online powerpoint2

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


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)



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


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)


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


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.


8. Evidence of mastery of subject matter 4.3 Very Well Done .78

9. Consistency of content with subject objectives and syllabus


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,


3. Accomplishing varied learning activities,


4. Interacting with the instructor, 4.2 To a large extent .78

5. Responding to the challenge of using an alternative mode of learning


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

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:

online powerpoint2

Education

control group sd

experimental groups

students group

sd control groups c

online conferencing

experimental procedure

experimental grp

students bsn group b