Instructional Model Research Articles

Bilingual-Bicultural Education: Opportunity obscured

ABSTRACT This article reports on analysis of A Master Plan for Bilingual-Bicultural Education (MP), created after the Lau v. Nichols Supreme Court ruling. Qualitative analyses reveal authors’ intention to: 1) intertwine language and culture; 2) promote richly diverse multilingualism; and 3) systemically embed its implementation among local linguistically marginalized communities. Although the purpose of the MP was to detail a replicable model for new BBE program development across the nation, its rejection reveals the continued dominance of English-only instructional approaches, despite decades of research documenting that dual language bilingual education is the most effective instructional model for multilingual students. It also serves as an invaluable tool and roadmap for the development of future, and revision of existing, bilingual programs in ways that enhance multilingualism and improve inclusivity among minoritized language-speaking students, families, and communities.

The development of an environmental educational game based on the ASSURE instructional design model: a case study in Turkey

ABSTRACT This study aims to develop an educational game on the environment based on the ASSURE instructional design model. Educational games are an excellent method for learning, letting students have fun and ensuring that students are physically, emotionally, and psychologically at the highest level. The phenomenology design, a qualitative research method, was used in the study. The participants of this study were 16 6th-grade students in Turkey. The selected games were prepared taking into account the Turkish game tradition. Purposive sampling was chosen to determine the participants. The observation form and interview form were used as data collection tools. The data were analysed by content analysis. The study findings were given in codes and categories, including direct quotations. As a result of the study, it was discovered that the students found educational games entertaining, that educational games could be adapted to Science courses the best, and that playing educational games was useful regarding ease of learning and learning by having fun. In line with these results, suggestions were made, such as giving more space to educational games in the lessons.

Development and evaluation of an online professional development course to support delivery of tiered school-based rehabilitation services

Purpose The Facilitating Integration of Rehabilitation Services Through Training (FIRST) Course provides online professional development on tiered service delivery models for rehabilitation professionals working in education settings. Created by content and e-learning experts, this study describes our use of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional design model and the Successive Approximation Model (SAM) to develop, implement, and evaluate the FIRST Course, and reports the findings of an initial program evaluation. Method Rehabilitation professionals who completed the FIRST Course were invited to complete a cross-sectional survey to evaluate its utility. Results Between May 1, 2020, and August 11, 2023, 314 occupational therapists, 54 physiotherapists, and 170 speech-language pathologists completed the online course and survey. Respondents perceived the FIRST Course content to be relevant to their practice and to meet their learning needs regarding tiered services in education settings. Most respondents viewed the course positively and would recommend it to colleagues. More experienced respondents suggested a need for training on tiered service delivery models beyond an introductory level. Conclusions The ADDIE and SAM instructional design models were successfully applied to develop, implement, and evaluate online professional development for school-based rehabilitation professionals who wish to learn about tiered service delivery models.

Assessment of Digital Tool Impact in Language Education: Insights from Educators and Students

This study evaluates the implementation and impact of digital educational tools in foreign language classrooms from both educators' and students' perspectives in Serbian secondary schools before, during, and after the COVID-19 pandemic. The research investigates the digital tools used, the challenges faced, and the perceived benefits of these tools in enhancing teaching and learning experiences. Quantitative data were collected through online surveys administered to 173 language teachers and 126 fourth-year secondary students, focusing on their experiences with digital tools in various instructional models—traditional, online, and hybrid. Results reveal significant discrepancies between teachers' and students' perceptions of digital tool usage and its frequency. While the majority of teachers reported frequent use of digital tools, students indicated less frequent exposure. Key findings indicate that digital tools like Google Classroom, Kahoot!, and Quizziz were widely used during the pandemic and continued to be utilized post-pandemic. Teachers highlighted the need for comprehensive training in digital competencies to integrate these tools into their teaching practices effectively. Both educators and students acknowledged the benefits of digital tools in creating dynamic and engaging learning environments, yet challenges such as maintaining student motivation and balancing attention in hybrid models were noted. This study underscores the importance of aligning training programs with teachers' needs and suggests future research to assess the effectiveness of such programs and explore non-technology-related factors influencing digital tool adoption in foreign language teaching.

The Development and Application of a MCPS (Motivation and Creative Problem Solving) Instructional Model in Computing Liberal Arts for Non-Majors

The purpose of this study is to develop and validate a learning motivation and creative problem-solving MCPS instructional model for non-majors in a computing liberal arts course. This study aimed to propose a specific method for conducting a computing liberal arts class tailored for non-majors. The research was divided into two phases: model development and model application studies. In the model development study, we formulated the MCPS instructional model and lesson design by integrating Papert's constructionism learning principles, addressing the challenges in computing education for non-majors, and incorporating various teaching methods identified from related research. In addition, to improve the completeness of the instructional model, we developed an evaluation rubric that considered both content and evaluation aspects through expert review. In the model application study, we validated the effectiveness of this instructional model by implementing it in a university class. We employed various research analysis methods to derive further insights and implications. Research suggests that the traits of Papert's constructionism learning theory can enhance learner engagement and foster creative problem-solving in computing education when utilizing the MCPS instructional model. This model, as proposed in the study, can effectively serve as a pedagogical approach for delivering semester-long or more extensive computing liberal arts courses tailored for non-majors in college. We anticipate that the outcomes of this study will contribute to the establishment of robust computing education programs in universities, particularly at a time when the demand for computing education among non-majors is increasing, and its significance is growing.

A Development of Online Problem-Based Learning Model to Promote Self-Regulated Learning among Undergraduates

This research aimed to develop and evaluate an online problem-based learning (PBL) model to enhance undergraduates' self-regulated learning (SRL). The Research and Development method was used in two phases: the first was to develop and validate the model. It began with a literature review to identify core features of effective PBL and SRL within an online environment, then set a concept framework and create the model manually. Seven experts were reviewed following the model, and it was piloted for further optimization. Second, the model will be implemented and evaluated with a sample of 52 students at Thailand National Sports University, Chumphon Campus. The main instruments used were the developed model, the model quality questionnaire, SRL assessments (pre- and post-), and after-action review forms. The results showed that (1) a developed model consisting of four sections: orientation of the model, the model of instruction, application, and student outcomes. Six core components: authentic problems, online collaborative learning, self-regulated learning, instructional scaffolding, online learning resources, and authentic assessments, which are organized through three main processes: preparation, implementation of SRL strategies, and summative assessment, and all activities using an iterative learning three stages: meeting the problem and planning, doing and checking, and presenting the result and reflecting. Experts agreed on the quality of this model, which was excellent. (M= 4.61, SD=0.52). (2) Average SRL score was significantly higher after learning with this model compared to prior us (p<0.01, large effect size; d=1.03). The findings of this study support the developed model that can improve the students' SRL effectiveness. Overall, the students agreed that an instructor plays a critical role in developing their SRL and problem-solving skills. The students demonstrated more self-assurance and were apt to use this method to learn other subjects.

Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model

Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model

Development of a Joyful Learning-Based Instructional Model in Javanese Script

Learning Javanese script is considered an outdated and boring lesson. This paradigm of boring and obsolete Javanese script lessons must be changed into a modern, interesting, and enjoyable learning experience. One way to do this is by developing a Joyful Learning-based model for Javanese language instruction. Joyful Learning is a concept of enjoyable learning. The development of a Joyful Learning-based model for Javanese language instruction is urgent and necessary because the learning model currently used by students needs to employ the principles of Joyful Learning, resulting in students feeling bored, tired, and unmotivated to learn. Additionally, Javanese language instruction is viewed as a good means to develop the character of the nation's children, as it contains values of morality and politeness. The research design used is the ADDIE Research and Development design, with the steps of analyzing, designing, developing, implementing, and evaluating. This study uniquely integrates traditional games into the Joyful Learning model. The result of the study is creating a Joyful Learning-based model for Javanese script instruction. The components of this model include the social system, reaction principles, support system, instructional and incidental impacts, and syntagmatic. The syntagmatic model of Joyful Learning-based Javanese script instruction includes an introduction, material delivery, games for writing sentences, games for reading paragraphs in Javanese script, formative assessment, and reflection. The learning model has been tested at SMPN 12 Semarang. The results of the school trial indicate that the Joyful Learning-based Javanese script instruction model is effective for learning.

Curriculum SIG: The Ethics and Evolution of Truth and Information

The Curriculum SIG will examine how library science education curricula can prepare future librarians to engage with the ethics and evolution of truth and information. The session will begin with presentations of each paper, followed by an interactive discussion inviting attendees to participate in an open dialogue and Q&A with the presenters about the issues raised by the papers, implications for practice, and potential areas for future research. Dr. Natalie Taylor will deliver a presentation titled “Core Competencies, Core Courses: How Accredited MLIS Programs Interpret the ALA’s Core Competencies through their Curriculum.” This paper aims to examine the way that the 66 accredited degree programs describe their programs’ relationship with the ALA Core Competencies (ALACCs) and whether these descriptions can demonstrate a measurement of the influence of the ALACCs on curriculum. This finding will serve two purposes: 1) a representation of the strength (or weakness) of the connection between the library profession (as represented by the American Library Association) and MLIS degree programs and 2) a better understanding of how the curriculum of these programs represents the competencies called for by ALA. Dr. Cynthia Stogdill and Dr. Elizabeth Burns will present “Information Literacy: A Case Study in Inquiry Instruction.” Information literacy is a set of skills we expect school librarians to teach K-12 learners. AASL embeds these competencies within their instructional standards for learners and school librarians however, there is little agreement on a model of inquiry that should be used with K-12 learners. Further, there is little consistency in pre-service school librarian information literacy instruction. This exploratory case study examines the information literacy instructional models used with one cohort of pre-service school librarians. Findings discuss practices that can be shared and further developed for LIS education. Dr. Rhonda Clark, Dr. Xiaofeng Li, and Dr. Angela Jones will present “A Study of US Public Library Strategic Plans: Trends and Trajectories.” This paper reports the results of a content analysis, reviewing strategic plans from public libraries across multiple states in the U.S. The presenters will make recommendations based on their analysis to help library educators teach an effective writing style for strategic plans. They will also advocate for the importance of strategic planning as a necessary skill in the curriculum. Additionally, they will invite attendees to discuss how library schools implement curriculum development through strategic planning. Overall, these presentations will provide valuable insights into how library science education programs address core competencies, information literacy instruction, and strategic planning to better prepare future librarians for the evolving challenges of the profession.

인구교육을 위한 메모로 프로젝트 수업 설계 모형 개발

Objectives The purpose of this study is to develop and validate a concrete educational method for effectively implementing population education in schools by designing the Memoro Project instructional design Model. Methods The instructional design model was developed based on the components of the Memoro Project. The initial model was revised through expert review. The revised model was further refined through field validation, leading to the development of the final Memoro Project Instructional Design Model. Results Instructional design model of the Memoro project consists of the stages of pre-analysis, design, preparation, execution, and evaluation. The stages in the design are comprised of memory collection planning, memory collection practice, memory collecting, and memory sharing. This instructional design model were found to enhance intergenerational understanding among students and aid in comprehending the lesson content. Additionally, it provided a positive experience for the elderly. Conclusions Instructional design model of the Memoro project is significant in that it proposes a concrete method for implementing population education in schools. Moreover, it is an effective population education method that can have a positive impact not only on schools but also on society as a whole.

Spacial Information Improves Modeling Accuracy in Predicting Student Performance

The relationship between spatial heterogeneity and students' academic performance is a widely researched topic. This study extends the concept of spatial heterogeneity into two categories - allocatable (acquired after birth) and ascribed (determined before birth) - using seating and hometown information as variables in Spatial Durbin Models for statistical analysis, identifying seating as the salient feature. Subsequently, through 2,000 iterations of random state testing with undergraduate data from two classes (N=282), our research compares six representation learning methods, including an improved, custom version of attention-based Graphic Convolutional Network, affirming the superior efficacy of our enhanced approach in extracting seating features. By doing so, our study broadens the application scenarios of social comparison theory and group dynamics theory, while also providing a feasible best-practice reference for network-based instructional modeling.

Effectiveness Of E-Learning on Micro-Entrepreneurs For English Language Training In Tomok Village

This study investigates the impact of an e-learning-based English language training program on micro-entrepreneurs in Tomok Village, Indonesia. With tourism rapidly expanding in the Asia Pacific region, English proficiency is essential for businesses to interact effectively with foreign tourists. The study employs the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation) to assess the effectiveness of the training program. Data were collected through questionnaires, interviews, and pre- and post-tests involving 30 micro-entrepreneurs. The results indicate significant improvements in participants' English proficiency, as evidenced by increased post-test scores compared to pre-test results. Furthermore, participants expressed a strong preference for the flexibility of e-learning, which allows them to learn while managing their businesses. This research highlights the potential of e-learning to enhance micro-entrepreneurs' communication skills in tourism settings, thereby increasing their economic prospects.

GAFEE: 5 Steps to Teach Effectively

This paper presents GAFEE instructional design: a new proposed model that integrates the principles of gamification with the 5E instructional model to increase the levels of motivation of the students. The GAFEE model blends the five phases of 5E learning model Engage, Explore, Explain, Elaborate, and Evaluate with a game-based approach that increases the level of interactivity. This model comprises seven constructs: According to the nature of the problem and the design principles, we have Goal-Oriented Engagement, Autonomous Access and Exploration, Feedback-Enhanced Explanation, Challenge-Driven Elaboration, Collaborative Evaluation, Iterative Design and Technological Synergy. Each of the identified constructs is backed up by a literature review proving the efficiency of the given construct. An example of the implementation of the GAFEE model is best described in a fourth-grade English course where the students’ vocabulary, grammar, and speaking skills are enhanced. These points stress the positive outcome of the application of the game environment to the educational process, motivation, individual learning, and feedback systems. Lastly, the paper highlights on the effectiveness of the proposed GAFEE instructional design to alter the instructional practices and point out the areas of future research in gamification of education.

Effectiveness of Content-Based Instruction (CBI) Model Based on Multimedia Presentations for Improving the Japanese Language Learning Outcomes of STIKES Bethesda Tomohon Students

This research aims to examine students' learning outcomes using the Content-Based Instruction (CBI) model facilitated by Multimedia Presentations, and to assess the efficiency of this approach in enhancing students' proficiency in Japanese. This study's background indicates that numerous students struggle with learning Japanese due to pedagogical approaches that prioritize memory and are predominantly traditional in nature. This research employs a pre-experimental design utilizing an Intact-Group Comparison methodology. Data acquisition Observation and test administration (Pretest-Posttest). Statistical analysis: Descriptive and inferential statistics. Forty pupils from STIKES BETHESDA were sampled. This study demonstrates that the Content-Based Instruction (CBI) learning approach utilizing Multimedia Presentations enhances Japanese language proficiency among students. The result is that the Content-Based Instruction (CBI) paradigm utilizing Multimedia Presentations is demonstrably beneficial in enhancing students' Japanese language learning outcomes.

Student-to-student communication: examining and extending our conceptualization and measurement of instructional dissent

ABSTRACT Instructional dissent has been studied for over a decade. Expressive dissent, a subset of instructional dissent, focuses specifically on when students are complaining to one or more other students. This article lays out instructional dissent’s origins in organizational psychology and organizational communication. From there, the article homes in specifically on the predictors and correlates of expressive dissent, which focuses attention on student–student communication. Within this section, student, instructor, and class characteristics are addressed, concluding with a call for testing the full Instructional Beliefs Model to (1) assess the interconnections of these three components and (2) find a combination of factors that explains expressive dissent across a variety of learners and situations. Research implications call for methodological strategies, such as better reporting and validity testing, as well as theory building to achieve stronger results that can be turned into practical implications for both students and instructors.

A Novel Instructional Design Model for Developmental Researchers and Instructional Design Practitioners in Pattern Construction Open Education

Advances in fashion pattern construction technologies continually introduce novel approaches that address the limitations of existing practices. To keep pace, these emerging technologies must be widely disseminated to update practitioners’ skills and advance current practices. The literature identifies two primary dissemination methods: the traditional instructor-led method and the learning management systems-based open educational resources (LMS-based OER) method. The former, heavily reliant on apprenticeships for technical skill development, is inefficient, ineffective, and unsustainable. In contrast, the OER-based approach offers a more efficient, effective, and sustainable alternative, positioning it as the superior method for disseminating emerging technologies in this field. However, the effective establishment and implementation of effective OERs require an OER-oriented instructional design model (IDM) tailored to the specific learning needs and large-scale adoption theories pertinent to pattern construction. Currently, such a model is absent, hindering the field’s transition to a theory-based dissemination approach customised to its unique practices and impeding the efficient, widespread adoption of novel pattern construction technologies. Using a developmental approach, this study addresses this gap by introducing a novel OER-oriented IDM termed OER-PattEdu. This study contributes to both theoretical and methodological literature and holds practical implications for transforming lifelong learning and professional development in the field into a more efficient and sustainable paradigm.

Pengembangan Buku Panduan Guru Dalam Mengoptimalkan Artificial Intelligence (AI) Untuk Menunjang Pembelajaran

Education is a major milestone in building the foundation of a nation's excellence. In the digital era and the industrial revolution 4.0, the application of artificial intelligence (AI) technology is becoming increasingly important in improving the effectiveness of learning. This study aims to develop an instructional guide for teachers in utilizing AI optimally in the context of learning. The method used in this study is based on the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. The analysis stage will consider the needs of teachers and the potential use of AI in the context of learning. Furthermore, the design stage will lead to the creation of an instructional guide based on pedagogical principles and AI technological capabilities. Furthermore, the design stage will lead to the creation of an instructional guide based on pedagogical principles and AI technological capabilities. This study aims to develop a teacher's guidebook in optimizing the use of Artificial Intelligence (AI) to support the learning process. The methodology used is ADDIE, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The results of the analysis show that the majority of teachers feel they lack knowledge about AI and its applications in education. This guidebook is designed to provide theoretical understanding and practical applications of AI in various subjects.

Enhancing Active Grammar Learning in a Synchronous Online EFL Undergraduate Classroom: Development and Assessment of the LPCR Online Instructional Model

In synchronous online EFL classrooms, students often exhibit passive participation and boredom when learning grammar. This research study presents the development of an online active grammar learning instructional model, named LPCR, which incorporates Byrne’s Presentation-Practice- Production (PPP) approach and Fink’s holistic view of active learning. LPCR was employed as an eclectic approach for teaching grammar and utilized four online applications in a synchronous online classroom. The study involved 40 second-year nursing students enrolled in an EFL undergraduate course at a public university in Thailand from January to April 2022. The effectiveness of LPCR was assessed through a grammar test, a questionnaire, and semi-structured interviews. The students’ grammar scores were analyzed using the Paired Samples t-Test and Cohen’s d, which revealed the positive effect of LPCR with a medium effect size. Also, students’ attitudes toward LPCR were assessed through a seven-point Likert-scale questionnaire and semi-structured interviews, employing the Technology Acceptance Model (TAM) as the theoretical framework. The results indicated that, on average, students considered LPCR useful and easy to use, and they had positive attitudes toward using LPCR and behavioral intention to use it. Additionally, the results of a path analysis with the students’ questionnaire responses showed both significant and non-significant direct and indirect effects of the four TAM variables: perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention to use. Pedagogical and research implications are drawn from the findings, and recommendations for implementing LPCR in future instances of English grammar instruction in synchronous online classrooms are offered.

Bats as instructive animal models for studying longevity and aging.

Bats (order Chiroptera) are emerging as instructive animal models for aging studies. Unlike some common laboratory species, they meet a central criterion for aging studies: they live for a long time in the wild or in captivity, for 20, 30, and even >40 years. Healthy aging (i.e., healthspan) in bats has drawn attention to their potential to improve the lives of aging humans due to bat imperviousness to viral infections, apparent low rate of tumorigenesis, and unique ability to repair DNA. At the same time, bat longevity also permits the accumulation of age-associated systemic pathologies that can be examined in detail and manipulated, especially in captive animals. Research has uncovered additional and critical advantages of bats. In multiple ways, bats are better analogs to humans than are rodents. In this review, we highlight eight diverse areas of bat research with relevance to aging: genome sequencing, telomeres, and DNA repair; immunity and inflammation; hearing; menstruation and menopause; skeletal system and fragility; neurobiology and neurodegeneration; stem cells; and senescence and mortality. These examples demonstrate the broad relevance of the bat as an animal model and point to directions that are particularly important for human aging studies.

Construct an instructional approach based on collaborative learning and reflective learning for enhance students’ analytical thinking and critical thinking skills

In the context of rapid globalization and digitalization, the development of students' critical and analytical thinking skills is increasingly prioritized in education. This study aims to address the gap in instructional models by designing an eight-step instructional model that integrates collaborative and reflective learning strategies to enhance these essential skills. Drawing on social constructivist theories and Dewey's reflective thinking framework, the research develops a comprehensive model that includes phases such as goal setting, team formation, exploration, collaborative practice, reflection, integration, and feedback. The findings suggest that this model significantly improves students' analytical and critical thinking abilities by promoting structured collaboration and intentional reflection. Through diverse group interactions and continuous self-assessment, students achieve a deeper understanding and critical analysis. The model's iterative feedback mechanisms also contribute to sustained improvements in student learning outcomes. This study introduces an original instructional model that theoretically supports the enhancement of analytical and critical thinking skills through a systematic integration of collaborative and reflective learning, offering practical implications for educators seeking to foster these higher-order thinking skills in students.