Design Of Instructional Materials Research Articles

Covid- 19 Pandemi Sürecinde Online Din Eğitimi Faaliyetlerinde Oyunlaştırma: Kahoot! Uygulaması Örneği

Araştırmanın amacı, Erzincan Binali Yıldırım Üniversitesi İlahiyat Fakültesi öğrencilerinin 2019-2020 eğitim-öğretim yılında online olarak yapılan öğretim teknolojileri ve materyal tasarım dersinde deneyimledikleri bir oyunlaştırma aracı olan Kahoot! uygulaması hakkında ortaya koydukları görüşlerini tespit etmektir. Araştırmaya dahil edilen 110 öğrenciden 83`ü ankete katılarak sorulara cevap vermiştir. Araştırmada karma araştırma yöntemlerinden “iç içe karma desen” kullanılmıştır. Araştırmacı tarafından hazırlanan 4 soruluk memnuniyet anketi ile katılımcıların deneyimlerini serbestçe ortaya koymalarına fırsat vermek amacıyla tek soruluk standartlaştırılmış açık uçlu görüşme formu kullanılmıştır. Kahoot! uygulaması öğrencilerin büyük bir kısmı tarafından eğlenceli, öğretici, güzel, faydalı, kullanımı kolay, kavram öğ-retiminde etkili bir uygulama olarak tarif edilmiş, bazılarına göre ise uygulaması zor, karmaşık ve zaman alıcı bir uygulama olarak betimlenmiştir. Sonuç olarak ister online ister yüz yüze eğitim açısından Kahoot! uygulamasının özellikle pekiştirme, tekrar veya değerlendirme aşamalarında kullanılmasının oldukça faydalı olduğu söylenebilir.

Institutional Organisation of Distance Secondary School Teacher Training in Malawi:

There is a paucity of research on the institutional organisation of distance education. This article stems from a larger project that explored the learning implications of distance secondary school teacher training in Malawi. Drawing on the industrial education theory, it focuses on the nature of institutional organisation of distance teacher training at Domasi College of Education and Mzuzu University. Data were collected by means of semi-structured in-depth interviews with two administrators and two instructors, as well as document analysis. This study revealed challenges relating to the one-size-fits-all approach to the institutional organisation of distance teacher training in terms of distance education systems; their functions and coordination; documentation of plans; and instructional material design. This points to a lack of lucid planning for open and distance education in Malawi. Based on the findings, recommendations are offered to improve the country’s distance education system.
 Key words: Institutional organisation, distance secondary school teacher training, Malawi

Evaluation of Augmented Reality Applications in Instructional Technologies and Material Design Course according to Student Views

Bu araştırmada pedagojik formasyon derslerinden biri olan “Öğretim Teknolojileri ve Materyal Tasarımı” dersi içerisinde yer alan bazı konuların artırılmış gerçeklik teknolojisi ile öğretilmesinin, ilahiyat fakültesinde öğrenim gören öğrencilerin bu derse yönelik tutumlarına etkisinin ne olduğunun ortaya konması amaçlanmıştır. Bu doğrultuda nitel ve nicel araştırma yöntemlerinin birlikte ele alındığı karma yöntem kullanılmıştır. Araştırmanın nitel kısmında öğrenciler ile yarı yapılandırılmış görüşmeler yapılarak nitel veriler toplanmış, nicel kısmında ise “Öğretim Teknolojileri ve Materyal Tasarımı Dersine Yönelik Tutumun” değişimini ortaya koymak maksadıyla zayıf deneysel desenlerden “tek grup ön test- son test desen” modeli kullanılmıştır. Öğrencilerin “Öğretim Teknolojileri ve Materyal Tasarımı” dersine yönelik tutumlarındaki değişikliği belirlemek için ön test ve son test niteliğinde “Öğretim Teknolojileri ve Materyal Tasarımı Dersine Yönelik Ölçek” kullanılmıştır. İkinci veri toplama aracı olarak, öğrencilerin artırılmış gerçeklik teknolojilerine ilişkin ön bilgilerini ölçmek amacıyla “Artırılmış Gerçeklik Ön Anketi” kullanılmıştır. Tespit edilen nicel veriler “SPSS 23 istatistik programı kullanılarak” analiz edilmiştir. Araştırmanın örneklemini Hatay Mustafa Kemal Üniversitesi İlahiyat Fakültesi 3. Sınıf düzeyinde öğrenime devam eden 67 öğrenci oluşturmuştur. Çalışma 5 saatlik bir sürede uygulanmış, öğrencilere kendi telefonlarına yüklenen ve araştırmacılar tarafından geliştirilen artırılmış gerçeklik uygulaması ile örnek artırılmış gerçeklik etkinlikleri yaptırılmıştır. Araştırma sonucunda katılan öğrencilerin Öğretim Teknolojileri ve Materyal Tasarımı dersine yönelik tutum ölçeğinden aldıkları puanların dağılımlarının son test lehine farklılaştığı yani yapılan uygulamanın öğrencilerin tutumunu olumlu anlamda değiştirdiği görülmüştür. Artırılmış gerçeklik uygulamalarının din öğretiminde kullanılmasının öğrenmeyi kolaylaştırdığı, dersi daha ilgi çekici hale getirdiği ve öğrencileri derste daha aktif kıldığı tespit edilmiştir.

Pre-service teachers’ approaches to designing technology-based activities in anchored instruction framework

Teachers’ beliefs and skills in, and attitudes towards technology are the factors shaping their technology use in education. However, teacher preparation programs don’t sufficiently support pre-service teachers in this regard. One way to improve their technology beliefs and skills in, and attitudes towards technology is to have them design theory-based technology learning environments. In this study, pre-service mathematics teachers designed anchored instruction-based mathematics learning environments and their approaches for the process were revealed. 52 pre-service teachers went through a 14-week learning period and then asked to build technology-based mathematics learning materials. Their materials were designed based on three design principles of anchored instruction. Upon the completion, projects applying all the necessary requirements in good, average, or poor level were selected with a purposive sampling method. The requirements were specified as workability, interactivity, narration, completeness and representing anchored instruction’s three design principles. The designers of these selected projects were interviewed with semi-structured interview questions. Results indicated that their design approaches are in line with anchored instruction theory’s suggested benefits. Their technology beliefs are positively affected and their judgments about technology-based instructional material design are supported by related literature in favor of students’ learning. Implications for teacher education programs are discussed.

How do interdisciplinary teams co-construct instructional materials emphasising both science and engineering practices?

ABSTRACT To build a sustainable future, science and engineering education programmes should emphasise scientific investigation, collaboration across traditional science topics and disciplines, and engineering design, including design and evaluation of solutions. While some research studies articulate the shifts that are needed to realise classroom learning emphasizing investigation and design, fewer research studies help us to understand how we co-design these instructional programmes, including how experts from different essential disciplines collaborate towards an interdisciplinary instructional programme. We adopted a qualitative case study design to address the research question, What is the process of team co-construction of instructional materials that emphasize learning through both science investigation and engineering design? The paper outlines the first year of our team co-construction activities involving the design, implementation, and evaluation of instructional materials for secondary science. Qualitative data included semi-structured interviews with nine team members and documentation in form of researcher field notes and learning artefacts. Two cycles of coding resulted in five major themes that served as the basis for the five-phase model of team co-construction of instructional materials. This study provides information on the kinds of partnerships and collaboration needed to realise instructional programmes for students’ study of the interdisciplinary STEM-based challenges of tomorrow.

Elementary Educator Perceptions of Student Digital Safety Based on Technology Use in the Classroom

Children interact with digital devices for learning and entertainment at an early age. This study examines elementary educators’ perceptions of student digital safety based on their interactions with others using technology in the classroom. Through a qualitative interview study, we analyzed data collected from ten elementary educators, including classroom teachers, media specialists, and instructional technology facilitators. Educators shared that their students interact with one another using technology for a variety of social and learning purposes in the classroom. Additionally, teachers described negative interactions with technology they have observed in their classrooms with elementary students, including incidents of cyberbullying and access to inappropriate content online. Findings from this study support the design of instructional materials for elementary student digital safety and have implications for teachers, parents, students, and administrators.

Tertiary Students’ Perceptions of Online Learning Strategies in Remote Learning Environment at Covid-19 Pandemic Era

This study aimed at investigating the perceptions of tertiary students about online learning strategies in the Remote Learning Environment during the Covid-19 pandemic era. The method used in this research was a descriptive qualitative method by using a survey to collect the data from 20 tertiary students’ perceptions of their online learning strategies in rural areas during this pandemic era. The results indicated that students agreed with online learning strategies with digital platforms but they are still confused about how to learn and access them. Virtual meetings declined students’ motivation to learn because of bad access to the internet in their areas. Using Video Conferences is more flexible because it can be used wherever whenever. Online learning still becomes the best learning strategy in this pandemic, but access to the internet in rural areas must be improved. Tertiary students need access to the internet and infrastructure and instructional materials design especially applied in this pandemic era. In conclusion, online learning strategies by using digital platforms still become the best solution to be applied in the remote learning environments during this Covid-19 outbreak, even there are some obstacles still existed.

Visual design as a holistic experience: how students’ emotional responses to the visual design of instructional materials are formed

Visual design as a holistic experience: how students’ emotional responses to the visual design of instructional materials are formed

Design, Extent of Use and Usefulness of Instructional Materials by Student Teachers on Teaching Practice – The Mentors’ Assessment

Instructional materials (IM) play an essential role in the teaching and learning process. This study aimed at assessing Mentors’ assessment of the design and utilization of instructional materials by Student Teachers of St. Joseph’s College of Education, Bechem who were on a four months teaching practice in selected Basic Schools in the Tano North and South Municipalities of the Ahafo regions as well as the Ahafo-Ano South-East District and Ahafo-Ano North Municipality of the Ashanti region. The study adopted the survey research design. 150 mentors in 50 partner (Junior High) schools were used for the study. Three mentors were randomly selected from each school for the study. The research instrument was a five-point scale questionnaire with 9 items adopted from the PatternonPrince Edward Island Evaluation and Selection of Learning Resources survey form. The instrument had three domains; Instructional Design, Extent of Use and Usefulness. Data collected were analyzed using descriptive statistics including mean, standard deviation and simple percentages. The analysis indicated that instructional materials prepared by the Student Teachers were Very Useful (Mean = 3.73), effective, engaging and well designed. They strongly agreed that the Student Teachers Very Often (Mean = 3.77) used instructional materials in their lesson delivery.

The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNIRS study

There is increasing evidence that learning manual tasks from dynamic visualizations (e.g., origami folding) is facilitated when human hands are shown or gestures can be observed in the visualizations. This study examined whether observing and making gestures improves learning about non-human biological movements (i.e., fish locomotion) and whether gestures that correspond to the to-be-learned movement are superior to non-corresponding gestures. Moreover, learners’ visuospatial ability was assessed as a possible moderator. Regarding underlying neurophysiological processes, functional near-infrared spectroscopy (fNIRS) was used to investigate whether gestures activate the human mirror-neuron system (hMNS) and whether this activation mediates the facilitation of learning. During learning, participants viewed animations that were supplemented with either a self-gesturing instruction (yes/no) and/or a gesture video (corresponding/non-corresponding/no gesture) resulting in six conditions (2x3-between-subjects design). Results showed that higher-visuospatial-ability learners benefitted from learning with non-corresponding gestures, whereas those gestures were detrimental for lower-visuospatial-ability learners. Furthermore, activation of the inferior frontal cortex (part of hMNS) tended to predict better learning outcomes. Making gestures did not influence learning, but participants observing corresponding gestures showed higher inferior frontal cortex activation if they self-gestured than when they did not self-gesture. Implications of the results for the design of instructional materials are discussed.

USING AUGMENTED REALITY IN BIOLOGY TEACHING

In this study, prospective teachers' views on Augmented Reality (AR) in biology teaching were examined. The study was designed as a case study. The study participants consisted of 16 prospective teachers who took Instructional Technologies and Material Design in the third grade of the Biology Teaching Department of the Faculty of Education of a state university in the spring term of the 2018-2019 academic year. During the application process, AR activities were carried out with the students. The data of the study were obtained using the interview form and the "Mobile Augmented Reality Questionnaire" developed by Küçük, Kapakin, and Göktaş (2015). After the activities, prospective teachers were asked for their views about AR in biology teaching. As a result, it was observed that future biology teachers mostly expressed positive thoughts about AR activities. Some advantages of the AR activities were as follows: concretising the subjects; retention; being exciting and entertaining; repetition capability; and multimedia support. Apart from these advantages, some disadvantages were emphasised such as internet connection cut off, the necessity to keep the phone stable, passivation of the students over time, being costly, and not being suitable for every subject. Prospective teachers also suggested extending AR activities in schools, ensuring equality in accessing technological tools, using these activities in different lessons and developing various applications.

Developing teaching material design of basic English Vocabulary based on interactive multimedia for Elementary School

Teaching English vocabulary to children in the classroom should begin as early as possible because childhood is a golden age when everything may be absorbed simply and rapidly. Language holds the belief that the earlier children learn a foreign language, the easier it is for them to master it, and that children may learn a language more quickly and with less difficulty than adults. This research aims to develop a learning design instructional material model of basic English Vocabulary based on interactive multimedia for elementary students and to increase knowledge and skills of language, especially for elementary school students. Development of learning model and instructional material design followed a research design and development model designed. This research is an extensive process in designing the students' needs and develop the product or course material of basic English vocabulary to increase the ability or skills of elementary students in learning language through interactive multimedia. The sample of this research is the students at one of the elementary schools in Makassar. The research showed a learning model based on the interactive multimedia syllabus and instructional material design of basic English Vocabulary. The researchers suggested that formative assessment be undertaken each time the materials are delivered to determine which components should be modified to increase the materials' instructional and motivating value. Furthermore, summative evaluation should be carried out in order to make a policy decision on whether or not to use instructional materials based on real evidence of their success.

Attitudes of preservice teachers having pedagogical formation certificate training towards instructional technology and material design course

The purpose of this study was to determine the attitudes of the trainees registered in Pedagogical Formation Certificate Program (PFCP) towards the Instructional Technologies and Material Design (ITMD) course and to analyze whether these attitudes differed according to gender, department and level of grade. The data were obtained from totally 110 trainees including 78 females and 38 males. In addition to the personal information form, the Attitude Scale towards ITMD Course was used as the data collection tool. The scale had three sub-dimensions as effectiveness, admiration and denial, and the internal consistency coefficients calculated for the current implementation were between .99 and .77. It was understood that the trainees regarded the ITMD course effective enough to be considered good, admired the course at a moderate level, and did not neglect the course very much. It was noticed that female trainees found the course more effective and admired it more rather than the male trainees. The trainees in the English group were determined to consider ITMD course more effective than the trainees in the philosophy group. Moreover, it was proved that the students in the English group admired more rather than the trainees in the theology and philosophy groups. The graduate trainees regarded ITMD course more effective than the ones who were still students.
 
 Keywords: instructional technologies, information technologies, instructional technologies and material design, attitude towards itmd course;

Pengembangan Bahan Ajar Kompetensi Menulis Sandhangan Mandaswara Bagi Kelas X SMK N 6 Semarang

Javanese script learning often has gaps between targets and outcomes, especially in the writing competence of Sandhangan mandaswara. The mistakes lies in writing words, sentences, and paragraphs. The purpose of this study is to describe the needs of materials, arrange the design of teaching materials, and describe the results of expert tests. The data sources are students grade X of SMK N 6 Semarang, teachers, and lecturers. Data collection techniques were carried out using observation, interviews, questionnaires, and expert test assessment sheets. The results was the needed of additional books which are interesting and contains complete material to guide students in learning sandhangan mandaswara. Prototype design of instructional materials was developed using the structure of instructional materials that have been restructured into a structure of teaching materials. The structure of these basic teaching materials includes; 1) learning objectives; 2) subject matter; 3) assessment. The results of the validation assessment of the material experts and users are divided into 3 aspects of the assessment. The relevance aspect gained an average value of 91.67% (very feasible), the consistency aspect gained an average of 86.11% (very feasible), the adequacy aspect gained an average value of 85.83% (very feasible). Conclusions from these aspects of the assessment obtained an average value of 87.25% with a very decent category. Then according to the 3 validators, the developed teaching material is very suitable for use in learning although it still needs revision to improve the quality of the teaching material.

Determination of the factors affecting pre-service teachers’ technological self-efficacy beliefs by logistic regression analysis

Technology transfer to classes has become very important for teachers, regardless of their field. The purpose of this study is to determine how pre-service teachers with high and low level of technological self-efficacy beliefs are predicted by the independent variables. These variables are attitude towards technology, attitude towards instructional technologies and material design course, having a personal computer. The study sample of this relational study consisted of 193 pre-service teachers. As data collection tools, Technological Self-Efficacy Belief Scale, Attitude towards Technology Scale, Attitude towards Instructional Technologies Scale, and a questionnaire developed by researchers were administered. Logistic regression analysis, which is used when the dependent variable is categorical, was employed in data analysis. According to analysis results, the variables of having a personal computer (Wald = 4.23, df = 1, p < 0.05), attitude towards technology (Wald = 13.66, df = 1, p < 0.01) and attitude towards instructional technologies and material design course (Wald = 6.17, df = 1, p < 0.01) had a significant effect on pre-service teachers’ technological self-efficacy beliefs. Particularly, the variable of having a personal computer significantly increased pre-service teachers’ technological self-efficacy beliefs by 20%. In this context, various recommendations were offered to the researchers, institutions and instructors.

Technical Capability, Instructional Strategies and Learners’ Engagement in Online Learning Instruction: Basis for Framework Development

Schools are faced with the challenge of developing and implementing an online framework model especially in Radiology technology program. Online courses offer an excellent way for students to broaden their educational opportunities and stay competitive in the ever-demanding realm of education. Learning engagement in technology mediated learning and its effect on learning effectiveness and satisfaction, and their experimental data showed that the effects of technology-mediated learning were mediated by learning engagement, learning engagement had a positive effect on learning effectiveness whether in face-to-face learning or technology-mediated learning. Moreover, effective design of instructional materials elicits appropriate cognitive processes in the learner and mediates more successful learning outcomes ensuring an engaging and worthwhile online learning is necessary to achieve the same result of achieving quality learning, therefore it is important to address these topics on faculty technical capability, standard instructional strategies and learner’s engagement strategies to the development of dynamic and an effective online framework model for Radiology technology program. This study aimed to assess the teachers’ level of technical capability, instructional strategies utilization and level of learners’ engagement strategies that set as the basis to enhance the online framework model for radiology technology program. Descriptive correlational research design was employed. The study revealed that Radiologic Technology Professors in terms of technical capabilities, instructional strategies and learner’s engagement had a very confident concept in online learning. In essence, the results yield the delivery of education with the use of technology introduces a platform that gives a more accessible learning system.

Evaluation with Multi-Surface Rasch Measurement Model of Performance Applications in Higher Education

The purpose of this research is to analyze the instructional materials prepared by chemistry teacher candidates (CTCs) in universities with the the multifaceted Rasch rating scale model (MRSM) by peer reviews. Also, it is aimed to determine the awareness of instructional technologies and material design courses among CTCs. The sample of this research group is composed of 8 CTCs who continue the undergraduate program of chemistry education in faculty of education in Çanakkale Onsekiz Mart University in the 2019-2020 academic years. These CTCs are enrolled in teaching chemistry course-II and have already take the instructional technologies and material design course. The instructional material preparation skills of CTCs were determined by using a criteria form developed by considering the research project evaluation criteria of TÜBİTAK and the learning outcomes of the course. Results were analyzed according to MRSM. MRSM's surfaces are composed of 8 CTCs, 8 instructional materials and 15 criteria items. According to the results of the data, it was observed that CTCs were separated in terms of severity/leniency behaviour. Also while CTCs were having difficulties related to some criteria, it was observed that they met other criterisa. On the other hand, it was determined that the instructional material preparation skills of CTCs different.

Evaluation with Multi-Surface Rasch Measurement Model of Performance Applications in Higher Education

The purpose of this research is to analyze the instructional materials prepared by chemistry teacher candidates (CTCs) in universities with the the multifaceted Rasch rating scale model (MRSM) by peer reviews. Also, it is aimed to determine the awareness of instructional technologies and material design courses among CTCs. The sample of this research group is composed of 8 CTCs who continue the undergraduate program of chemistry education in faculty of education in Canakkale Onsekiz Mart University in the 2019-2020 academic years. These CTCs are enrolled in teaching chemistry course-II and have already take the instructional technologies and material design course. The instructional material preparation skills of CTCs were determined by using a criteria form developed by considering the research project evaluation criteria of TUBITAK and the learning outcomes of the course. Results were analyzed according to MRSM. MRSM's surfaces are composed of 8 CTCs, 8 instructional materials and 15 criteria items. According to the results of the data, it was observed that CTCs were separated in terms of severity/leniency behaviour. Also while CTCs were having difficulties related to some criteria, it was observed that they met other criterisa. On the other hand, it was determined that the instructional material preparation skills of CTCs different.

An Empirical Study on Students’ Academic Wellbeing and Sustainable Development in Live Webcast Classes

In recent years, live webcast classes have been increasingly used in China as an approach to alleviating educational poverty through equal access to high-quality education. Many schools in impoverished areas have managed to increase their proportions of students entering college by introducing the new model. While celebrating improved learning outcomes of a small percentage of students, educators should also be concerned about the overall academic wellbeing and sustainable development of less successful students. In the present study, academic wellbeing was conceptualized as a multidimensional construct covering seven dimensions, namely Empathy, Support, Responsiveness, Reliability, Tangibility, Self-efficacy and Buoyancy. Data were collected from 136 twelfth-grade students who had studied in live webcast classes. The results show that the overall academic wellbeing in live webcast classes was consistent among students of different academic performance levels, but the specific dimensions of academic wellbeing that they think mostly need improvement varied among different student groups. The findings of this study suggest that learner wellbeing and sustainability can be enhanced by closer collaboration between live webcast instructors and local teachers in instructional materials design, exercise and test questions’ compilation, as well as students’ self-study facilitation. The degree to which a local teacher should be involved in classroom teaching depends on the students’ academic level and learning needs.

Determination of cyber security ensuring behaviours of pre-service teachers

As cyber security attack rates increase, so do cyber security concerns. Cyber security is the collection of tools, policies, security concepts, security measures, risk management approaches, actions, education, applications, security and technologies that can be used in order to protect the cyber environment and user rights. The aim of this study is to determine the behaviours of pre-service teachers as this study’s objective is to determine the behaviours of pre-service teachers regarding cyber security. This study is designed according to the quantitative research method and the Personal Cyber Security Ensuring Scale has been used. 144 pre-service teachers of two different universities who took up instructional technologies and material design courses in the 2019–2020 spring semester participated in the study. It has been observed that the participants frequently took measures when they noticed unreliable people and situations in the internet environment but took occasional measures in terms of not leaving any trace, taking precautions and protecting personal privacy.
 
 Keywords: Cyber attack, cyber security, personal cyber security, pre-service teachers