Research Article
Soonri Choi, Hongjoo Ju, Jeein Kim, Jihoon Song
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep507
ABSTRACT
Computer-supported collaborative learning is an instructional technique to solve complex tasks. One of the key factors to enhance collaboration is increasing the level of interdependence among the collaborators. This study was conducted to examine if the heterogeneous knowledge held by each member promoted by heterogenous instructional sequencings enhances the level of interdependence during collaboration. A quasi-experiment was conducted with college seniors preparing for their careers in a Shinhan University located in Gyeonggi-do, South Korea. The experiment consisted of two phases: one was, where students gained prior knowledge using homogeneous or heterogeneous complex-task sequencing. The other was, where they collaborated with each other using a computer-supported tool. The results showed the statistically significant difference between the two groups in terms of extraneous collective cognitive load, intrinsic motivation, and learning transfer. The collaborative groups of members, which utilized heterogeneous instructional sequencings during the individual learning phase showed relatively lower extraneous collective cognitive load, and higher intrinsic motivation in three consecutive collaborative sessions except for the first. As well as groups of members had higher learning transfer results. Implications and limitations were further discussed on results.
Keywords: collaborative learning, computer-supported collaborative learning, conservation of resource theory, collective cognitive load theory, complex-task instructional sequencings, intrinsic motivation
Review Article
Hassan Abuhassna, Mohamad Azrien Bin Mohamed Adnan, Fareed Awae
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep499
ABSTRACT
To enhance education, we conducted a comprehensive investigation into integrating instructional design models (IDMs) and learning theories in this systematic literature review. We methodically selected and analyzed 25 publications from a pool of 1,102 documents using the preferred reportinfg items for systematic reviews and meta-analyses framework to guarantee a rigorous and systematic approach to literature selection. Our results demonstrate the worldwide span of study on this topic, including contributions from prestigious academic institutions and scholarly journals. This examination explores both the benefits and drawbacks of combining IDMs with learning theories. Noteworthy positives include increased student motivation, support for innovative teaching methods, and the development of complex and diverse learning environments. However, several shortcomings were observed. most notably relating to accessibility problems, evaluation difficulties, and questions about the adaptability of such integrated techniques. Our findings have implications for a broad range of stakeholders, including educators, instructional designers, and students functioning in a variety of educational contexts. The increase of learner motivation, the creation of novel pedagogical tools, the refining of teacher training programs, and the promotion of interdisciplinary learning methods are significant areas of focus. In addition, our evaluation uncovered a number of gaps in the current literature, indicating intriguing possibilities for future research. The examination of holistic learning environments, the untapped potential of integrated systems, the incorporation of educational robots into pedagogical tactics, and the refining of schema assessment approaches are notable research fields. By providing these insights, this systematic review not only adds to the current body of knowledge, but also has the potential to shape the future trajectory of educational practices, so acting as a significant resource for boosting learning outcomes in a variety of educational environments.
Keywords: instructional design models, learning theories, systematic literature review, SLR
Research Article
Narin Nonthamand
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep492
ABSTRACT
This study aims to design a video-based learning environment using workflow and scaffolding to enhance self-instructional video production ability of pre-service teacher and to explore the impacts of the use of the designed video-based learning environment on learning. The methodology was divided into two main phases. In the first phase, a video-based learning environment was designed using workflow and scaffolding. In the second phase, the impacts of the use of the developed video-based learning environment on learning were investigated. The samples were 47 undergraduate students at the School of Education, University of Phayao. The results were, as follows: (a) The design draft of the developed video-based learning environment was appropriate, and the revision was made according to six criteria: (1) instructional media, (2) content, (3) learning activities, (4) communication devices, (5) learning management systems, and (6) screen design. The analysis of related studies and documents, the instructional video production process consisted of three steps: (1) design, (2) development, and (3) video delivery. (b) The comparison of scores on the instructional video production knowledge test revealed that the pre-service teachers’ average post-test score was higher than the average pre-test score with a statistically significant difference at the .05 level. The assessment of instructional videos, it was found that the pre-service teachers in the field of humanities obtained a higher score than those in the field of science. Male pre-service teachers received a higher score than female pre-service teachers. The average suit-ability score indicated the overall appropriateness of the developed video-based learning environment.
Keywords: video-based learning environment, workflow, scaffolding, instructional videos, self-instructional video production ability
Research Article
Nazir Ahmed Jogezai, Diana Koroleva, Fozia Ahmed Baloch
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep466
ABSTRACT
The COVID-19 pandemic, which posed challenges for accommodating student learning, also opened avenues for using digital resources in online learning. However, differences were observed in their use, effectiveness, and intensity across developed and least developed societies. This is referred to as “digital inequalities,” caused by factors such as insufficient organizational-level support and teachers’ digital competence (DC). This study was conducted to determine teachers’ DC and reveal if their DC was explained by their digital nativeness and principals’ digital instructional leadership capital. The study used a quantitative research method, whereby data were collected from 393 teachers. The researchers used SmartPLS 4 and SPSS 24 to analyze data. The findings complement the available literature and help pave ways to promote the integration of digital resources in teaching and learning.
Keywords: digital nativeness, digital competence, digital inclusion, digital instructional leadership, COVID-19 pandemic, teacher
Research Article
Paula Charbonneau-Gowdy, Dánisa Salinas, Juan Carlos Oyanedel, Héctor Magaña
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep446
ABSTRACT
The deep disruption to education caused by the move to online learning during COVID-19 was unprecedented. While most educational stakeholders adapt to the transition back to a “new normal”, it seems an obvious time for constructivist reflection on the lessons learned. The aim of this longitudinal inquiry was to examine the experiences of higher education learners in Chile during the pandemic for potential insights to be gained. The focus was on students in multi-disciplinarian fields and the changes to their perspectives, practices, and identities. Working within the qualitative paradigm, data was gathered using interviews (n=22), surveys (n=1,054, n=1,137, n=205) and field notes. Learners’ experiences were mapped against contemporary e-learning theory and 21st century learner identity goals. Through this lens, pedagogical practices, course designs, and uses of technology reflected in online spaces were found to influence learners and their learning in complex ways. Two key themes emerged in the analysis: (1) exposure to conventional pedagogy, information transfer and assessment-driven designs and technology challenges online, left students discouraged with their learning progress and disparaging of their future workplace preparedness and (2) students who experienced learner-centered practices online, supported by contemporary learning theory and community-building course designs and technologies, underwent transformative changes to their learning and identities and feeling confidently qualified for their post study careers. In view of the increasing role e-learning will play in this century, we believe further empirical research of this kind into a myriad of global, digital learning contexts, could help transform online learning and learners in our new post pandemic reality.
Keywords: online learning, COVID-19 online experiences, contemporary online learning theories and goals, instructional design, learner identity, transforming learning online
Research Article
Jaitip Nasongkhla, Siridej Sujiva
CONT ED TECHNOLOGY, Volume 15, Issue 1, Article No: ep403
ABSTRACT
The Thai language, which is part of the Indo-Iranian language family, carries on rituals and local knowledge that have been passed down from generation to generation. The Thai National Statistics Office found that 10% of elementary school students in Thailand cannot read. This means that 90% of elementary school students in Thailand can read. The numbers disagree with a report from an international assessment agency that said young Thai students’ reading skills were the 50th best out of 65 countries. So, it is still hard for young Thai people to read well. The main goals of this research are to: (i) make an augmented reality platform that will help students improve their reading skills and (ii) figure out how well the platform works. This study uses a method called “research design” (R&D) to look at how students feel about an educational product or method that was designed and then used. Research and development can be thought of as going through three different stages (research phase, development phase, and implementation phase). According to the results, the picture word inductive model (PWIM) strategy was put into place because the professionals said it should be. The most popular method of teaching was called “precision teaching.” Reading out loud and reading the same thing over and over were two ways that vocabulary was taught. According to the results of the experiment, the students’ scores after finishing the reading are higher than their scores after the first reading. As part of the second part of the study, reading comprehension skills were tested. The students have also gotten a lot better at understanding what they read as a whole.
Keywords: augmented reality, elementary school students, PWIM, reading ability, precision instruction
Research Article
Scott A. Courtney, Mary E. S. Miller, Michael J. Gisondo
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep387
ABSTRACT
The coronavirus pandemic impacted all aspects of society, causing countries and local communities to close workplaces, move schools to remote instruction, limit in-person contact, cancel public gatherings, and restrict travel. Attempts to mitigate COVID-19 through remote instruction provided unique opportunities for researchers to examine the resources teachers utilize to drive their practices. We examine the impacts of the pandemic on grades 6-12 mathematics teachers and math interventionists, with particular attention to teachers’ integration of digital resources. Using purposive sampling, we surveyed 50 participants—across urban, suburban, and rural districts—throughout the United States. The descriptive survey focused on six aspects of teachers’ practices with digital resources. Results indicate that challenges encountered and lessons learned included a lack of student engagement and motivation, increased distractions, and varied access to technology. Integration of technology did not positively impact students’ mathematical proficiency across all teachers. Common resources used across planning of lessons, implementation of instruction, and assessment included the Google platform, Desmos, and GeoGebra. Where appropriate, we situate our results within the larger context of recent international research. These findings support teacher practices that constantly attempt to optimize students’ mathematics and social emotional learning, regardless of the environment or situation.
Keywords: digital technology, remote instruction, teachers’ mathematics practices, students’ social emotional learning
Research Article
Ozlem Baydas Onlu, Mustafa Serkan Abdusselam, Rabia Meryem Yilmaz
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep368
ABSTRACT
This study aimed to develop the “Students’ Perception of Instructional Feedback Scale” (SPIFS) determining a framework related to the perception of instructional feedback by students. The sequential exploratory mixed method was used in the study. The study was conducted during the instructional design course offered to sophomores in the Department of Computer Education and Instructional Technology at two different universities. Accordingly, firstly a scale consisting of 31 items with Likert-type responses was prepared based on the literature review. Validity and reliability analyses of the scale were completed with a total of 231 participants. After necessary steps were applied in exploratory factor analysis (EFA, n=100), a structure with three factors and 19 items was established. The internal consistency analysis (Cronbach’s alpha), which was applied to the factors obtained and the whole scale, showed the scale to be reliable (whole scale α=.85, 1st factor (mastery, 8 items) α=.92, 2nd factor (positive affect, 6 items) α=.90, and 3rd factor (negative affect, 5 items) α=.96). Confirmatory factor analysis (CFA) was performed (n=131). The structure established through EFA was tested via CFA. The results indicated that the developed structure had acceptable fit (RMSEA=.08, CFI=.91, and RMR=.03).
Keywords: instructional feedback scale, students’ perception, exploratory factor analysis, confirmatory factor analysis
Research Article
Usman Durrani, Omar Hujran, Ahmad Samed Al-Adwan
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep355
ABSTRACT
The importance of formal online education has been felt like never before because of the ongoing nature of the COVID-19 pandemic. Researchers and academics are continuously experimenting with combinations of established pedagogies, tools, and technologies to enhance or sustain the student learning process and motivation. For this study, we have designed and developed a multi-player game called CrossQuestion to explore the combined effect of applying gamification and flipped classroom pedagogies using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model guidelines and its application in the obligatory IT foundation online course during the pandemic. We delivered this course to 79 undergraduate (mostly) non-IT students in Ajman University, UAE. Students were randomly divided into a non-gamified cohort (35 students gone through lecture-based instructions and paper-based assessments–Spring 2019-20–pre-COVID-19 face to face environment) and a gamified flipped classroom cohort (44 students, played the CrossQuestion game–Spring 2020-21–during COVID-19 online environment). We collected the survey data anonymously through our customized Instructional Materials Motivation Survey (IMMS) tool and then performed descriptive analysis, t-test, and regression analysis to address the research hypothesis. We found a significant relationship between learning motivational factors and learning effectiveness. We also found the positive influence of our game on students’ motivation.
Keywords: flipped classroom, gamification, motivation, ARCS motivation model, instructional materials motivation survey (IMMS), educational game
Research Article
Hua Zheng, Eulho Jung, Tong Li, Meehyun Yoon
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep347
ABSTRACT
This experimental study examined the effects of segmentation and self-explanation designs on cognitive load in instructional videos. Four types of instructional videos (segmentation, self-explanation, combined, and control) were created and tested by 121 undergraduate students randomly assigned to one of four research groups. The results of students’ self-ratings on the cognitive load survey showed that the segmenting design produced a significantly less germane cognitive load than the two non-segmenting designs (self-explanation and control). The self-explanation design did not produce a significantly more germane load than the control design. However, students’ dispositions toward segmentation and self-explanation designs were generally positive and supported the theoretical justifications reported in the literature. The findings are discussed, along with segmentation dilemmas, limitations, and future study implications.
Keywords: instructional video, multimedia learning design principle, segmentation, self-explanation, cognitive load
Research Article
John Nworie
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep345
ABSTRACT
As recognition of the roles and contributions of Instructional Design and Technology (IDT) professionals has increased, so has the demand for their skills in the workplace whether in higher education institutions or business entities. However, there remains some ambiguity, especially in higher education, about who IDTs are and what they do. There are also questions about who is hiring them. This content analysis study of 250 advertised higher education and corporate IDT positions found no fewer than 9 job titles, 13 academic programs, 5 degree levels, work experience from 1 to 10 years, and compensation that ranged from an hourly pay to a six-digit annual salary. Required skillsets included not only technical and analytical expertise but personal qualities. This study was conducted to provide a current look at the employment opportunities for Instructional Designers and Instructional Technologists.
Keywords: higher education, IDT employment, IDT graduates, careers in instructional design and technology, IDT roles and responsibilities, IDT programs, instructional design, instructional technology
Review Article
Bjarke Lindsø Andersen, Rasmus Leth Jørnø, Anne-Mette Nortvig
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep333
ABSTRACT
Background: Adaptive and personalized learning technologies are on the rise in health education. However, to reach the potential of these technological innovations, novel learning designs are necessary, which take new possibilities and constraints into account.
Aim: In this scoping review we answer the question: What characterizes learning designs where adaptive learning technologies have been blended into nursing education?
Methods: Using the terms adaptive learning and nursing education with synonyms in combination, a comprehensive search in five databases were conducted. Initial search identified 340 records. 22 articles were identified as relevant and screened in full text reading and included. Final number of papers included in the review was six.
Conclusion: We conclude that duration, engagement, placement of interaction in time and agency are the most commonly addressed parts of the learning design. We also find that there is a lack of pedagogical justification of the learning designs used.
Keywords: computer-assisted instruction, nursing education, programmed instruction, self-directed learning, adaptive learning
Research Article
Denise Pauline-Graf, Susan E. Mandel, Heather W. Allen, Lynne E. Devnew
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep316
ABSTRACT
Technology-enhanced learning (TEL) is a broad term to denote the incorporation of digital technology to mediate activities that support education. Educational researchers need to validate critical assumptions about any new system that involves TEL early and throughout its development course to make quick, informed, de-risked decisions about the progress of TEL. We introduce an assumption validation process for educational researchers to consider utilizing when evolving ideas or prototypes of TEL. We present a preliminary study conducted in Russia of a knowledge sharing (KS) training program using digital games to illustrate the proposed four-stage process. The first stage is listing the assumptions that apply to initiatives of TEL. The second is identifying the methods most useful for testing those assumptions. The third is executing tests on each of those assumptions. The last stage is determining assumption validity. In the illustrative study, a single pilot trial was considered the appropriate approach to validate the assumptions selected in the first stage. We found that determining assumption validity requires testing many of the assumptions individually and in aggregate. Educational researchers can use this assumption validation process to assess the potential of TEL in a variety of settings before investing resources into its further development.
Keywords: instructional digital games, assumption validation, knowledge sharing, pilot trial, self-efficacy, technology-enhanced learning
Research Article
Trang Phan, Mary Paul, Meina Zhu
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep307
ABSTRACT
This study portrays profile uses of technology in the classroom by faculty at a school of education at a university in Central California (N = 47). First, it describes their professional uses of certain technology on a frequency scale. Second, it reports the effects of faculty’s teaching philosophy and perceptions of instructional technology (IT) in their teaching practice with regards to use of technology. This study employed quantitative data analysis. The findings indicate that faculty’s teaching goals and perception of the learning environment play an important role in determining their uses of technology. Third, it reveals faculty’s motivation and challenges to use certain technological tools in their teaching. Specifically, the participants reported high levels of motivation for using various new technologies, minimal challenges to IT use in their classroom and their actual uses of such technology being unknown. Given the faculty’s high motivation (or absence of barriers) of using various innovative technology, one of the suggestions for future professional development programs is to offer training which moves beyond understanding how to use technology, and addresses the effectiveness and efficiency of teaching with technology.
Keywords: technological practice, perceptions, teaching philosophy, instructional technology, professional development
Research Article
Mutlu Şen Akbulut, Janette R. Hill
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep287
ABSTRACT
The use of cases has been promoted as a promising instructional method for creating authentic learning environments. However, the development and implementation of the best instructional strategies for effective use of cases still require further research. This paper addresses some of these gaps by proposing an emergent instructional model to be grounded in constructivism and current instructional models for case-based pedagogy. The model was implemented in a science methods course for elementary education prospective teachers. The participants engaged in several activities for four cases such as participating in online and classroom discussions and writing reflection papers. In this paper, first, we will present the connection between the pedagogy and teacher education; second, we will introduce the theoretical framework with implications for the instructional model; then, we will present some examples of learning experiences that should be included in a constructivist case-based learning environment with the proposed instructional model. Lastly, we will present findings from a study wherein the proposed model was applied to support prospective teachers’ socioscientific issue-based teaching and learning, and discuss implications for research and practice.
Keywords: case-based pedagogy, teacher education, instructional model
Research Article
Victoria V. Iskru, John Schulz
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep276
ABSTRACT
Purpose of the study: The object of this paper is to explore the literature in order to discover on what conditions a video-mediated form of instruction can be a learning instrument, the one that enhances teaching, increases the potential of improving learners’ performance and leads to a change in students’ knowledge and behaviours. Methodology: This exploration is literature based and involves a critical discussion of articles on video-based instruction and video pedagogies. Main findings: Video-based forms of teaching and learning are steadily gaining popularity in the classroom and beyond and are supported by a growing body of academic and professional literature. However, while the pedagogical use of video within a lesson has been explored, what is missing is a focus on the pedagogy within the video – the pedagogical style or design of the video that leads to learning – the transformation of information. Applications of this study: Research involving university students suggests that students conceive of video as an important element of their learning process and they will often choose to use videos for support and clarification rather than any other form of digital instruction. The conducted analysis of the research subject will eliminate concerns of instructional designers over the video design and help employ video more consciously and efficiently. Novelty/Originality of this study: In the last decade, the majority of the literature focusing on creating video for learning purposes adopt a transmission of knowledge approach. Thus, the authors focus on a list of characteristics that will facilitate the transmission of content. Few of the articles focus on learning per se. This paper discusses the results of our review of the literature that support the transmission styles of learning, the “hygiene” principles and then it explores the literature to identify the elements that enable a more transformative learning pedagogy for video.
Keywords: video-based instruction, instructional methodology, learning videos, pedagogy, formal learning, digital elements, streaming technology
Research Article
Meina Zhu, Merve Basdogan, Curtis J. Bonk
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep267
ABSTRACT
Instructional design and training skills have become a key competency that is expected of public health professionals. However, the research on educating public health students as instructional designers (ID) is lacking. The purpose of this study is to better understand how novice IDs design trainings using their design judgment in an authentic instructional design project in order to provide them with effective educational supports. The data sources of this case study include 11 training lesson plans generated by 37 students through a semester and six semi-structured interviews. The findings reveal that: (1) online games, (2) instructional videos, (3) handouts, (4) PowerPoint presentation slides, and (5) infographics were designed and used by novice IDs. In the midst of the various challenges that were encountered, framing judgment, core judgment, instrumental judgment, navigational judgment, and appearance judgment were manifested in the design process of novice IDs. Based on the findings, practical implementations are recommended to develop effective instructional design curricula for novice public health student designers.
Keywords: design judgment, instructional design, instructional design challenges, instructional design practices, novice instructional designers, public health
Research Article
Merve Kadioglu, Zeynep Tacgin, Nevin Sahin
CONT ED TECHNOLOGY, Volume 12, Issue 1, Article No: ep265
ABSTRACT
The purpose of this study is to demonstrate the most delicate parts of eLearning material development process and tools from the Instructional Design (ID) perspective. In this context, the birth lesson eLearning material modules have been progressed in accordance with the design - based research approach. The selected two modules have been completed by the project team - 3 instructional designer, 1 subject expert, 1 education technologist and 2 subject matter consultants- in 8 months. The ID process has been started with the education need analysis in order to determine the learners’ needs, learning outcomes and other expectations. The explanatory storyboard has to be offered to the educational technologists and the learning theories has to be determined by the designer. After the several revised, the themes and modules have been developed via several eLearning material development tools. The ID process consists several work packages for the team. Correspondingly, eLearning development is of toilsome process that has been included in planning, storyboard, communication between instructional designers and subject experts, and time. Also, it has to be designed with an expert team, learning theories and other scientific methods.
Keywords: e-learning, material development, instructional design, nursing education
Research Article
Erin Stratton, George Chitiyo, Allen M. Mathende, Krista M. Davis
CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 131-142
ABSTRACT
The purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre- and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction.
Keywords: flipped classroom, seventh grade, perceptions, face-to-face instruction
Research Article
Adnan Yilmaz
CONT ED TECHNOLOGY, Volume 9, Issue 3, pp. 264-283
ABSTRACT
The rapid and continuous developments in computer technologies underscores the need to investigate computers’ impact on students’ motivation in second/foreign language (L2) reading and writing skills. Given this need, the present empirical study aims to examine the effect of computers on students’ motivation in L2 reading and writing skills. 35 students studying in the English Language Teaching Program at a state university in Turkey were firstly given a motivation scale as a pretest. Then they went through a five-week treatment phase during which they carried out various reading and writing activities designed around two different authentic short stories (The Lottery and The Cask of Amontillado) by using three different computer programs, namely SnagitTM, Screencast, and e-mail services. Finally, they were again given the motivation scale to determine the change in their motivation level. The analysis of the data indicated a significant increase in student motivation in L2 reading and writing skills. The findings also indicated that the students’ frequency and experience of computer use had no significant influence on L2 reading and writing motivation. Based on these findings, it can be inferred that computers have a positive effect on students’ motivation in L2 reading and writing skills.
Keywords: Instructional technologies, Snagit, Screencast, E-mail services
Research Article
Monica W. Tracey, Michael Joiner, Sara Kacin, Jay Burmeister
CONT ED TECHNOLOGY, Volume 9, Issue 2, pp. 186-205
ABSTRACT
Instructional design focuses on solving problems in a multitude of contexts. As such, designers are investigators, gathering evidence to optimally design solutions to learning problems within the identified context. The challenge described in this case study was the need to create an educational activity to promote interaction and collaboration among an interdisciplinary participant group comprised of physicians, radiobiologists, and radiation physicists. Based on the premise that interdisciplinary medical research collaboration requires a shared understanding of authentic problems from multiple perspectives, this design research case documents the design and implementation of an online case study incorporating collaborative inquiry in interdisciplinary teams with the intended outcome of building or strengthening interdisciplinary communication skills. Contextual factors – including the design team and design process – influencing the design of the activity are documented. Results indicate that using an interactive online case study as the basis for collaborative inquiry in small, interdisciplinary teams followed by a summative, large group discussion resulted in (1) evidence-based treatment decisions based on the data supplied in the case study and (2) participation of all disciplines in team interactions. Outcomes also indicated the building or strengthening of interdisciplinary communication skills and the understanding of the value and contribution of all three fields to radiation oncology treatment resulted in the participation of the online case study.
Keywords: Collaborative educational intervention, Design research, Instructional design, Conjecture mapping
Research Article
Elizabeth Csikar, Jill E. Stefaniak
CONT ED TECHNOLOGY, Volume 9, Issue 1, pp. 42-60
ABSTRACT
Conveying scientific information with high intrinsic cognitive load to students is a challenge. Often, students do not have the existing schema to incorporate the information in a comprehensive manner. One method that has shown promise is storytelling. Storytelling has been successfully used to convey public health information to non-experts. Therefore, it was of interest to determine whether storytelling could be used in the classroom to present information with high intrinsic load to students in a meaningful manner. This study used a post-test only quasi-experimental study design to explore the utility of storytelling as an instructional strategy in anatomy and physiology classes at a community college. Students in the treatment group received instruction that used storytelling to present examples of application. Both control and experimental groups were assessed through the use of a proximal formative quiz, distal multiple-choice questions, and a novel critical thinking exercise administered after the instruction. Results suggest that storytelling was as effective as the instructional methods delivered to the control group. These findings suggest that storytelling may be used as a means to convey complex scientific information in the classroom.
Keywords: Story telling, Instructional strategies, Problem solving
Research Article
Nuray Gedik
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 76-98
ABSTRACT
Instructional Technology is a field having approximately a century old past. From its initial
conceptualization to date, it has been in question in terms of its label, definition, and scope.
Parallel to international interest, Turkey has embraced IT as a field of study and practice.
This qualitative study aims to investigate the existing conceptions of experts on
Instructional Technology in Turkey and reveal the current status of the field from their
perspectives in terms of its definition, purpose, scope, and research approaches. The
experts were chosen from among Turkish academics having a PhD degree in the field. The
results showed that diverse definitions were made with an interchangeable use of the labels
“Educational Technology” and “Instructional Technology”. The emphasis for the purpose
was on “how to” best support/facilitate/enhance/improve instruction and learning in a
broad scope. The experts found gaps on the methodological aspects of existing studies. The
results showed that there existed a dilemma between the conception of what IT should be
and the practical use of what it really is. There were both common concerns with other
countries and concerns unique to Turkey. The main challenges were discussed for further
analysis.
Keywords: instructional technology, educational technology, instructional design, instructional systems design, conceptualizations of instructional technology
Research Article
Sunagul Sani-Bozkurt, Sezgin Vuran, Yavuz Akbulut
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 1-25
ABSTRACT
The current study aimed to design technology-supported interactive social stories to teach
social skills to children with autism spectrum disorder (ASD). A design-based research was
implemented with children with ASD along with the participation of their mothers, teachers,
peers and field experts. An iterative remediation process was followed through the
feedback of participants. The data collection process was further supported through
researcher notes, interviews, video-recorded observations and log files. Three cycles of
remediation were employed to improve the interactive materials, which lead them to be
perceived as pleasant, interesting, engaging and user-friendly. It was observed that children
gained useful non-target skills as well as the target behaviors. Interactive stories were
particularly helpful in raising satisfaction as they provided children with the opportunity to
make their own learning decisions.
Keywords: autism spectrum disorder, multimedia learning, interactive social stories, instructional design for special education, learners with special needs
Research Article
Isiaka Amosa Gambari, Mudasiru Olalere Yusuf
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 352-367
ABSTRACT
This study investigated the effects of computer-assisted jigsaw II cooperative strategy on
physics achievement and retention. The study also determined how moderating variables
of achievement levels as it affects students' performance in physics when Jigsaw II
cooperative learning is used as an instructional strategy. Purposive sampling technique
was used to select two senior secondary school class II (SSSII) physics students from two
intact classes in Minna, Niger State, Nigeria. Eighty students from two intact classes were
assigned into Jigsaw II and Individualized Computer Instruction (ICI) groups. ComputerAssisted
Learning Package (CALP) on physics and Physics Achievement Test (PAT) were
used as treatment and test instruments. Analysis of Covariance and Scheffe’s test were
used for data analysis. Findings indicated that students taught physics using computerassisted
Jigsaw II performed better and retained the physics concepts longer than those
taught using individualized computer instruction. In addition, achievement levels had
significant influence on their performance. Based on the findings, it was recommended
among other that physics teachers should be encouraged use computer-assisted Jigsaw II
cooperative strategy to enhanced students’ performance.
Keywords: Jigsaw II, Computer assisted instruction, Cooperative learning, Achievement levels, Retention, Physics
Research Article
Jennifer A. Scott-Brown, Jill E. Stafeniak
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 331-351
ABSTRACT
The majority of research that has been conducted on structuring mentorship programs has
been on career support in terms of transferring tacit and explicit knowledge from the
supervisor to the protégé. While the instructional design literature touts that cognitive
apprenticeships provide a great framework for constructivist and situated learning
environments, little research has been done examining how much time should be allocated to
the various phases of the apprenticeship framework. The purpose of this study was to explore
whether the use of a cognitive apprenticeship framework could be used to mentor new
librarians. Data was collected and analyzed in three phases. Phase 1 consisted of a needs
assessment to determine the skills necessary for programmers to deliver a curriculum based
storytime. Phase 2 data collected during the implementation of the cognitive apprenticeship
included observation and reflective journals. Data collected during Phase 3 consisted of
participant interviews immediately following the implementation of the cognitive
apprenticeship, and three months after the conclusion of the study. All data was coded and
analyzed using a phenemonological approach. The researchers found the need for flexibility
when utilizing a cognitive apprenticeship model, based on participant prior knowledge and
experience, the importance of the modeling and coaching stages of the model, participant
desire for working with other programmers being trained.
Keywords: situated learning, instructional sequencing, cognitive apprenticeship, programming, librarians
Research Article
Barbara Freeman, Kristina N. Higgins, Mark Horney
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 281-313
ABSTRACT
This article reports the findings of a study designed to examine the influence of multimodal
writing on the communication of mathematical ideas. Elementary school students (ages 8-13)
were required to write mathematics notes using two digital writing technologies, a personal
digital notepad and a social mathematics blog, in the context of a formal intervention. Fortytwo
students participated, across three schools. The study showed that when students wrote
notes that could be assessed for correctness, their answers were predominately right,
indicating that mathematical sense-making was taking place. It also showed that the digital
notepad and blog were used differently and that the type of technology influences the writing
content. Moreover, students’ mathematical writing were understandable by their peers and
students collaboratively explored solutions. Younger students were more likely to draw
pictures to represent their ideas than older students. These findings show that writing can
help students acquire mathematical understanding, and suggest that multimodal writing may
help them surmount difficulties often associated with learning math. Although this research
demonstrated that writing can help teachers gain an awareness of their students’
mathematical understanding, it also revealed that writing environments need to be monitored
and students require close guidance to bring about systematic improvement.
Keywords: mathematics education, instructional technology, elemantary education, digital writing tools, blogging
Research Article
Turkan Karakus Yilmaz, Kursat Cagiltay
CONT ED TECHNOLOGY, Volume 7, Issue 3, pp. 206-222
ABSTRACT
Many virtual worlds have been adopted for implementation within educational settings because they are potentially useful for building effective learning environments. Since the flexibility of virtual worlds challenges to obtain effective and efficient educational outcomes, the design of such platforms need more attention. In the present study, the aim was to investigate design issues and the concerns of novice instructional designers who were developing a virtual learning environment with a gaming approach. Active Worlds (AW), an immersive virtual environment, was selected as a platform to develop virtual world projects that presented instructional materials. Twenty-three novice instructional designers participated in this study. Data were collected through observations, interviews, document analysis, and a questionnaire. The results indicate that the novice instructional designers were most challenged when attempting to incorporate motivational and assessment features in their project designs. They ignored collaboration opportunities of the design platform. They also accepted that they could not achieve to provide a feel of real game. The results suggested that design and development in virtual worlds has many challenges but a broad experience for novice instructional designers.
Keywords: Instructional design, Novice instructional designers, Instructional design education, Virtual worlds, Active Worlds
Research Article
Alexandra Salas
CONT ED TECHNOLOGY, Volume 7, Issue 2, pp. 174-186
ABSTRACT
This article provides a literature review of the research concerning the role of faculty perspectives about instructional technology. Learning management systems, massive open online courses (MOOCs), cloud-based multimedia applications, and mobile apps represent the tools and the language of academia in the 21st century. Research examined illustrates how important understanding user attitudes can be in the technology deliberation process. Consequently, the faculty opinions should not be underestimated in technology acceptance discussions as coupled with ongoing education technological developments is the challenge of innovation adoption.
Keywords: e-tools, Distance Education, Faculty-perceived usefulness, Voice-authoring tools, Instructional technology
Research Article
Yu-Fang Yeh
CONT ED TECHNOLOGY, Volume 7, Issue 2, pp. 111-122
ABSTRACT
Animation is one of the useful contemporary educational technologies in teaching complex subjects. There is a growing interest in proper use of learner-technology interaction to promote learning quality for different groups of learner needs. The purpose of this study is to investigate if an interaction approach supports weak learners, who have poor domain knowledge and comprehension difficulty of the learning subject, in complex animation learning. Three interaction approaches were designed and evaluated in an educational animation program teaching a complex subject of data structures. Participants were 70 undergraduate students performed poorly in the experimental course of introductory data structures. They were randomly assigned into one of the three interaction approaches: pure-reason-dialogue, predict-oriented, and reason-predict-combination interactions. Learning effects of these interaction approaches were measured by near-transfer and far-transfer tests as well as learning process surveys including perceived content difficulty, mental effort expenditure, and usefulness of the interaction approach. Findings indicate that the reason-predict-combination interactions approach led to the greatest transfer performance and was rated by students as the most useful interaction approach for understanding the animation content. The findings generally recommend that for weak learners, interactions of reasoning dialogue is effective to develop near-transfer ability at the initial learning phase, whereas when learners’ knowledge grows to be capable of near-transfer task, the predict-oriented interactions become more helpful to gain far-transfer knowledge. Implications for design principles for interactive instructional animations and recommendations for future research are discussed.
Keywords: Human-computer interaction, Instructional animation, Weak learner, Data structures
Research Article
Gurhan Durak, Murat Ataizi
CONT ED TECHNOLOGY, Volume 7, Issue 1, pp. 85-105
ABSTRACT
The purpose of the study was to investigate the views of learners experienced in the Distance Learning Platform (DLP), which was prepared according to an online course design model. The participants of the study were 19 learners who took the programming languages course (via the DLP for 14 weeks). Before the application, the preparation of the DLP took nearly 500 hours. A pilot study was performed with the learners during the summer school. The design of the DLP was improved through the views of those learners. The data were obtained through face-to-face interviews with the learners. The following themes emerged from analysis of the data: factors in preferring the DLP, general characteristics of the DLP, the effectiveness of the DLP, and expansion of the DLP. These themes are further analyzed on the basis of “Diffusion of Innovations” and “Uses and Gratifications” theories. As a result of the interviews conducted with the learners, it was found that the learners had positive opinions about the DLP as it (1) offers flexibility, (2) contains elements enhancing their motivation, (3) enables the learners to communicate easily with the instructor, (4) provides the learners with instant feedback, and (5) enables them to access to the course materials easily.
Keywords: Distance education, Online learning, Instructional design model, Programming language, Learner views, Course evaluation
Research Article
Isiaka A. Gambari, Bimpe E. Gbodi, Eyitao U. Olakanmi, Eneojo N. Abalaka
CONT ED TECHNOLOGY, Volume 7, Issue 1, pp. 25-46
ABSTRACT
The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.
Keywords: Computer-assisted instruction, Tutorial, Simulation, Gender, Intrinsic motivation, Extrinsic motivation
Research Article
Kristina N. Higgins, Lindy Crawford, Jacqueline Huscroft-D’Angelo, Mark Horney
CONT ED TECHNOLOGY, Volume 7, Issue 1, pp. 1-24
ABSTRACT
Mathematical reasoning involves comprehending mathematical information and concepts in a logical way and forming conclusions and generalizations based on this comprehension. Computer-based learning has been incorporated into classrooms across the country, and specific aspects of technology need to be studied to determine how programs are influencing student reasoning and learning. This article explores how one aspect of computer-based learning, electronic support tools (ESTs), influences students’ mathematical reasoning over the course of an online supplemental mathematics program, the Math Learning Companion (MLC). Students in Grades 3, 4, and 5 (N = 31) from two private schools participated in MLC, and their reasoning was assessed before and after participating in the program. EST use was measured by using frequency counts for each tool. Results describe students’ tool use and reflect an overall change in their reasoning over the course of the intervention, indicating that students use ESTs as needed to individualize the learning program. Students specifically used ESTs as needed to improve their mathematical reasoning, their correctness of response, and their mathematical explanations of their answers over the course of the intervention.
Keywords: Mathematical reasoning, Computer-based instruction, Electronic support tools, Mathematics education
Research Article
Jill E. Stefaniak, Monica W. Tracey
CONT ED TECHNOLOGY, Volume 6, Issue 2, pp. 95-112
ABSTRACT
In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were observed. Three faculty members participated in a cognitive apprenticeship where they were taught how to implement learner-centered instructional strategies into their coursework. Participants were 109 students who were enrolled in an introductory public speaking course. Data was collected by means of classroom observations, interviews, and the administration of a survey. Our findings indicated that students who were engaged in learner-centered activities within the communications course demonstrate higher levels of motivation towards the course and are more actively engaged in their learning.
Keywords: Learner-centered instruction, Instructional sequencing, Teaching strategies, Student motivation
Research Article
Dabae Lee, Yeol Huh
CONT ED TECHNOLOGY, Volume 5, Issue 4, pp. 286-301
ABSTRACT
Effort to determine teachers’ effects on student has been continuously made with national data. However, paucity of research has been conducted on how teachers’ instructional strategies impact on student learning with national data, although instructional theories suggest a direct relationship between instructional strategies and learning outcomes. Therefore, the relationship between teachers’ use of instructional strategies and learning outcomes should be examined with national data. This study investigates how much teacher’s instructional strategies explain student learning in mathematics and what instructional strategies are positively related to student learning outcomes. Revised Bloom’s taxonomy was used to define instructional strategies that support different levels of cognitive processes. The U.S. 8th grade mathematics data from the 2007 Trends in International Mathematics and Science Study was analyzed using multilevel modeling. As results, teachers’ instructional strategies explained approximately 12% at the individual level and 17% at the teacher level of the learning outcome. Also, asking student to write equations and functions to represent relationships and to decide on their own procedures for solving complex problems were positively and significantly related to student learning outcomes.
Keywords: Instructional strategies, TIMSS, Mathematics education, Academic achievement, Multilevel modeling
Research Article
Murat Pasa Uysal
CONT ED TECHNOLOGY, Volume 5, Issue 3, pp. 198-217
ABSTRACT
The introductory computer programming (CP) course has been taught for three decades in the faculty. Besides pursuing CP technology, one major goal has been enhancing learners’ problem-solving (PS) skills. However, the current situation has implied that this might not be the case. Therefore, a research was conducted to investigate the effects of a web-supported and well-structured PS instructional method on academic achievements and PS perceptions of learners. This was a quasi-experimental study with a posttest-only design that included a control group. While the web-supported and traditional approach was adopted for the control group, the experimental group was treated with the web-supported and well-structured PS method. A cluster random sampling was used and the existing 18 sections were randomly assigned to the study groups. Consequently, 6 faculty members and 433 freshman undergraduate students participated in the study for one semester. The students’ PS perceptions were assessed by the Problem Solving Inventory (PSI) and their CP performances were measured by an academic achievement test. The results indicated a significant difference between the groups in terms of CP achievements. Except for one factor of the PSI, there were also significant differences between the groups in terms of their PS perceptions.
Keywords: Instructional design, Problem-solving, Web-supported instruction, Computer programming
Research Article
Matthew U. Blankenship, Erin E. Margarella
CONT ED TECHNOLOGY, Volume 5, Issue 2, pp. 146-160
ABSTRACT
This article reports a review of the literature that focused on relationship between writing instruction and technology in the secondary classroom since the passing of the No Child Left Behind Act over the past two decades. Based on the search, six themes have emerged across the fields of writing instruction and assessment. Within writing instruction, it was found that researchers often focused on a third space (Bhabha, 1994) where writing can take place in meaningful ways. Also, technology often served as a motivator during the instructional process of writing and worked to engage students in varied lessons. Finally, researchers found an increase in the amount of writing for secondary students when technology was introduced into the instructional classroom. Within writing assessment, the research focused on special populations including special education students, minorities, economically disadvantaged and English language learners. Next, technology served as a motivator in both the instruction and assessment of writing and tended to be a factor that increased writing assessment scores. Finally, researchers posit technology can be used to allow teachers to give effective and efficient feedback through the instructional and assessment cycles and tended to increase student assessment scores. These themes emerged across all articles reviewed and truly demonstrate where writing with technology research has occurred in the secondary classroom.
Keywords: Writing, Instruction, Technology, Policy, Secondary Education, Motivation
Research Article
Isiaka Amosa Gambari, Victoria Ifeoma Ezenwa, Romanus Chogozie Anyanwu
CONT ED TECHNOLOGY, Volume 5, Issue 2, pp. 110-120
ABSTRACT
The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability co-efficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p0.05) and CAI(AN) (t=1.455, df = 38, p>0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of mathematics.
Keywords: Computer-assisted instruction, Multimedia-based learning, Animation+Narration, Animation+On-screen text, Solid geometry, Secondary students
Research Article
Atef Abuhmaid
CONT ED TECHNOLOGY, Volume 5, Issue 1, pp. 73-89
ABSTRACT
Cutting edge technologies are one of the main areas in which private schools compete so they can showcase themselves as pioneers In Jordan, as it is in other education contexts worldwide. The Interactive Whiteboard (IWB) is becoming one of the rapidly adopted educational technologies everywhere. However, while moving too fast to adopt new technologies, often decision is made without taking teachers’ perceptions into account. The current study focuses on teachers’ perspectives on two main aspects of the integration of IWBs in four Jordanian private schools: First, teachers’ perceptions of IWBs as instructional tools, and second, the presence of various supporting factors identified by the literature for the success of integrating IWB into schools. The study used a 26-item Likert scale which was administered to 200 teachers in the participating schools. The results showed that the participating schools spend extensive efforts and resources in integrating IWBs into their contexts; however, some supporting factors for the effective implementation might have been overlooked. In addition, in contrast to what some professionals might expect and some vendors might try to promote, IWBs did not make teachers’ job “easier” in terms of relieving teachers’ workloads, despite their values as reported by teachers.
Keywords: Interactive whiteboard, IWB, Instructional technologies, Technology integration in education, ICT, Educational technologies in Jordan
Research Article
Mustafa Jwaifell, Al-Mothana Gasaymeh
CONT ED TECHNOLOGY, Volume 4, Issue 2, pp. 138-149
ABSTRACT
This study aimed to explain the use of interactive whiteboards (IWBs) by English female teachers in Modern Systems School in Jordan. Viewed from the lens of Rogers' Diffusion of Innovation Theory, the study examined and reported teachers' use of IWB and its features that have impact on their decisions to adopt it in Modern Systems School . The study employed the qualitative case study approach. Data were collected through different ways such as semi-structured interviews, document reviews, and participatory observations. Rogers' (2003) diffusion of innovations theory was used to guide the investigation. The study concluded that the extent of teachers’ use of IWB is related to their perceptions of the five major attributes: Relative advantages, compatibility, simplicity, trialability, and observability. The regular use of IWB has shifted the teachers’ methodologies of teaching from traditional ways to using dialogues, open sources, and group work. The study finally recommended giving more attention to training workshops regarding how to integrate IWB into the educational process.
Keywords: Interactive white board, IWB, Diffusion of innovation theory, ICT tools, English teachers, Instructional technology.
Research Article
Nuri Kara, Nese Sevim
CONT ED TECHNOLOGY, Volume 4, Issue 2, pp. 108-120
ABSTRACT
Since 1950s, teaching machines have changed a lot. Today, we have different ideas about how people learn, what instructor should do to help students during their learning process. We have adaptive learning technologies that can create much more student oriented learning environments. The purpose of this article is to present these changes and its effects on learning environment. First, after explaining the concepts of teaching machines and adaptive learning systems including their main features as well as integral components, similarities and differences between these technologies are discussed briefly. Then, following the discussion on weaknesses and strengths of adaptive learning systems, what instructional designers should consider in developing and using them are mentioned.
Keywords: Adaptive learning, Adaptive learning systems, Teaching machines, Instructional design, Instructional technology
Research Article
James Marken, Gary Morrison
CONT ED TECHNOLOGY, Volume 4, Issue 1, pp. 1-14
ABSTRACT
While the concept of objectives is widely used in many applied fields of instruction, the systematic derivation and application of objectives for learning and instruction is a key feature of systematic instructional design. However, the treatment of objectives and the terminology surrounding them is sometimes nebulously employed. This article takes a historical look at the terminology around objectives used in the research literature to track changes over time. Data base searchers were conducted using Academic Search Complete, Education Research Complete, and ERIC to identify various terms using nine different objective related terms. Searches were limited to peer-reviewed sources, and restricted by date to include only the 1970s, 1980s, 1990s, and 2000s respectively. Results show that terms with more concrete definitions, such as behavioral objectives, have fallen off markedly, while terms with more operational definitions, such as educational objectives or learning objectives, have gained in currency. Implications for the field of instructional design are discussed.
Keywords: Objectives, Instructional design, Behavioral objective, Cognitive objective, Performance objective
Research Article
Bahadir Eristi, Celal Akdeniz
CONT ED TECHNOLOGY, Volume 3, Issue 2, pp. 141-161
ABSTRACT
The present study aimed at developing a scale for diagnosing instructional strategies to be used to determine the instructional strategies applied in the instructional process. In the process of the scale development, first the related literature was reviewed. Following this, field experts were asked for their views, and the instructional activities to be carried out in the instructional process were identified. Afterwards, considering the similar and different features of the instructional activities, they were grouped by associating them with instructional strategies. The draft scale, which made up of a total of 291 items in the beginning, was exposed to a four-phase application process prior to the actual application. At the end of this process, it was transformed into a 70-item scale applied to 614 home teachers and field teachers. For the content validity of the scale, field experts were asked for their views. Data collected were analyzed with the methods of principle components analysis and exploratory factor analysis. As a result of the exploratory factor analysis conducted to determine the construct validity of the scale, the factor load of each item in the scale was found over .30. In order to determine the factors involving the items in the scale, the orthogonal rotation was applied with the Varimax technique to the data collected. The scale included two sub-scales. The rate of the factors in the sub-scale of meeting the total variance was 43% for the sub-scale of focus strategies and 62% for the sub-scale of process strategies. The value obtained by testing the internal consistency for the whole scale was found as α=.964. With respect to the item-whole scale correlational consistency, the items in the scale ranged between.406 and .816. The findings obtained in the process of developing this five-point Likert-type scale demonstrated that the scale could be used successfully in determining the nature of instructional strategies applied in the instructional process.
Keywords: Instructional strategies, Instructional methods, Instructional tactics, Instructional approaches, Scale development
Research Article
Sirous Hadadnia, Norouz Hadadnia, Nina Shahidi
CONT ED TECHNOLOGY, Volume 3, Issue 1, pp. 50-59
ABSTRACT
This study was conducted with the purpose of comparing the effect of teaching of the online teacher with that of the real teacher on the students' learning in the university classroom. The study was conducted in the academic year 2009-2010. The sample of the study consisted of 80 students working either in control group or experimental group, 40 in each. The subjects were chosen and assigned by cluster sampling method. For data gathering, a 40 item test was administered in given time intervals to measure prior knowledge, achievement and retention of learning. Research methodology is of empirical, applied, and prospective nature. For data analysis, a t-test for comparing the differences between mean scores was employed. Based on the findings of this study, it appears that to overcome the lack of skilled university instructors, one could use online teachers. The quality of learning provided by the online teacher is the same as the one provided by the real teacher. In the university classrooms, one can use online teachers instead of the real teacher for a number of reasons. Finally, the degree of learning retention in both types of instruction (online versus traditional) is the same.
Keywords: Online learning, Virtual teaching, Face-to-face instruction, Online teacher, Distance education
Research Article
Yalin Kilic Turel, Filiz Varol
CONT ED TECHNOLOGY, Volume 3, Issue 1, pp. 17-35
ABSTRACT
The main goal of the current study was to analyze early childhood and elementary pre-service teachers’ choices of participant-designed materials and the reasons for their selection. To this end, 57 elementary and 39 early childhood teacher candidates were asked to design one physical material and one electronic material for instruction. Then, they were asked which type of material they would prefer if they were teaching and what their rationale was for this selection. The results revealed several dissimilarities between early childhood and elementary teacher candidates in terms of their choices and the reasons for their choices. In their rationale, elementary pre-service teachers more referred their limited technological knowledge while early childhood pre-service teachers took attention to the need for hands-on activities for their instruction. In general, participants raised critical questions related to teachers’ technological knowledge, and teacher preparation programs as well as professional development programs regarding how to integrate such instructional technologies effectively into course activities to enhance learning.
Keywords: Instructional material, Instructional material design, Pre-service teachers, Early childhood education, Elementary education, Teacher education programs
Research Article
Yalın Kilic Turel, Mehmet Gurol
CONT ED TECHNOLOGY, Volume 2, Issue 4, pp. 264-281
ABSTRACT
Although there are many studies focusing on usefulness of learning objects, only a few studies investigated possible effects of learning objects at the middle-school level. Thus, the purpose of this study is to examine the effects of learning objects-enriched instructional settings on 7th grade students’ achievements, retentions, attitudes, and motivations in the science class as well as their perceptions towards the course. Learning objects regarding the unit of structure and features of matter were placed into the Learning Management System, Moodle, which was accessible by science teachers of the participants. Almost all subjects pointed out that they preferred such teaching method hereafter because of its positive effects on their learning and remembering. The interactive and challenging learning objects, particularly the ones containing games, simulations, and questions, were identified as more beneficial by both teachers and students.
Keywords: Attitudes, Learning objects, Learning objects-enriched instruction, Motivation, Retention
Research Article
Nkasiobi S. Oguzor
CONT ED TECHNOLOGY, Volume 2, Issue 3, pp. 188-199
ABSTRACT
The use of computers has become one of the driving forces in the delivery of instruction of today’s vocational education and training (VET) in Nigeria. Though computers have become increasingly accessible resources for educators to use in their teaching activities, most teachers are still unable to integrate it in their teaching and learning processes. Computers are used to improve teaching quality where quality is very expensive to reproduce, or to substitute for the lack of teachers, or schooling opportunities that cannot be made available with conventional teaching methodologies. This paper examines the challenges of integrating ICT into instructional practices in VET and the barriers confronting implementation. Hence, the need for compatible computer education policies, suggestions to integrate ICT into teaching and learning practices are provided to assist the teachers to the use of computers in order to help the students acquire theoretical knowledge, grounded in real practice. It is the contention of this paper that though creating an ICT environment for teaching and learning in Nigeria may seem difficult, it would enhance students’ achievement in vocational education and training.
Keywords: Instructional resources, Computer Usage, Information and communication technology, Vocational education and training
Research Article
Bahar Baran
CONT ED TECHNOLOGY, Volume 1, Issue 4, pp. 367-380
ABSTRACT
This study investigates university level students’ experiences of designing lessons with an interactive whiteboard as an instructional medium. The sample consisted of 40 students who will be both moderator of technological resources in schools and computer teachers after graduation from university. In the design of a lesson process, the ASSURE instructional design model was their roadmap. The results showed that none of the students had used interactive whiteboards before the course. However, most of them knew interactive whiteboards from other courses, seminars, or the Internet. Nearly half of the participants had some hesitations when they first learned that they were going to use interactive whiteboards in the course. After using it during a lesson, however, their opinions became positive. In addition, ASSURE instructional design model let them to progress systematically and step-by-step. Most of them had problems to find educational software to use with interactive white board. That is, their primary problem was with the “select instructional methods, media, and materials” step of the ASSURE model.
Keywords: Interactive whiteboard, Instructional design, ASSURE, Technology integration
Research Article
Suzan Duygu Eristi, Ozden Sahin-Izmirli, Serkan Izmirli, Mehmet Firat, Halil Ibrahim Haseski
CONT ED TECHNOLOGY, Volume 1, Issue 4, pp. 348-366
ABSTRACT
The purpose of this study was to develop a scale which could be used to evaluate instructional website designs from the perspective of visual perception theories. For this purpose, a scale of 50 items was developed based on the literature and expert opinions. Visual perception theories such as Gestalt Theory, Brunswick’s Probabilistic Functionalism, Neuropsychological Theory, Theory of Direct Perception and Ecological Optics, Constructivist Visual Perception Theory and Computational Approach to Visual Perception provided a basis for the development of scale items; also a focus group discussion was employed. 196 students from the Computer Education and Instructional Technologies (CEIT) Department filled the scale. The exploratory factor analysis (EFA) was applied along with the principal component method on data. Following the factor analysis, a single factor scale was developed. The loading of each item in the scale was found to be over .30. The internal consistency coefficient of the overall scale was high (α=.961). The corrected item-total correlation coefficient of the items was .301 and over. Through factor analysis, it was revealed that the scale had a single-factor structure with an explained variance of 35%. At the end of the study, several recommendations were presented for future studies.
Keywords: Visual Perception, Scale development, Instructional website, Factor analysis
Research Article
Adem Uzun, Aysan Senturk
CONT ED TECHNOLOGY, Volume 1, Issue 3, pp. 196-207
ABSTRACT
Purpose of this study is to compare students’ course achievement and attitudes towards computers in computer literacy course between two course delivery methods: Blended and face-to-face (FTF). Using a pretest-posttest control group experimental design model, participants were assigned to experimental and control groups purposefully in order to achieve group equivalency. The study was conducted during the fall of the 2006-2007 academic year. Participants were 179 students from the Faculty of Education at Uludag University in Turkey. 86 students were taught with the blended mode of delivery, which involved using both FTF and online modes of instruction; 93 students were taught with FTF mode alone. At the beginning of the study, prior knowledge about computer literacy and attitudes towards computers were measured in both groups. At the end of the study, students’ final course scores and attitude scores towards computers were evaluated. Data were analyzed using independent samples t-tests. A statistically significant difference was found between the FTF and blended group (p < 0.05). The analysis showed that the blended group was more successful than the traditional group in terms of both course achievement and attitudes towards computers.
Keywords: Blended learning, Face-to-face instruction, Computer literacy, Attitudes toward computers
Research Article
Fethi A. Inan, Raymond Flores, Michael M. Grant
CONT ED TECHNOLOGY, Volume 1, Issue 2, pp. 148-159
ABSTRACT
Adaptive Web-Based Learning Environments (A-WBLEs) provide mechanisms to individualize instruction (e.g., content, interface, strategies, and assessment) for learners based on their individual differences. In this paper, various adaptive methods influencing the design of AWBLEs are explained and how these methods aim to address individual differences is discussed. Empirical evaluations of adaptive systems are synthesized and four levels for categorizing AWBLEs are created to provide a guideline for future design and development of A-WBLEs.
Keywords: Adaptive Web-based learning environments, Individual differences, Online learning, Individualized instruction, Adaptive hypermedia
Research Article
Richard A. Schwier, Jay R. Wilson
CONT ED TECHNOLOGY, Volume 1, Issue 2, pp. 134-147
ABSTRACT
Students complete courses or entire programs in instructional design (ID) and enter the professional arena confident they are prepared to wrestle with the complexities and demands of ID. What many of those fresh to the profession discover is that in addition to applying what they learned in school, they are called upon to carry out a number of additional tasks, often in areas where they have no training or previous experience. This paper reports on the results of an investigation carried out with 22 instructional designers practicing in post-secondary institutions in Canada and the United States. The purpose was to reveal the aspects of professional practice that instructional designers felt were important, but that were outside the traditional boundaries and training of instructional design. Through focus groups and e-mail discussions, we identified several roles that instructional designers described as important, but were peripheral to the traditional standards of practice and competencies in instructional design.
Keywords: Instructional design, ID, Professional practice, Experience, Interviews, Research
Research Article
Robert D. Tennyson
CONT ED TECHNOLOGY, Volume 1, Issue 1, pp. 1-16
ABSTRACT
Employing my research and practical experience in the field of educational psychology, with a specialty in instructional design and technology, I would like to reflect on the theoretical foundations of instructional design. My purpose is to show the growth of the field through theories associated with learning psychology and educational technology. Both human psychology and technology are the main foundations for instructional psychology. Evaluation and assessment continue to be integral to the field but more in the form of tools. Included is my view of the field in reference to work I and my colleagues have done in what we label as a linking theory of instructional design. That is, linking learning theory directly with research findings and practice I argue that educators need to clearly propose and define their own theoretical foundations when engaging in the design of effective learning environments.
Keywords: Instructional technology, Learning theory, Instructional design, Technology, Theoretical foundations