the hands of competent teachers.Keywords: textbook; evaluation; English language

scholarly journals MANAJEMEN KELAS DALAM PEMBELAJARAN PAK ( UPAYA MENCIPTAKAN SUASANA BELAJAR-MENGAJAR INOVATIF)

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Jack M Wenno
Keyword(s):  
Learning Styles ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Teaching Style ◽  
New Paradigm ◽  
Innovative Teaching ◽  
Teaching And Learning Environment ◽  
Class Management ◽  
Effective Teaching And Learning

The new paradigm of education requires that a teacher in general and specifically PAK teachers must improve classroom governance properly and creatively. Therefore, a class management with an innovative atmosphere is needed. This effort was made to improve the quality of learning in the classroom and encourage students to learn. For this reason, classroom management relating to classroom management is important to support an effective teaching and learning environment in the classroom. Therefore, a teacher must avoid the conventional habits or old ways, do not always pay attention to classroom management, this is very influential on the teacher's teaching style and learning styles of students.Key words: Classroom management, PAK learning, innovative teaching and learning.

scholarly journals Tahap Kualiti Pelajar Sekolah Dan Pensyarah Matrikulasi Dalam Menghadapi Meritokrasi Di Kolej Matrikulasi Kementerian Pelajaran Malaysia

2011 ◽  
Author(s):  
Rusilah Jais ◽  
Norzaini Azman ◽  
Mohammed Sani Ibrahim
Keyword(s):  
Teaching And Learning ◽  
Self Report ◽  
Ministry Of Education ◽  
Teaching And Learning Environment ◽  
Significant Difference ◽  
Univariate Anova ◽  
The Mean ◽  
College Ministry ◽  
One Way Anova

Kajian ini bertujuan untuk mengenal pasti kualiti persediaan pelajar Melayu dan pensyarah kolej matrikulasi Kementerian Pelajaran dalam menghadapi sistem meritokrasi. Secara khusus, kajian ini dijalankan untuk mengetahui sama ada terdapat atau tidak perbezaan antara persepsi pelajar dan pensyarah dalam lapan domain berkaitan meritokrasi dan hubungannya dengan pencapaian akademik. Sampel terdiri daripada 1800 pelajar dan 180 pensyarah dari tujuh buah kolej Matrikulasi Kementerian Pelajaran Malaysia. Data dikumpul mengunakan borang soal selidik pelajar dan pensyarah yang mengandungi tujuh domain yang berkaitan dengan kesediaan pensyarah dan pelajar Melayu terhadap meritokrasi iaitu konsep, perlaksanaan sistem, matlamat/kesan sistem meritokrasi serta pembelajaran pelajar, pengajaran pensyarah dan iklim pembelajaran. Data soalselidik dianalisis menggunakan SPSS versi 11.5. Analisis ANOVA satu hala, univariate ANOVA dan ujian –t digunakan bagi menjawab hipotesis kajian. Dapatan utama kajian menunjukkan terdapat perbezaan yang signifikan dari segi skor min item kesediaan pelajar antara jenis sekolah terdahulu pelajar. Terdapat perbezaan yang signifikan bagi item kesediaan pensyarah mengikut bidang pengkhususan. Untuk domain ekspektasi, keperluan dan kekangan, terdapat perbezaan yang signifikan antara skor min pelajar dan pensyarah. Begitu juga terdapat perbezaan yang signifikan skor min item berkaitan kualiti, implikasi komitmen dan dorongan pelajar dan pensyarah dalam menghadapi meritokrasi. Keputusan ini menunjukkan wujudnya perbezaan diantara persepsi pelajar dan pensyarah bagi sesetengah aspek kesediaan menghadapi meritokrasi. Kata kunci: Meritokrasi; pelajar matrikulasi; kesediaan pensyarah; kesediaan pelajar; pretasi akademik This study was designed to ascertain the quality of readiness in addressing meritocracy among lecturers and Malays students who attended Matriculation College, Ministry of Education. In particular, this study aims to find out if there are differences between lecturers’ and students’ perception in the eight domains related to meritocracy and achievement. The sample consists of 1800 students and 180 lecturers from seven Matriculation College, Ministry of Education, Malaysia. Data was collected using students’ and lecturers’ self–report questionnaires that comprise seven domains related to meritocracy which include concept of implementation, objective and effect of meritocracy, students learning, lecturers teaching and learning environment. Data was analysed using SPSS version 11. A one–way ANOVA, UNIVARIATE ANOVA and –t test were used in testing the research hypotheses. Pertinent results of the study indicate that there is a significant difference in the students’ mean scores on aspects of readiness based on previous schools. Significant differences are also identified in the mean scores of items related to lecturers’ readiness and their area of specilisation. The findings also show significance difference in the mean score between expectation, needs and constraints between students and lecturers. There are also significant differences of the items on quality, implication of commitment and motivation of students and lecturers in their readiness towards meritocracy. In summary, the results show differences in the students’ and lecturers’ perceptions in some aspects of readiness towards addressing meritocracy. Key words: Meritocracy; matriculation students; lecturers’ readiness; students’ readiness; academic achievements

scholarly journals Perceptions of Prospective Teachers about Peer Assessment as a Tool for Reflective Practices

2019 ◽  
Vol 5 (2) ◽  
pp. 373-380
Author(s):  
Uzma Shahzadi ◽  
Bashir Hussain
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Sampling Technique ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Reflective Process ◽  
Descriptive Research ◽  
Teaching And Learning Environment

Peer assessment is a collaborative learning method that assists students to have a control of their learning and involve them in reflective process. This study focuses on exploring the perceptions of prospective teachers about use of peer assessment as a reflective tool in classrooms of teacher education programs. This study was quantitative in nature and used descriptive research design. All prospective teachers enrolled in the bachelor programs of teacher education programs (i.e., BS and B.Ed. Hon. Elementary) of public sector universities of Pakistan served as population of the study. Using multistage purposive sampling technique, a sample of 1374 prospective teachers was selected. For seeking prospective teachers’ opinion, a questionnaire comprising 17 items on a five-point Likert scale, was developed. Questionnaire was validated by experts. Reliability of questionnaire was ensured with Cronbach alpha value of 0.79. For data analysis, both descriptive and inferential statistics were used. From analysis of data, it was found that prospective teachers perceive that they are sometimes equipped with necessary skills for involving in peer assessment and occasionally their teachers provide them necessary tools to carry out peer assessment for the reflective learning. It was also found that majority of students agree that peer assessment helps them in identifying their weaknesses and strengths more effectively. While prospective teachers reported that peer assessment is an activity that takes a lot of time and it carries biasness with its procedure. It is, however, recommended that peer assessment might be an important component of classroom teaching and learning practices. It is further recommended that promotion of peer assessment in classrooms may be used as a tool for creation of reflective teaching and learning environment.

scholarly journals Implementation Of The Preceptorship Model In Midwife Care: Scooping Review

2021 ◽  
Vol 2 (3) ◽  
pp. 120-132
Author(s):  
Ana Dyah Aliza ◽  
Farida Kartini
Keyword(s):  
Clinical Practice ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Flow Diagram ◽  
Quality Of Education ◽  
Inclusion Criteria ◽  
Midwifery Care ◽  
Teaching And Learning Environment ◽  
Education Levels

Background: The Preceptorship model has different rules in clinical practice learning for health students at a midwifery clinic. The purpose of this literature review is to find out the perspective of the implementation of preceptorship from various groups of student education levels on midwifery care as a whole. Method: This article takes databases from PubMed, Wiley, Google Scholar, and ScienceDirect published between 2010-2019 with the keywords "preceptorship", "perspective" and "student" in combination. The inclusion criteria in this article are primary research, articles between the years 2000-2019, in English and Indonesian. This article uses the PRISMA flow diagram framework. Results: Preceptorship can help preceptors to improve the effectiveness of their teaching and learning environment so that they can perform clinical skills to improve the quality of education. Appears tools or instruments used to evaluate Preceptorship. However, this evaluation is known to have not been standardized. Conclusion: The application of preceptorship in midwifery clinical practice varies. This is due to the absence of a standard preceptorship instrument.

Improving the Quality of Online Learning Environments

2020 ◽  
pp. 507-529
Author(s):  
Komar Parveen Khan
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Specific Model ◽  
Design Guidelines ◽  
Online Learning Environments ◽  
Design Models ◽  
Design For Learning

In spite of the numerous changes in technology in the past decades, designers continue to utilize traditional instructional design models as a foundation for designing teaching and learning materials, which may not be suited for the design and development of online learning environments. A study was conducted to investigate the characteristics of an online-specific design model called Proactive Design for Learning (PD4L) (Sims, 2012; Sims & Jones, 2003) and its ability to address limitations of traditional design models. The study was conducted to examine in what ways the PD4L model would contribute to enhance the quality of online learning. Based on this research, this chapter will be able to provide readers with ideas on the ways the elements of an online specific model can serve as design guidelines, a framework or “a set of guiding principles” (Sims, 2011) for designers and developers to create quality teaching and learning environments.

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