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DEVELOPMENT AND VALIDATION DEVELOPMENT AND VALIDATION OF ONLINE INSTRUCTIONAL OF ONLINE INSTRUCTIONAL
MODULES FOR COLLEGE ENGLISH MODULES FOR COLLEGE ENGLISH
Arlene Salve Opina, Ph.D.Arlene Salve Opina, Ph.D.
What is online What is online teachingteaching and learning? and learning?
Online teaching and learning, or eLearning, is Online teaching and learning, or eLearning, is teaching and learning using technology and teaching and learning using technology and internet. internet.
It is utilized in face-to-face classrooms and in It is utilized in face-to-face classrooms and in distance education. distance education.
It can be used to extend the teaching and It can be used to extend the teaching and learning day. It can be teaching and learning learning day. It can be teaching and learning anytime, anywhere.anytime, anywhere.
Theoretical/Conceptual FrameworkTheoretical/Conceptual Framework
Virtual Technology Umbrella of Alecia C. Bilton-Ward
Virtual Technology Umbrella of Alecia C. Bilton-Ward
Bilton-Ward’s Videoconferencing Design in Bilton-Ward’s Videoconferencing Design in Connecting the Teacher to Students in Connecting the Teacher to Students in
Different Geographical SettingsDifferent Geographical Settings
Theoretical/Conceptual FrameworkTheoretical/Conceptual Framework
The Conferencing Design Used in this Study
Methods and ProcedureMethods and Procedure
ExperimentalExperimental DescriptiveDescriptive SurveySurvey
1. Development of the Modules1. Development of the Modules
Revision of the Online Module
Development ofOnline Module
Test run of the module by English
Teachers
The Experimental Procedure in Validating the The Experimental Procedure in Validating the Online Instructional MaterialsOnline Instructional Materials
Pretest Results
Midterm Grades Final Grades
Posttest Results
The Process of Online Teaching Adopted in the StudyThe Process of Online Teaching Adopted in the Study
Presentatio
n
Quizzes and games formulated
by instructor
Related topics, activities and
practice exercises
Discussions of the lesson
Problems encountered
Questions
Presentatio
n
Quizzes and games formulated
by instructor
2. Creating a virtual Class and 2. Creating a virtual Class and Uploading the modulesUploading the modules
www.quia.com www.nicenet.org www.slideshare.netwww.slideshare.net http://trackstar.4teachers.org/ www.quizmoz.com/
3. Identifying the Subjects : 3. Identifying the Subjects : AnovaAnova172 respondents172 respondents
BSN
Group A 40
students
BSN
Group C 44
students
BSN
Group B
45students
BSN
Group D 43
students
(Experimental Grp 1)(Experimental Grp 1)
Nursing students pure online in a computer laboratory
Nursing students pure online in a computer laboratory
Subjects- the modules were tested to both fast and slow learners. Subjects- the modules were tested to both fast and slow learners.
(Experimental Grp 2)(Experimental Grp 2)
Nursing students pure online in a computer laboratory
Nursing students pure online in a computer laboratory
Online ConferencingOnline Conferencing
Control Group Control Group 2 nursing sections2 nursing sections Used Traditional TextbookUsed Traditional Textbook In their respective classroomIn their respective classroom
Treatment of DataTreatment of Data ANOVA – ANOVA – to identify which classes become the to identify which classes become the
experimental and control groups. experimental and control groups.
percentage, arithmetic mean and standard percentage, arithmetic mean and standard deviations – deviations – to describe the profile and performances of the subjectsto describe the profile and performances of the subjects
linear correlation – linear correlation – to test for the reliability of the questionnaireto test for the reliability of the questionnaire
Likert Scale – Likert Scale – to assess the Instructional modulesto assess the Instructional modules
t-test for independent population – t-test for independent population – to compare the to compare the performance of the experimental and control groups)performance of the experimental and control groups)
The data of this research were statistically processed by the CEU Evaluation and Data Processing Department.
The data of this research were statistically processed by the CEU Evaluation and Data Processing Department.
Summary of FindingsSummary of Findings1. Profile of the subjects in terms of:1. Profile of the subjects in terms of: Type of high school graduated fromType of high school graduated from
private sectarian high school.private sectarian high school.
Language spoken at homeLanguage spoken at homeFilipino Filipino Filipino and EnglishFilipino and EnglishIlocano, Visayan, BicolanoIlocano, Visayan, Bicolano ChineseChinese
1. Profile of the subjects in terms of:1. Profile of the subjects in terms of:
Computer familiarityComputer familiarity
79.5 %79.5 % received computer-aided instruction before received computer-aided instruction before
88 %88 % showed awareness of computer instructionshowed awareness of computer instruction
74.7 %74.7 % with intermediate internet & computer skillswith intermediate internet & computer skills
1. Profile of the subjects in terms of:1. Profile of the subjects in terms of:
Result of pretestResult of pretest
Experimental Group
Mean Sd
1. A 26.98 3.59
2. B 25.23 4.19
Control Group Sd
1. C 27.51 4.56
2. D 25.84 3.9
Preliminary grades in English 11 Preliminary grades in English 11 (Comm.Skills 1)(Comm.Skills 1)
1. Profile of the subjects in terms of:1. Profile of the subjects in terms of:
Experimental Group
Sd
1. A2.41 .32
2. B2.56 .43
Control Group Sd
1. C2.25 .93
2. D2.67 .51
XX
2. Comparision in the preliminary grades and 2. Comparision in the preliminary grades and pretest result between the control and pretest result between the control and
the experimental groupsthe experimental groups
X
Experimental
B
Sd
Control
D
Sd
t-value Significance
Prelim Grades 2.56 .43 2.67 .51 -1.121 P=.27>.05 NS
Pretest Scores 25.23 4.19 25.84 3.9 -.71 P=.48>.05 NS
Group 1 (slow learners)Group 1 (slow learners)
Group 2 (fast learners)Group 2 (fast learners)Experimental
A
Sd
Control
C
Sd
t-
value
Significance
Prelim Grades 2.41 .32 2.25 .93 -1.121 P=.27>.05
NS
Pretest
Scores
26.98 3.59 27.51 4.56 -.71 P=.48>.05
NS
XX
3. After the use of modules3. After the use of modules
students from the control and students from the control and experimental groups compared with experimental groups compared with regard to their:regard to their:
Midterm gradesMidterm grades
XX
Experimental
Groups A and B
Total = 83
Sd
Control
Groups C and D
Total = 87
Sd
t-
value
Significance
Midterm
Grades
2.39 .411 2.75 .70 -4.150 P=.000 < .05
S
XX
3. 3. After the use of modulesAfter the use of modules
students from the control and students from the control and experimental groups compared experimental groups compared with regard to their:with regard to their: Final grades and post testFinal grades and post test
The experimental group performed better.The experimental group performed better.
Experimental
Groups A and B
Total = 83
Sd
Control
Groups C and D
Total = 87
Sd
t-
value
Significance
Final Grades 2.03 .38 2.41 .43 -6.09 P=.000<.05 S
Posttests
Scores
77.05 8.8 63.70 1.02 9.52 P=.000<.05 S
XX
4. Evaluation of the online students with 4. Evaluation of the online students with the instructional modules in terms of:the instructional modules in terms of:
Presentation and discussion of the Presentation and discussion of the online materialsonline materials
The overall rating - very well done. The overall rating - very well done. (4.3)(4.3)
The best part in the module was the The best part in the module was the games and practice exercises. (4.5)games and practice exercises. (4.5)
Presentation and discussion of Presentation and discussion of the online materialsthe online materials
Verbal Interpretation Sd1. Design of the class page and module 4.2 Very Well Done .732. User-friendliness of the site 4.3 Very Well Done .723. Down time of the site 4.1 Very Well Done .734 Reflection of CEU’s philosophy of Science and Virtue
4.3 Very Well Done .71
5. Explanation of purpose, objectives, and grading procedures
4.2 Very Well Done .82
6. Class notes and study guides on the page 4.4 Very Well Done .73
7. Clarity of explanation and discussion of the module lesson.
4.1 Very Well Done .86
8. Evidence of mastery of subject matter 4.3 Very Well Done .78
9. Consistency of content with subject objectives and syllabus
4.3 Very Well Done .82
10. Comprehensive coverage of subject matter 4.3 Very Well Done .82
11. Relevance of hyperlinks 4.3 Very Well Done .7712. Availability of online materials 4.2 Very Well Done .7913. Ease of access to view own quiz results 4.3 Very Well Done .90
14. Ease of access to e-mail 4.3 Very Well Done .8515. Graded online quizzes 4.2 Very Well Done .9016. Games and other practice exercises 4.5 Very Well Done .83
Overall 4.3 Very Well Done .57
X
4. How did the online students evaluate 4. How did the online students evaluate their virtual experience with the their virtual experience with the instructional modules in terms of:instructional modules in terms of:
4.2 Interaction with the instructor4.2 Interaction with the instructor
The overall rating - The overall rating - superiorsuperior
4.2 Interaction with the instructor4.2 Interaction with the instructor
Verbal Interpretation Sd
1. Ease of communication and of asking
questions with instructor
4.1 Superior .85
2. Instructor’s responsiveness or assistance
with questions about assignments, online
materials, etc.
4.4
Superior .68
3. Instructor led reviews for tests 4.3 Superior .78
4. Scheduling of tests and other
assignments
4.3 Superior .73
5. Resolution of conflicts with other class
tests or assignments
4.2 Superior .77
6. Assistance with computer-related
problems
4.3 Superior .77
Total 4.3 Superior .62
X
4. How did the online students evaluate 4. How did the online students evaluate their virtual experience with the their virtual experience with the instructional modules in terms of:instructional modules in terms of:
4.3 Overall satisfaction with online instruction4.3 Overall satisfaction with online instruction The students were The students were to a large extentto a large extent satisfied satisfied
with online instruction especially with the with online instruction especially with the interaction with their teacher, which interaction with their teacher, which ultimately led them to accomplish varied ultimately led them to accomplish varied learning activities. learning activities.
Majority of the respondents Majority of the respondents preferred online preferred online than on-campus education.than on-campus education.
4.3 Overall satisfaction with 4.3 Overall satisfaction with online instructiononline instruction
Verbal Interpretatio
n
Sd
1. Attainment of subject objectives,
4.1 To a large extent .67
2. Meeting their individual learning needs,
4.1 To a large extent .74
3. Accomplishing varied learning activities,
4.2 To a large extent .79
4. Interacting with the instructor, 4.2 To a large extent .78
5. Responding to the challenge of using an alternative mode of learning
4.3 To a large extent .78
Overall 4.2 To a large extent .65
X
ConclusionsConclusions Online teaching is a Online teaching is a competitive alternative competitive alternative for the traditional for the traditional classroom education.classroom education.
ImplicationsImplications The manner students use their heads nowadays could The manner students use their heads nowadays could
easily be misinterpreted by minds structured by easily be misinterpreted by minds structured by traditional methods.traditional methods.
Electronic media-educated generationElectronic media-educated generation This is the way our world , or at least, that of the This is the way our world , or at least, that of the
university-educated, middle and upper-class youth is university-educated, middle and upper-class youth is shaping up.shaping up.
Teachers should not see themselves as repositories of Teachers should not see themselves as repositories of traditional intelligence and wisdom.traditional intelligence and wisdom.
In the realm of knowledge and learning, our tools In the realm of knowledge and learning, our tools have changed.have changed.
Whether we, as adults and educators, like the Whether we, as adults and educators, like the differences we see in today's students, the differences we see in today's students, the differences are undeniable and, as educators, it differences are undeniable and, as educators, it is our responsibility to reach and teach this is our responsibility to reach and teach this "new breed” of students. "new breed” of students.
In the realm of knowledge and learning, our In the realm of knowledge and learning, our tools have changed.tools have changed.
Teaching online, using the very technology Teaching online, using the very technology that has changed our world, and our students, that has changed our world, and our students, is one significant way that we can leverage to is one significant way that we can leverage to reach the "Net generation." reach the "Net generation."
ConclusionsConclusions Online games, Online games, quizzes, and exercises quizzes, and exercises are innovations in are innovations in reinforcing the lesson.reinforcing the lesson.
TechnologyTechnology
Technology will become a billion times more Technology will become a billion times more powerful, likely more powerful than the powerful, likely more powerful than the human brain. human brain.
Technology will serve our students and Technology will serve our students and children better in 20 years – memorized children better in 20 years – memorized multiplication tables or fundamental multiplication tables or fundamental knowledge of programming concepts or the knowledge of programming concepts or the ability to think logically and critically or the ability to think logically and critically or the ability to create meaningfully in multimedia.ability to create meaningfully in multimedia.
ConclusionsConclusions Success in online learning Success in online learning
depends on strict depends on strict compliance of time table compliance of time table and schedule and regular and schedule and regular interaction with teacher.interaction with teacher.
ConclusionsConclusions For online materials to For online materials to
effectively address students’ effectively address students’ needs, they should contain all the needs, they should contain all the required sources for learning required sources for learning including objectives, instruction, including objectives, instruction, format, dynamics, and evaluation.format, dynamics, and evaluation.
ConclusionsConclusions In addition, students with In addition, students with
convenient access to computer and convenient access to computer and internet, and at the same time with internet, and at the same time with motivation, and self-discipline to motivation, and self-discipline to participate regularly, are most likely participate regularly, are most likely to succeed.to succeed.
ConclusionsConclusions
Modules with graphic Modules with graphic presentations are presentations are attractive designs in attractive designs in enhancing students’ enhancing students’ attention.attention.
RecommendationsRecommendations The development of online materials for The development of online materials for
other subjects (professional or basic) may other subjects (professional or basic) may upgrade the university’s delivery of education.upgrade the university’s delivery of education.
The reinforcement of lesson discussed, The reinforcement of lesson discussed, through games whether online or traditional through games whether online or traditional can be integrated to heighten students’ interest can be integrated to heighten students’ interest in learning any subject.in learning any subject.
The conduct of similar study will validate The conduct of similar study will validate other modules of various subjects.other modules of various subjects.
RecommendationsRecommendations The various freesites available in the The various freesites available in the
internet can be combined for the internet can be combined for the development of online modules and development of online modules and quizzes in all courses.quizzes in all courses.
Another study involving school’s Another study involving school’s facilities and teachers’ preparedness for facilities and teachers’ preparedness for online education can give insight to the online education can give insight to the administration for future undertaking.administration for future undertaking.
ÄLdwîNn go: mam what are we going to talk about??ÄLdwîNn go: im so excited...ÄLdwîNn go: hehe..arlene5162: Mr. Go, I’m warning you. You’re talking too mucharlene5162: wait till I startÄLdwîNn go: ah okay sorry mam...okarlene5162: ok. which topic do you find difficult in?istariray_04: our last topicaira_cutie_20: the last onelil_flaca213: the last topicÄLdwîNn go: the last topic..arlene5162: ok. arlene5162: That’s the topic we’ll talk about nowarlene5162: Let’s talk about coordinationarlene5162: Who can tell me what is coordination?arlene5162: anyoneÄLdwîNn go: coordination is something a group of people must do in order to achieve their goalarlene5162: no
Conferencing (students were prepared)Conferencing (students were prepared)
• arlene5162arlene5162: ok. who read the lecture on conjunctions?: ok. who read the lecture on conjunctions? Mark AngelesMark Angeles: mam me mam: mam me mam arlene5162arlene5162: who can enumerate the coordinating conj?: who can enumerate the coordinating conj? arlene5162arlene5162: answer: answer coponeypi: coponeypi: and or for nor or so yetand or for nor or so yet pelobellograce:pelobellograce: but or yet for nor so but or yet for nor so Mark Angeles:Mark Angeles: coodinating conjunctions are:and,but,or,yet,for,nor and so........mam coodinating conjunctions are:and,but,or,yet,for,nor and so........mam arlene5162arlene5162: ok: ok arlene5162:arlene5162: when do we use “and?” when do we use “and?” kira_ianne3kira_ianne3: in adding words: in adding words arlene5162:arlene5162: ok. ok. kira_ianne3kira_ianne3: in connecting words: in connecting words bien0714088:bien0714088: in connecting words in connecting words arlene5162:arlene5162: what should be the criteria in connecting words using coordinators? what should be the criteria in connecting words using coordinators? Panerio Dianne Kate:Panerio Dianne Kate: connecting the words related to each other.. connecting the words related to each other.. coponeypi:coponeypi: depends on the subjects, and action done depends on the subjects, and action done jessicaalianza:jessicaalianza: it connects words, phrases and clauses it connects words, phrases and clauses joma_dude:joma_dude: in connecting words, in connecting words, pelobellograce:pelobellograce: in connecting words in connecting words Panerio Dianne Kate:Panerio Dianne Kate: connecting words connecting words arlene5162:arlene5162: correct correct arlene5162:arlene5162: now what do we call words that connect parallel structure? now what do we call words that connect parallel structure?
Students’ RemarksStudents’ Remarks
Students’ RemarksStudents’ Remarks
Video PresentationVideo Presentation
Online MovieOnline Movie
http://www.youtube.com/watch?v=2SUQeJyghh0
Resource sites for teachers
Virtual classrooms: www.nicenet.org www.quia.com http://trackstar.4teachers.org http://wizard.4teachers.org
Resource sites for teachers Creation of quizzes:
www.quia.com www.quizmoz.com http://quizstar.4teachers.org/ www.quizilla.com http://schoolexpress.com/quiz/quiz01.php http://rubistar.4teachers.org/index.php
Support sites http://makeworksheets.com/ http://www.elllo.org/english/home.htm http://www.eleaston.com/pr/home.html http://www.public-speaking.org/default.htm http://www.mes-english.com/ http://www.usingenglish.com/teachers.html http://www.schoolexpress.com/ http://www.teachingheart.net/readerstheater.htm http://www.funbrain.com/brain/SweepsBrain/sweepsbrain.html http://www.tolearnenglish.com/cgi2/myexam/liaison.php?
liaison=_audio_alphabet_video_&id=17819&auteur=webmaster
http://www.tolearnenglish.com/
Support sites http://www.clicknkids.com/SampleLessonSelf.asp http://www.toolsforeducators.com/ http://www.sparklebox.co.uk/ http://www.free-clipart-pictures.net/ http://www.teacherplanet.com/calendar/09-SEP-08.htm http://www.songsforteaching.com/ http://www.cliparthome.net/ http://abcteach.com/ http://www.topenglishteaching.com/
Support sites http://www.englisch-hilfen.de/en/index.htm http://www.primarygames.com/ http://www.tlsbooks.com/ http://www.gamequarium.com/ http://www.50states.com/ http://notestar.4teachers.org/ http://rubistar.4teachers.org/index.php http://www.arcademicskillbuilders.com/ http://persuadestar.4teachers.org/ http://classroom.4teachers.org/ http://equity.4teachers.org/index.php http://thinktank.4teachers.org/ http://pblchecklist.4teachers.org/
Best sites for reviews (Literature and studies)
www.findarticles.com http://journals.cambrige.org http://muse.jhu.edu./journals/index.html www.doaj.org www.sciencedirect.com http://journalseek.net/ http://ssrn.com http://www3.interscience.wiley.com www.e-journal.org/ http://www.eduref.org/ www.scrius.com http://ejournals.ebsco.com http://www.scre.ac.uk/is/webjournals.html http://www.proquest.com http://www.ingentaconnect.com http://www.springer.com/east/home
MetaSearch and Metacrawler Engines
http://www.metacrawler.com/ http://webcrawler.com http://www.seach.com www.dogpile.com http://vivisimo.com/ http://www.mamhttp://www.tlsbooks.com/ma.com http://www.kartoo.com/ http://www.surfwax.com http://www.info.com http://www.izito.com/ http://www.jux2.com/
Salamat poSalamat poThank you
Jakarta, Indonesia, November 8-9, 2008 (Asia Pacific Computer-Aided Language LearningPusan, Korea – April 10-11, 2009 (Asian English as a Foreign Language)
Also presented: