scholarly journals Developing Instructional Design in Teacher Education for Blended Learning Environment: A Needs Analysis

2020 ◽  
Vol 1 (4) ◽  
pp. 273-281
Author(s):  
Alina Raza ◽  
Prof. Dr. Samina Malik ◽  
Prof. Dr. N. B. Jumani
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Blended Learning ◽  
Prospective Teachers ◽  
Media Analysis ◽  
Needs Analysis ◽  
Performance Gap ◽  
Need Analysis ◽  
Analysis Phase ◽  
Teaching Learning

The Instructional Design is a framework to integrate multimedia features in the curriculum to create a facilitated, interactive, and student-centered teaching-learning environment as the latest trends in instructional strategies are moving towards incorporating instructional technologies into the classroom. The present study intended to conduct a needs analysis: to identify the needs and problems of the prospective teachers to measure the performance gap. This study is focused upon the need analysis phase based on the generic ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach to develop an instructional design specifically for the blended learning environment. This study was experimental, and the sample of the study was taken through purposive sampling technique that included twenty Prospective teachers of BS Education 7th semester. A self-developed detailed need analysis questionnaire was used to collect data for the need analysis phase. The needs-analysis plan was developed and implemented on the following parameters: leaners’ analysis, environmental analysis, content analysis, instructional analysis, and instructional media analysis. The results of the need analysis revealed that there was a need to adopt planned instructional procedures to overcome the performance gap of prospective teachers in terms of their needs, requirements, problems, and expectations in the teaching-learning process, based on which the instructional design would be designed, developed implemented and evaluated for blended learning environment according to ADDIE approach.

Developing Independent Learning Skills for Postgraduate Students through Blended Learning Environment

2013 ◽  
Vol 15 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Ing Liang Wong
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Learning Technologies ◽  
Independent Learning ◽  
Learning Skills ◽  
Postgraduate Students ◽  
Building Assessment ◽  
Teaching Learning

Independent learning is a critical learning strategy in higher education, especially in the blended learning environment (BLE). This paper investigates the relevance and suitability of enhanced teaching, learning and assessment (TLA) activities within the BLE and evaluates how these can help postgraduate students to become independent learners at Glasgow Caledonian University. The existing TLA activities of Building Assessment module were reviewed, curriculum redesigned and constructively aligned to learning outcomes. An online survey was carried out to evaluate the appropriateness of TLA activities in developing students’ independent learning skills. Students’ responses on their preferences for module delivery were investigated. Success of TLA activities depends on students’ experience and their familiarity with these activities. Most students agreed that, the use of formative assessment and learning technologies in the BLE was able to develop their independent learning skills; however these activities should be designed and structured properly, with learning supports provided by tutors.

scholarly journals BLENDED LEARNING ENVIRONMENT: PROMOTING LEARNERS' SELF-EFFICACY

2021 ◽  
Vol 2 (1) ◽  
pp. 39
Author(s):  
Desi Puspitasari
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Blended Learning ◽  
Self Efficacy ◽  
Virtual Learning Environment ◽  
Academic Goals ◽  
Face To Face ◽  
Teaching Learning ◽  
And Training ◽  
Pedagogical Approaches

In recent years, blended learning has been utilizing in a variety of contexts. It emerges as one of the most popular pedagogical approaches which integrate face-to-face classes with the virtual learning environment. It offers learners considerable resources and materials. Many researchers have reported on it since it thrived. It offers learners flexibility. It also gives the learners choices about when and where they learn and participate in online learning. Therefore, it is used for teaching and training worldwide since many researchers found it an effective way to be used in the teaching-learning process. It is believed to enhance learners' understanding of learning a foreign language. Some researchers also found that blended learning affects learners' self-efficacy stronger than the other instructional modes. This study employed qualitative research. It was used to determine how blended learning was applied in a class to boost learners' self-efficacy. In conclusion, the developments of technology recently encourage educators to apply a blended learning environment in the classroom. One of the important things is how it should be implemented to help the learners develop their self-efficacy and achieve their academic goals.

Need Analysis Stage in Reconstructing Syllabus and Developing Teaching Materials for Oracy in Academic Context Subject

2020 ◽  
Vol 4 (2) ◽  
pp. 141
Author(s):  
Bunga Ayu Wulandari ◽  
Hustarna Hustarna
Keyword(s):  
Needs Analysis ◽  
Phase Point ◽  
Design Development ◽  
Teaching Materials ◽  
Training And Education ◽  
Academic Context ◽  
Need Analysis ◽  
Analysis Phase ◽  
Current Article ◽  
Addie Model

The focus of this current article is on the needs analysis phase in a project exploring the reconstruction of a syllabus and developing teaching materials for Oracy in Academic Context subject. The subject has only been recently incorporated in the curriculum of the English Department in Teacher Training and Education Faculty (FKIP), at Universitas Jambi in Indonesia. Therefore, the syllabus has not fully reviewed since it was created. This current paper describes the need analysis stage as one of the research and development (R & D) phases which consists of analysis, design, development, and evaluation (ADDIE) model in developing the syllabus for this subject. Adapting Nation and Macalister’s framework (2010), this stage considers the lecturers’, the head of the English department’s, and the students’ point of views. The data from the needs analysis phase point to the importance of this stage in redesigning the syllabus and developing teaching materials. Using the data from the all four sources, the researchers in this current research, as syllabus and materials developers can begin to identify the most important aspects to be included in the syllabus and the materials to be included.

scholarly journals The effects of activity based learning process on prospective teachers’ perceptions of constructivist learning environmentEtkinlik temelli öğrenme sürecinin öğretmen adaylarının yapılandırmacı öğrenme ortamı algılarına etkisi

2016 ◽  
Vol 13 (1) ◽  
pp. 1342 ◽  
Author(s):  
İlker Kösterelioğlu ◽  
Mehmet Yapıcı
Keyword(s):  
Learning Environment ◽  
Prospective Teachers ◽  
Learning Process ◽  
Rating Scale ◽  
Constructivist Learning ◽  
Meaningful Difference ◽  
Test Results ◽  
Constructivist Learning Environment ◽  
Post Test ◽  
Teaching Learning

The aim of this study is to identify the effects of the teaching- learning process supported with the activities in the special training classes in which the study was carried out on the constructivist learning environment perception of prospective teachers studying at Amasya University, Faculty of Education. This study was conducted in the special education classes in the third and fourth grade programs during the fall semester of 2013-2014 academic year. 253 teachers were involved in the study. The data were gathered by using "Constructivist Learning Environment Rating Scale”. Through the aim of the lectures, the researchers taught the lessons in which the study was carried out by organizing the inside and outside classroom learning activities with the participation of the students actively. Researchers identified the students’ perceptions of constructivist learning at the beginning and at the end of the learning process.Whereas there is not a meaningful difference in the pre-test results related to the gender variable, there is a meaningful difference in the post-test results in favour of the female prospective teachers. In general perception of the prospective teachers on constructivist learning environment, there is a meaningful difference in the pre-test results related to their departments whereas there is no meaningful differences in their post-test results. As there is a difference in favour of protest results related to the difference between pre and post-test results, the obtained data could be evaluated as to have a positive effect upon the students’ perception with the enriched activities  ÖzetBu araştırmanın amacı Amasya Üniversitesi Eğitim Fakültesi’nde öğrenim gören öğretmen adaylarının araştırmanın yürütüldüğü özel eğitim dersi öğrenme-öğretme sürecinin etkinliklerle desteklenmesinin öğrencilerin yapılandırmacı öğrenme ortam algılarına etkisini belirlemektir. Araştırma 2013-2014 eğitim öğretim yılı güz yarıyılında üçüncü ve dördüncü sınıf öğretim programlarında yer alan özel eğitim dersinde yürütülmüştür. Araştırmaya 253 öğretmen adayı katılmıştır. Veriler “Yapılandırmacı Öğrenme Ortamları Değerlendirme Ölçeği” kullanılarak elde edilmiştir. Araştırmacılar dersin amaçları doğrultusunda ders içi ve dışında öğrencilerin aktif katılım sağlayacakları öğrenme etkinlikleri düzenleyerek dersi yürütmüşlerdir. Araştırmanın yürütüldüğü eğitim-öğretim döneminin başında ve sonunda olmak üzere öğrencilerin yapılandırmacı öğrenme algıları belirlemişlerdir.Araştırmanın öntest bulgularına göre cinsiyet değişkeni açısından öntest sonuçlarında manidar bir fark elde edilmezken sontest sonuçlarında kadın öğretmen adaylarının lehine manidar bir fark ortaya çıkmıştır. Yine bölüm değişkeni açısından öğretmen adaylarının öntest puanları değişkeni açısından öğretmen adaylarının genel algılarında ortaya çıkan manidar farklılık bulgusu sontest puanlarında tespit edilmemiştir. Öntest ve sontest puanları arasındaki fark puanlarının sontest lehine manidar farklılık göstermesi, etkinliklerle zenginleştirilmiş dersin öğrenci algılarında olumlu etki yaptığı şeklinde değerlendirilmiştir

scholarly journals EFFECTS OF MOBILE INSTRUCTIONAL APP ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE IN ECONOMICS IN SOKOTO STATE, NIGERIA

2020 ◽  
Vol 8 (1) ◽  
pp. 11-20
Author(s):  
Nura Bawa ◽  
◽  
Asiyatu Bagudo ◽  
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Group 2 ◽  
Teaching Learning ◽  
Experimental Group

Mobile instructional app (MIA) is a set of instructions put together as a program usually installed on mobile devices to facilitate learning and improve academic performance. MIA helps to motivate students for the enhancement of positive academic performance, thus, it could be utilized in an individualized or in a blended learning environment to supplement traditional teaching-learning process. This study investigated the effects of mobile instructional app on undergraduate students’ academic performance in economics in Sokoto State. The study adopted quasi experimental with a pre-test and post-test, non-equivalent comparison involving 2x2 factorial design.All undergraduate students in Sokoto State formed population of the study. A total of 61 undergraduates formed the sample for the study, 34 for experimental group one (23 males and 11 females) from Sokoto State University (SSU) and 27 for experimental group one (22 males and 5 females) from Usmanu Danfodiyo University Sokoto (UDUS). Pilot study was carried out at Federal University Birnin Kebbi using twenty 100 level undergraduates. Economic Principles Test Instrument (EPTI) was used for data collection. Reliability coefficient of 0.78 using Kuder Richardson 20 (K-R, 20) was obtained. Research hypothesis one was tested using analysis of covariance (ANCOVA), while hypothesis two was tested using t-test statistics. The study found among other that the app was academically effective. There was significant difference in the achievement of the undergraduate students exposed to mobile instructional app and those taught using blended approach (F (1, 58) = 13.649, p<0.05) in favour of experimental group 2. There was no significant difference in the academic performance of the undergraduate students taught in a blended learning environment based on gender. The study concluded that the mobile instructional app (MIA) enhanced the academic performance of undergraduates from the two universities (UDUS and SSU) irrespective of gender. It was established by the study that the undergraduates taught in a blended learning environment out-performed those exposed to MIA alone. The study therefore recommended that lecturers should endeavour to develop and utilize mobile instructional apps that are in line with new NUC benchmark to supplement teaching process.

scholarly journals Developing and Validation of Instructional Design Model Based on Control-Value Theory of Achievement Emotions

2021 ◽  
Author(s):  
Nida Abdolahi ◽  
◽  
Mohammad Reza Nili Ahmad Abadai ◽  
Soghra Ebrahimi Qavam ◽  
Mohammad Asgari ◽  
...  
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Psychological Health ◽  
Value Theory ◽  
Instructional Design Model ◽  
Design Model ◽  
Achievement Emotions ◽  
Control Value ◽  
Model Based ◽  
Teaching Learning

Objectives: Supporting and managing the emotions of the learning-teaching process is very important and requires designing safe learning environments in terms of cognitive experiences, psychosocial relationships and emotional feeling. The purpose of this study is to Develope and validate of instructional design model based on control-value theory of achievement emotions to improve the psychological health and performance of learners and educators. Methods: The research method is qualitative and inductive content analysis technique was used. Sources related to CVT theory were reviewed in the period 2007 to 2021 and 175 sources were selected. Based on purposive sampling, 63 sources were analyzed. In a regular approach, themes and themes related to important components of the theory were recorded and coded in the form of key sentences in the table. The codes were categorized based on similarities and differences in the more general categories. Finally, an instructional design model based on CVT theory was presented. The model content validation questionnaire was sent to 20 specialists in educational technology and educational psychology. 12 people completed the questionnaire and the results were analyzed. Results: The results of the analysis led to the identification of the main components of CVT theory, which by combining of instructional design principles, instructional design model based on the theory of control-value of achievement emotions in eight components: learning environment, cognitive appraisal, emotion, achievement, learning, evaluation , Design and learner presented and approved by experts. Conclusion: The instructional design model based on the theory of control-value of achievement emotions, at the micro and macro levels in all academic levels and various fields of medicine, humanities and Science is very effective and promises a rich teaching learning environment in terms of achievement emotions.

scholarly journals LECTURERS’ NEED ANALYSIS FOR I-AQRAN MODULE IN ARABIC VOCABULARY CONSOLIDATION AMONG UITM LEARNERS.

2021 ◽  
Vol 58 (2) ◽  
pp. 1913-1926
Author(s):  
Nabihah Yusof, Harun Baharudin, Nur Izzah Abdul Malek Mohd Isa Hamzah
Keyword(s):  
Positive Response ◽  
Interactive Learning ◽  
Arabic Language ◽  
Learning Activities ◽  
Needs Analysis ◽  
Multimedia Software ◽  
Software Technology ◽  
Branch Campuses ◽  
Need Analysis ◽  
Analysis Phase

This first-phase of a study known as needs analysis aimed at identifying the needs of Arabic language lecturers in designing and constructing the i - Aqrān Module for strengthening Arabic vocabulary among UiTM students. This needs analysis used survey as its research design and data were then analysed through quantitative approach. The study sample consisted of 40 Arabic language lecturers who teach Arabic II (Two) courses at UiTM in all branch campuses of Malaysia. The study also used a set of questionnaires as research instrument. Before the actual questionnaire was administered to the students, the researcher had consulted insights from 3 referral experts in the field related. The data obtained were analysed by using descriptive statistics in which mean score and standard deviation are generated followed by interpretations of the score. The data were analysed based on 6 constructs: (1) Arabic Language Interactive Learning in the classroom, (2) Interactivity in Arabic Classroom Vocabulary Learning, (3) The Need of Multimedia Software Technology in Interactive Learning, (4) The Need of Skills in Interactive Learning of Arabic language, (5) Proposed Learning Activities based on Multimedia Software Technology in Interactive Learning of Arabic Language and (6) Proposed Forms of Assessment in Interactive Learning of Arabic Language. The findings of the study showed highly positive response from the Arabic Language lecturers towards the 6 constructs listed in the questionnaire. The findings of this needs analysis phase can further solidify the elements that should be included in the designing and constructing of the i - Aqran Module. Needs analysis is an inevitable part or process in designing and building a module (Aliza & Zamri, 2015).

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