Digital Instructional Materials Research Articles

The Lived Experiences of the Special Program in the Arts Learners in their Online Performance Tasks

With the pandemic caused by COVID-19, many people worldwide have been compelled to the new ways of education. This study explored the experiences of Special Program in the Arts learners in their online performance tasks in the different specializations in new normal education. The study was conducted in Kapatagan National High School, Division of Lanao del Norte. The study utilized the qualitative approach using the phenomenological research design. The study included twenty-one participants identified through purposive sampling. An Interview Guide question was used for in-depth interviews. The researcher employed the seven steps of Colaizzi's method of data analysis Results revealed the following themes: Lacking of Learning Resources in Online Performance Tasks; Adjusting to Shifting of the Learning Process; Deficiency in Understanding Concepts; and Difficulty in Doing Online Performance Activities. Results showed that SPA learners experienced a lot of challenges and difficulties in their online performance tasks. In their online skills demonstration, learners were unable to comprehend and follow specific instructions. Learners prefer classroom learning over virtual because it is convenient and they can learn better. Teachers could resort to social media or any other online platforms to connect with the students and assist them in their lessons as they were doing self-learning at home. Teachers may provide digital instructional materials such as videos or link to give learners with a coherent learning experience.

Effectiveness of Digital Technology in Geography Syllabus in Tanzania's Ordinary Secondary Schools

Despite the pervasive of digital technology in all aspects of teaching and learning materials Geography syllabus remains ineffective in its execution in Tanzanian’s Ordinary secondary schools. This study aimed to assess the effectiveness of digital technology in the Geography syllabus in Tanzanian Ordinary secondary schools. The study focused on two objectives namely: To examine Geography topics that use digital technology instructional materials in Tanzanian’s Ordinary secondary schools and to compare the Geography topics that use digital technology instructional materials and the performance of the Certificate of Secondary Education Examination. The study used documentary analysis methods including analyzing the recent five years National Examination Reports; Candidate’s Item Response Analysis and current Geography syllabus. The data was analysed by using a quantitative approach where graphs; percentages and Spearman’s ranks order correlation coefficient techniques were applied. The findings revealed that the topics that used digital technology instructional materials in the Geography syllabus had satisfactory and moderate positive correlation coefficient between the topics that used digital technology instructional materials and the performance of the Certificate of Secondary Education Examination. The study recommended to unfold the Geography syllabus and then inculcate digital technology instructional materials for those topics that appeared to have inadequate digital instructional materials; to include all topics in the Geography Certificate of Secondary Education Examination particularly those using digital technology instructional materials and to use ‘Kiswahili’ as lingua franca language in digital technology instructional materials as teachers and students have pitfall in English language proficiency. The report concluded that, in order to pursue the utilization of digital technology in Geography syllabus educational philanthropists should be resilience to allocate sufficient funds in ordinary secondary schools in order to purchase digital facilities such as; computers, projectors, printers, television, radio, and smartphones and construct digital Geography classrooms with reliable in internet connectivity and electricity supply.

Determining the Self-Efficacy of Special Education Teachers in Developing Digital Instructional Materials

Araştırmanın amacı özel eğitim öğretmenlerinin dijital öğretim materyali geliştirme öz-yeterliklerinin belirlenmesidir. Karma araştırma yöntemine göre yapılan çalışmanın araştırma grubunu 2022-2023 eğitim-öğretim yılında Marmara Bölgesi’nde görev yapmakta olan 35 özel eğitim öğretmeni oluşturmaktadır. Nicel veri toplama aracı olarak; öğretmenlerin dijital öğretim materyali geliştirme öz-yeterliklerini belirleyebilmek amacıyla “Öğretmenlerin Dijital Öğretim Materyali Geliştirme Öz-Yeterlik Ölçeği”, nitel veri toplama aracı olarak ise yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın nicel verileri tek yönlü varyans analizi ve ilişkisiz (bağımsız) örneklemler t-testi ile nitel verileri ise içerik analizi ile analize edilmiştir. Araştırma sonucunda özel eğitim öğretmenlerinin dijital öğretim materyali geliştirme öz-yeterliklerinin orta düzeyde olduğu, cinsiyet ve teknoloji temelli eğitim alma durumlarına göre anlamlı bir farklılık göstermediği, mesleki deneyim yılları ve eğitim düzeylerine göre ise anlamlı farklılık gösterdiği tespit edilmiştir. 1-5 yıl mesleki deneyime sahip öğretmenler ile yüksek lisans mezunu özel eğitim öğretmenlerinin dijital öğretim materyali geliştirme öz-yeterliklerinin daha yüksek olduğu görülmüştür. Araştırmanın nitel sonuçlarına göre ise özel eğitim öğretmenlerinin dijital öğretim materyalleri geliştirmenin öneminin farkında oldukları ancak dijital öğretim materyallerine eğitim süreçlerinde yeterli düzeyde yer vermedikleri tespit edilmiştir.

Evaluation of digital instructional materials developed by primary school teacher candidates with different learning styles

This embedded design mixed-method study aimed to evaluate the teaching materials developed by primary school teacher candidates using Web 2.0 tools in line with their learning styles. The participants comprised 60 primary school teacher candidates identified via purposive sampling. The data were collected with the Maggie McVay Lynch Learning Style Inventory and the Digital Teaching Material Development Self-Efficacy Scale, and from the products of the primary school teacher candidates. Inventory data were subjected to descriptive statistics, the product data were subjected to descriptive analysis and the scale data were subjected to the paired sample t-test of inferential statistics techniques. The results indicated that the majority of the primary school teacher candidates had visual learning styles and used Kahoot and LearningApps Web 2.0 tools for measurement-evaluation and Canva and Emaze for presentation purposes. In addition, the material development process according to learning styles significantly increased the participants' self-efficacy in developing digital teaching materials. Based on these results, it was suggested to determine the learning styles of teacher candidates to develop teaching materials accordingly.

NEEDS ANALYSIS FOR DEVELOPMENT OF DIGITAL TEACHING MATERIALS WITH AUGMENTED REALITY FOR OPTICAL INSTRUMENTS MATERIALS

The use of instructional materials in education is highly crucial to achieve the success of a quality learning process. This study aims to analyze the need for the development of digital instructional materials using Augmented Reality (AR) for the topic of optical instruments. The study investigates five main aspects: physics learning issues, student learning results, student characteristics, learning objectives, and challenges related to the optical instruments topic. The research subjects include three physics teachers and eleventh-grade students from MAN 1 Kota Padang. Data collection techniques used in this study comprise interviews, questionnaires, documentation, and literature review. The collected data, analyzed with appropriate instruments, are subjected to descriptive statistical analysis techniques. Based on the data analysis, the following results are obtained: 1) students are no longer interested in using printed instructional materials, and the existing teaching materials do not align with the school's context, 2) student physics learning results are categorized as low, 3) internal factors such as interest, motivation, and learning styles among students are still underdeveloped, 4)the learning objectives designed by teachers inadequately consider appropriate learning behaviors for the competency levels of eleventh-grade students in fundamental knowledge and skills, 5) the average scores in the physics National Examination (UN) for the optical instruments topic have been consistently decreasing each year, falling below the standard passing grade, 6) in conclusion, it can be inferred that the development of digital instructional materials using AR for the optical instruments topic is highly necessary for both teachers and students.

Transformasi Pengembangan Bahan Ajar PAI Berbasis Digital dan Vak Method Dalam Meningkatkan Kognitif Siswa

The research was conducted to explore how the transformation of digital-based teaching materials integrated with technology and VAK method (Visual, Auditory, Kinesthetic) can enchance the cognitive development student's of 7th grade student�s in Wachid Hasyim Islamic Junior High School of Surabaya. The research research a descriptive-qualitative approach, employing interview, observation, and documentation methods. The findings of the study indicated that students encountered difficulties in understanding thaharah, particularly the concept of ritual purification, and memorizing of surah Juz �Amma. To address these challenges, the researchers proposed the utilization of digital instructional materials such as power point text, videos, and the Qur�an memorization application �Ayat� combined with the VAK method, to enchance memory retention.The research results demonstrated a significant improvement in students cognitive development when utilizing digital-based instructional materials combined with the VAK method, optimizing the transfer of knowledge through the sensory modalities of sight, hearing, and hands on practise during the learning process. this study indicate the student's cognitive abilities can be enhanced by utilizing digital Therefore, the transformation of instructional materials into a digital-based format plays a vital role in enchancing students cognitive development.

DIGITAL INSTRUCTIONAL MATERIALS ON STUDENTS’ ENGAGEMENT AND PERFORMANCE

This study aimed to determine the completeness and characteristics of digital instructional materials on the students engagement and performance of Grade 11 students in Empowerment Technologies. Particularly, the researcher attempted to determine the level of completeness of the components of digital instructional materials in terms of objectives, learning content, learning activities and assessment and evaluation. The researcher also determined the level of characteristics of digital instructional materials in terms of multimedia, interactive, accessibility, and flexibility. It was also asked to answer the level of students engagement in terms of conceptual engagement and critical engagement, and the level of students performance relative to practical test and written test. The researcher used descriptive quantitative research design was employed by the researcher to obtain the necessary data. The research respondents were composed of one hundred thirty (130) Grade 11 students. Random sampling was utilized in selecting the respondents. The researchers instrument of this study is through the development of a series of questionnaires suited for the problems in this study. It was concluded that the level of completeness of the components and characteristics of the Digital Instructional Materials and level of students engagement, the result were significant. This means that digital instructional materials are vital to the improvement and quality of learning of the students.

Experiences of Teachers in implementing learning to higher education students using Digital Instructional Materials in Covid-19 Pandemic

The year 2020 saw the closure of academic institutions all over the world and the transition to online education due to the COVID-19 epidemic. The Indian government has created National Educational Policy 2020, which promotes critical and innovative thinking as well as blended learning as one of the essential foundations for transforming India into a global education powerhouse, at that vital moment. This technological innovation happened so quickly that it essentially taken over the world in education across the nation. This article seeks to outline experiences and challenges faced by teachers when teaching online from their homes. To accomplish the paper's objective, data were gathered from secondary sources including publications, news stories, journals, interview videos, magazines, and social media. Analytical and descriptive are the two focuses of the investigation. The findings showed that education institutions have taken numerous steps to provide education in this epidemic scenario. However, from a teacher's perspective, these measures have not been very effective. While teaching students online, teachers faced a number of challenges, including insufficient technical resources, family disturbances, inadequate training, an absence of transparency and supervision, and a lack of technological competency.

Physics Teachers’ Perceptions of Senior High Schools in Merauke on Self-Regulation of Digital Instructional Materials

This study describes the high school and MA physics teachers' perceptions of the need for digital teaching materials like e-modules, e-student worksheets, e-comics, and learning videos. The type of research used is descriptive quantitative. Therefore, as many as 12 physics teachers from SMA and MA in Merauke City were sampled in the study. The sample in this study was selected through a purposive sampling technique with criteria based on educational strata, length of teaching, educator certificate and ease of access. Furthermore, data collection was carried out using an instrument in the form of a questionnaire containing 30 statement items with a Likert scale consisting of 5 answer choices. Then, data analysis uses descriptive statistics. The result of this analysis is the accumulation of basic data in the form of the percentage of total responses followed by determining response criteria using interpretation criteria. Based on these criteria, it can be seen that the criteria for physics teachers' perceptions of the need for digital teaching materials. The study results show that the average perception of physics teachers is 88.1% and is included in the criteria for needing digital teaching materials. According to the teacher's perception, the order of priority for teaching material needs is e-module with the TPACK approach (91.3%), e-student worksheets with a scientific approach (83.3%), and interactive multimedia-based learning videos (75%). This research collected data on the perceptions of physics teachers at SMA and MA Merauke as a stage of needs analysis in development research. Based on the results of this analysis, further research will be carried out regarding the development of digital teaching materials in the form of e-modules, e-student worksheets, and learning videos.

Reducing Student Exposure to Digital Food and Beverage Marketing: Policy and Practice Recommendations.

Digital marketing of unhealthy foods and beverages to children and adolescents is pervasive, highly effective, undermines healthy eating, and contributes to health inequities. Expanded use of electronic devices and remote learning during the COVID-19 pandemic has increased the urgency for policy interventions to limit digital food marketing in schools and on school-issued devices. The US Department of Agriculture provides little guidance to schools for how to address digital food marketing. Federal and state privacy protections for children are inadequate. Considering these policy gaps, state and local education authorities can incorporate strategies to reduce digital food marketing into school policies for: content filtering on school networks and on school-issued devices; digital instructional materials; student-owned device use during lunch; and school use of social media to communicate with parents and students. Model policy language is provided. These policy approaches can leverage existing policy mechanisms to address digital food marketing from a variety of sources.

Need analysis for digital instructional materials of the Translation Theory Course in Indonesia

The essential role of translation in intercultural communication leads to the inclusion of translation as one of the courses in universities worldwide, including Universitas Sumatera Utara (USU), Indonesia. However, little research has been conducted on the development of instructional translation materials. This study aimed to determine the need for digital instructional materials for the Translation Theory course administered in USU’s English Literature Study Program. The need analysis in this research was conducted using a survey method. The participants were the seventh-semester students who had taken the courses on translation, the translation lecturers, and the professional translators. The data were collected using questionnaires and interviews. These instruments were developed based on the document analysis of the previous instructional materials used by the lecturers in teaching the Translation Theory course. The data were analyzed and interpreted using a 4-Point Likert Scale. The results indicated that the instructional materials for a Translation Theory course need to include clear objectives and approaches, topics guiding them to translation theory mastery, and exercises that cover both translation theory and practice. In addition, the results indicate that the participants need the material resources and exercises in a digital form. Although this study was conducted in the context of USU, the findings may be applied as the basis for developing translation courses in other universities in Indonesia, and other countries that treat English as a Foreign Language in their education systems.

XÂY DỰNG KỊCH BẢN DẠY HỌC VỚI HỌC LIỆU SỐ PHẦN HÌNH HỌC GIẢI TÍCH THEO CHƯƠNG TRÌNH MÔN TOÁN LỚP 10 CỦA NƯỚC CỘNG HÒA DÂN CHỦ NHÂN DÂN LÀO

This article presents the first results obtained in our project of designing and putting in place digital instructional materials (DIM) in order to support mathematics teachers in the Lao PDR for the part of "Analytic Geometry" in the 10th grade’s mathematics curriculum. Based on an analysis of the literature about DIM, the authors propose the concept of constructive video-clips and synthesize some recent matters regarding the use of GeoGebra in mathematics education. For each lesson of that topic, we have designed an educational scenario accompanied by a set of DIM including constructive video clips and GeoGebra worksheets together with relevant instructions.

Blogging in the New Normal Using the WeCWI-Enabled Blogging Manual among Matriculation Students: A Pilot Study

The COVID-19 outbreak has had an irreversible impact on education globally; students must be engaged in a digital environment for their learning process. They were encouraged or even forced to employ specific online learning tools and access a wide range of assigned digital instructional materials. A blog is one of the most popular Web 2.0 tools, while blogging is a favourable instructional and learning activity. However, limited educational resources on blogging are noticeable and can serve as instructional guidance for students. Hence, it needs to have a manual on creating a blog with one of the most popular blog hosts, Blogger.com, which serves as a reference to prepare the students to start blogging. Thus, a pilot study on creating blogs using Blogger.com was conducted with an intact class of 22 students from one of the Matriculation colleges in Kedah, Malaysia. Before collecting data for conducting a mixed-method study on the effectiveness of blogging, a pilot study using a survey on the use of a manual to create a blog as a WeCWI-enabled instructional tool in future research. After analysing the data from the respondents' feedback, it shows that students started their blogs effectively by independently referencing the researcher's directions. Students practise academic writing using blogs as a learning tool, resulting in a noticeable positive effect on self-perceived learning.

The Impact of Instructional Materials in Teaching and Learning of Biology in the Colleges of Education in the Central Region of Ghana

The purpose of the study was to examine the impact of instructional materials in teaching and learning biology in the Colleges of Education in the Central Region of Ghana. Qualitatively, a case study research design was selected for the study. The population of the study consists of three Biology tutors in the three Colleges of Education in the Central Region. The purposive sampling technique was chosen to select all the three colleges and three Biology tutors for the study. The interview guide was the main instrument for the data collection. Data were analysed using the interpretative technique based on the themes arrived at during the data collection from the respondents. The study concluded that instructional materials boast students’ cognitive abilities and arouse their interest in the lesson by helping them to reason critically during teaching and learning. The study also revealed that the competencies level of tutors helps them in the assessment of the subject, selecting relevant materials for each concept. Their pedagogical skills depend on their competencies in the classroom instructions. The study also concluded that a good presentation of a lesson has a substantial impact on teaching and learning situations, as well as the vast amount of information available to students, to supplement their instruction and the principles for appropriate use of instructional materials. It is recommended that professional development should be organised for the Biology tutors in their respective colleges to have competencies in using relevant instructional materials in assessing students in Biology lessons. It is also recommended that Ghana Tertiary Education Commission (G-TEC), National Teaching Council (NTC), and universities should collaborate with the colleges to organise workshops and seminars for tutors teaching Biology to update their knowledge in the use of digital instructional materials in lesson presentation.

Video-Based Microsurgical Education versus Stationary Basic Microsurgical Course: A Noninferiority Randomized Controlled Study.

Repetitive training is essential for microsurgical performance. This study aimed to compare the improvement in basic microsurgical skills using two learning methods: stationary microsurgical course with tutor supervision and self-learning based on digital instructional materials. We hypothesized that video-based training provides noninferior improvement in basic microsurgical skills. In this prospective study, 80 participants with no prior microsurgical experience were randomly divided into two groups: the control group, trained under the supervision of a microsurgical tutor, and the intervention group, where knowledge was based on commonly available online instructional videos without tutor supervision. Three blinded expert microsurgeons evaluated the improvement in basic microsurgical skills in both groups. The evaluation included an end-to-end anastomosis test using the Ten-Point Microsurgical Anastomosis Rating Scale (MARS10) and a six-stitch test on a latex glove. Statistically significant differences between groups were identified using standard noninferiority analysis, chi-square, and t-tests. Seventy-seven participants completed the course. Baseline test scores did not differ significantly between groups. After the 4-day microsurgical course, both groups showed statistically significant improvement in microsurgical skills measured using the MARS10. The performed tests showed that data for self-learning using digital resources provides noninferior data for course with surpervision on the initial stage of microsurgical training (7.84; standard deviation [SD], 1.92; 95% confidence interval [CI], 7.25-8.44) to (7.72; SD, 2.09; 95% CI, 7.07-8.36). Video-based microsurgical training on its initial step provides noninferior improvement in microsurgical skills to training with a dedicated instructor.

Construction and evaluation of a 360 degrees panoramic video on the physical examination of nursing students

AimThe aim of this study was to construct and analyze the content validity and usability for a 360-degree panoramic video for physical examination. BackgroundAcquiring techniques and ability on physical examination (PE) skill is often difficult. Immersion and simulation provide an opportunity for nursing students in the real situation focus on the PE techniques practice and to improve patient care. The combination of digital instructional materials and innovative teaching strategies is crucial to improving education. Therefore, effective and clear instruction of PE techniques that can enable students confidently to use their skills in clinical practice is an issue that nursing education must address. MethodsThis study used a descriptive research design and the technology acceptance model to create a 360-degree video to teach students to perform PE. Content validity and usability were analyzed by five nursing teachers and 53 nursing students who had completed a physical assessment course were invited to assess its usability. ResultsThe results of the expert review indicated that the content validity of the video scored 0.98 in terms of content relevance, 0.95 in terms of convenience and 0.97 in terms of suitability, suggesting that the video was useful and appropriate for self-practicing. The experts’ qualitative feedback indicated that the technical demonstrations in the video were clear and specific and that the video was easy to use. The video increased learning motivation and streamlined learning. The ability to change the video’s perspective also increased learning interest. The results of a satisfaction survey were 8.94 points for perceived ease of use, 8.79 points for perceived usefulness, 8.56 points for user attitude toward the video and 9.02 points for continued intention to use the video, indicating that the participants were satisfied with the video. The participants’ qualitative feedback indicated that each PE technique was clear and that the ability to change the video’s perspective and zooming was useful and novel. ConclusionsThe 360-degree panoramic videos were described as a positive learning method for physical examination of nursing students. It provides easy to use and useful to practice PE technique under realistic conditions. Among these outcomes, the 360-degree video can be learned best when teaching PE in nursing education. Accordingly, nursing educators should construct similar videos for the PE of other parts of the body as soon as possible, improve the videos convenience and usefulness and promote their ability to strengthen professional skills.

Sharing electronically and accessibly in library-led instruction.

The electronic information and technology accessibility project is a strategic overhauling of the digital instructional materials of the Health Sciences Library System (HSLS) to comply with the accessibility standards established in a 2020 University of Pittsburgh policy. Though these technologies have existed for quite some time, library instructors were not skilled in the actual creation and design of documents, web content, and presentations with accessibility in mind. Over the past year and a half, a team within HSLS developed detailed guidance and education on universal design and creating an inclusive online learning environment. These guidelines were developed in accordance with Section 508 and the WCAG2.1, with a focus on an improved experience for the D/deaf community and those with visual impairments. We initially made accessibility improvements to online subject guides, in-person presentations, and digitally shared class materials. The COVID-19 pandemic and complete shift to virtual instruction then necessitated the evaluation of platforms used in remote learning (such as Zoom and Panopto), where accessibility best practices needed to be incorporated. This article highlights going beyond in-program accessibility checkers and describes how library technology experts and content creators worked together to bridge the gap of accessibility in the information we share.

Evaluating Digital Instructional Materials for K-12 Online and Blended Learning.

With the large increase in online instruction, including remote instruction with online materials during the COVID-19 pandemic, there also was an increase in the use of instructional materials that were made to be displayed online or were digitized for online use. However, teachers have not had access to guidance about how to select and evaluate online instructional materials for classroom use. The lack of guidance has the potential to harm historically excluded populations of students and could frustrate teachers as they learn to teach with digital materials. The purpose of this paper is to share the 4A Framework for evaluating online instructional materials. The framework is organized around the premise that quality online instructional materials are accessible, promote active engagement, advocate for inclusion, and are accountable for their relationships to standards and data privacy. Each feature is discussed and examples of teacher work in applying the framework are shared.

Educational Website Design Process: Changes in TPACK Competencies and Experiences

The number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day; however, limited studies has provided both quantitative and qualitative findings based on teachers’ learning by design experiences. This study aimed to reveal the changes in pre-service teachers' TPACK competencies in the educational website design process and their experiences in the design process within the scope of a course based on TPACK framework and the learning by design approach. Designed as an embedded mixed design research, the study was conducted with 28 pre-service teachers. The data were collected through the TPACK-deep scale, a survey and e-mails sent to the instructors. The research concluded that the learning by design approach bring pre-service teachers' TPACK competencies in highly effective significant contributions. Moreover, it was revealed that the design process expands pre-service teachers' schemas regarding the properties which digital instructional materials should possess. The research also enlightened the motivating factors such as receiving support and the challenging factors such not being able to use software for the pre-service teachers in the design process. Finally, the findings were interpreted within the framework of TPACK and the learning by design approach and recommendations were made for future practices and studies.

Transforming a Traditional Inquiry-Based Science Unit into a STEM Unit for Elementary Pre-service Teachers: A View from the Trenches

The need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. However, most teacher education preparation programs do not focus on STEM education. In an attempt to provide an exemplary model of a STEM unit, we used a rapid prototyping approach to transform an inquiry-based unit on moon phases into one that integrated technology in a meaningful manner to develop technological literacy and scientific concepts for pre-service teachers (PSTs). Using qualitative case study methodology, we describe lessons learned related to the development and implementation of a STEM unit in an undergraduate elementary methods course, focusing on the impact the inquiry model had on PSTs’ perceptions of inquiry-based science instruction and how the integration of technology impacted their learning experience. Using field notes and survey data, we uncovered three overarching themes. First, we found that PSTs held absolutist beliefs and had a need for instruction on inquiry-based learning and teaching. Second, we determined that explicit examples of effective and ineffective technology use are needed to help PSTs develop an understanding of meaningful technology integration. Finally, the rapid prototyping approach resulted in a successful modification of the unit, but caused the usability of our digital instructional materials to suffer. Our findings suggest that while inquiry-based STEM units can be implemented in existing programs, creating and testing these prototypes requires significant effort to meet PSTs’ learning needs, and that iterating designs is essential to successful implementation.