A Lecture-Based Instructional System to Promote Student Agency

This research study was conducted in 2018 and resulted in an instructional system designed to support university instructors that seek to promote student agency in lecture-based learning environments. The objective of the study was to design and test an instructional system that supplements the traditional lecture and provides opportunities for the development of agentic engagement. In support of the instructional system design, the study examined ways in which university undergraduates used a digital backchannel, determined if using a digital backchannel affected agentic engagement, and identified the features of a digital backchannel that influenced student agency. The study employed a mixed methodology design using a questionnaire to collect quantitative student profile data and phenomenography to conduct a qualitative inquiry into participants’ experience. The population for this study consisted of undergraduates at a private, international university located outside of Bangkok, Thailand. A total of 171 participants took part in this study, with ten students selected for a focus group through a non-probability, purposive sampling. Overall, the study found that a lecturing system that employs the strategic use of a digital backchannel can promote student agentic engagement. Student agency and instructor effectiveness were both positively influenced through the employment of an instructional system.

The Development and Effectiveness of a Web-Based Emergency Management Educational Program for Long-Term Care Facility Interprofessional Practitioners

Long-term care facility (LTCF) interprofessional practitioners who care for residents at high risk of emergencies due to old age, frailty, and complex diseases must be able to manage such emergencies collaboratively. A shared mental model (SMM) enhances performance toward a common goal by allowing effective collaboration through promoting the sharing of knowledge and skills among interprofessional team members. Therefore, this study developed a web-based educational program for LTCF interprofessional practitioners based on an SMM. We followed a network-based instructional system design that consists of analysis, design, development, implementation, and evaluation for developing the program. A total of 54 participants completed the educational program in four LTCFs in South Korea. A significant improvement was identified in communication knowledge, communication confidence, role recognition, transactive memory system, and team effectiveness in the experimental group. The results show that the program improved the emergency management process and reliability among interprofessional practitioners, positively impacting interprofessional collaboration and ensuring the safety of patients during emergencies in LTCFs.

Developing an Interactive Storybook Application ‘Jack and the Dirty Smelly Beast’ for English Language Proficiency among Children

The high percentage of students who are still struggling with the English language is worrisome, even though there are many well-planned strategies and education policies that are developed to resolve this problem. It is a universal belief that learning a foreign language at a young age through reading plays an important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive storybook application combined with suitable multimedia elements and features to encourage children to read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and features in improving children’s learning. Their responses were recorded and analysed using descriptive analysis. The findings showed that respondents agreed that learning experience improved significantly and attracted children to read when using this application. In conclusion, by using correct multimedia elements and suitable features in the interactive storybook application, it is envisaged that the children’s comprehension in learning a foreign language can be expanded. This research foresees there is enormous opportunity for literacy development in foreign language learning in the early ages through the creation of an interactive storybook application with suitable multimedia elements and features for children.

Psikodrama untuk Self-Esteem Anak dengan Specific Learning Disorder Usia 9-12 Tahun

Di Indonesia sebanyak 5 juta dari 50 juta anak-anak mengalami kesulitan belajar. Ujian, prestasi dan literacy, merupakan tantangan yang besar untuk anak specific learning disorder (SLD). Anak dengan SLD sering distigmatisasi dan dikaitkan dengan kegagalan yang menurunkan self-esteem. Self-esteem rendah adalah hasil penilaian negatif terhadap diri dan kualitas diri yang memberikan dampak buruk bagi anak. Modul psikodrama ini bertujuan untuk meningkatkan self-esteem rendah pada anak dengan specific learning disorder usia 9-12 tahun. Rancangan modul dibuat menggunakan pendekatan instructional system design dan metode penelitian tahap uji coba menggunakan metode quasi eksperimen dengan desain penelitian small design one group pre test-post test. Pengambilan data menggunakan interview, observasi dan pengisian kuesioner self-esteem. Rancangan modul ini melewati proses uji kelayakan yang dilakukan oleh 3 orang expert judgement dan uji coba pada 9 orang anak usia 9-12 tahun yang memiliki self-esteem rendah. Berdasarkan hasil yang diperoleh untuk meningkatkan self-esteem rendah pada anak usia 9-12 tahun, maka dalam modul psikodrama menekankan pada materi area teman dan sekolah, teknik sculpture, dan proses berulang

Effect of Visualised Case-Based Learning Strategy On Students’ Academic Performance in Chemistry in Ibadan Metropolis, Nigeria

This study investigated the effect of the use of visualized case-based learning (VCBL) strategy on chemistry students’ academic achievement. The theoretical framework for this study is based on Thorndike’s idea of transfer of learning. A sample of one hundred and forty-five (145) senior secondary school II chemistry students drawn from four intact classes in two local government areas of Ibadan metropolis, were used for the research. Three well validated instruments were used to collect data. The VCBL package was developed following the Smith and Ragan Instructional System Design (ISD) Model (1999). This model comprises four stages: namely, Analysis, Design, Development and Implementation/Evaluation. Data were analysed by means of inferential statistics (ANCOVA, EMM and Tukey’s post-hoc). Results showed that there is significant main effect of treatment on students’ achievement in Chemistry (F (2, 248) =17.539; p<0.05; η2=0.124); implying that the posttest scores of students’ achievement in achievement significantly differ between the treatment and conventional groups. It was concluded that VCBL strategy has the potential to enable students understand chemistry better by way of promoting transfer of learning. In light of this, implications were discussed and relevant suggestions made.

Development of a Kanji Reference Tool and its Moodle Integration Edukanji 2.0: Design, Development and Implementation

Due to the COVID-19 emergency, Ca’ Foscari University of Venice has reorganized a large part of its courses for on-line delivery through the LMS Moodle. Unfortunately, this platform, besides having a particularly complex interface to use, does not have modules dedicated to the teaching of Japanese. Addressing this issue, this paper proposes the design of a module for kanji teaching integrated with the Moodle workflow, to produce complete and printable kanji sheets with all the necessary information, thus reducing teacher workload. The methodology used derives from an Instructional System Design development model (SAM, Successive, Approximation Model) that allows continuous feedback from the teacher, so as to adapt the developed prototype to his/her teaching needs.

Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review

Background In recent years, technological advancement has enabled the use of blended learning approaches, including flipped classrooms. Flipped classrooms promote higher-order knowledge application – a key component of nursing education. This systematic review aims to evaluate the empirical evidence and refereed literature pertaining to the development, application and effectiveness of flipped classrooms in reference to undergraduate nursing education. Methods A PRISMA systematic review protocol was implemented to investigate the literature pertaining to the development, implementation and effectiveness of flipped classroom pedagogy in undergraduate nursing education. Seven databases (Scopus, PsycINFO, CINAHL, ERIC, MEDLINE, Cochrane, Web of Science) were utilised to survey the salient literature. Articles were appraised with respect to their level of evidence, the origin of study, study design, the aims/s of the study, and the key outcomes of the study. A qualitative synthesis was then conducted to summarise the study findings. Results The initial search identified 1263 potentially relevant articles. After comprehensively reviewing the initial catchment using several analytical phases, 27 articles were considered for the final review, most of which were conducted in the USA and South Korea. A range of research designs were applied to measure or discuss the outcomes and design features of the flipped classroom pedagogy when applied to undergraduate nursing education. The review indicated that a common operational flipped classroom model involves three key components, namely pre-classroom activities, in-classroom activities and post-classroom activities, guided by two instructional system design principles. The review predominantly identified positive learning outcomes among undergraduate nursing students, after experiencing the flipped classroom, in terms of skills, knowledge and attitudes. However, a few studies reported contrasting findings, possibly due to the incompatibility of the flipped classroom pedagogy with the traditional learning culture. Conclusions Current evidence in this systematic review suggests that incorporating the flipped classroom pedagogy could yield positive educational outcomes in undergraduate nursing education. There are promising pedagogical models available for adapting or developing the flipped classroom pedagogy in undergraduate nursing education.

Abstract 237: Curriculum Development of Pitt Bystander Response Education: Developing "Caring Leaders" Through Early Exposure to Cpr Fundamentals

Introduction: Fewer than 25% of US adults feel trained in bystander CPR (bCPR). Barriers include the lack of social acceptance of bCPR, poor understanding of Good Samaritan laws, and inadequate knowledge of the steps needed to help a patient suffering out-of-hospital cardiac arrest. Hypothesis: We developed a novel, streamlined curriculum for children ages 11-13 to introduce the principles of bCPR and frame it as a shared social responsibility, hoping to increase bystander response and motivate young citizens to seek future CPR certification. Methods: The curriculum development process employed the Assess Design Develop Implement Evaluate (ADDIE) method of the Instructional System Design (ISD) model. We used an iterative approach where the novel curriculum was developed and then presented to stakeholders for review, editing and revision. Stakeholders included experts in CPR training, educational theory and elementary/middle school education. Pre- and post- survey tools were designed to evaluate curriculum outcomes, using the same process. Upon completing the iterative review, the curriculum and surveys were prepared for a pilot implementation in a middle school setting. Results: Using the ISD approach, we consulted with 9 experts to design the CPR curriculum. Three curriculum goals were identified: awareness, social responsibility and training. The novel curriculum will meet these goals through a single 50 minute in-class session of didactic, technique demonstration of compression-only CPR, and hands-on practice with manikins. Due to the present global pandemic, the curriculum has not yet been implemented as planned. Current efforts are being made to determine the feasibility of potential future implementation of the program and/or virtual options due to need for social distancing. Conclusions: An iterative process can be used to bring together multiple stakeholders to design a novel, age appropriate CPR training curriculum. Another round of stakeholder review of the curriculum is planned post piloting prior to wider dissemination.