Instructional Delivery Modes Research Articles

Massive open online courses as open educational resources in a blended teaching and learning mode of instructional delivery in higher education

Education system, especially in developing countries, faces many challenges which include the quality of instruction as concretised by the quality of instructional content and qualifications of the teachers. The increasing adoption of open education practice (OEP) especially massive open online courses (MOOCs) and open educational resources (OERs) presents some potentials to address the concern of access to quality education. Many studies already provided some results on the use of OERs to improve instructional content. Harnessing MOOCs potential, on the other hand, is still constrained by factors like low completion rates and sustainability model. A preliminary study was done to look at the potential of using MOOCs as OERs in a blended teaching and learning mode of instruction. Specifically, the study determined the mechanics involved in the adoption of the model; the learners experience and perceived effectiveness of the model in terms of facilitating their learnings and the advantages and challenges in the adoption of the MOOCs as OERs model.

The temporal properties of e-learning: an exploratory study of academics ' conceptions

Purpose– The purpose of this paper is to present the results of an exploratory study that investigates Portuguese academics’ conceptions concerning the temporal properties of e-learning, in the context of traditional Higher Education Institutions.Design/methodology/approach– Grounded Theory methodology was used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding. Data collection and analysis developed until theoretical saturation was reached.Findings– Emergent academics’ conceptions concerning the temporal properties of e-learning indicate the existence of unregulated and unaccounted for dynamics, which are a direct consequence of transitioning from campus-based lecturing to teaching online using the affordances of virtual learning environments. This transition produces disruptions to established workload metrics and work patterns, as well as conflicts with dominant modes of instructional delivery that are not synchronised with the demands of online interaction and immediacy.Originality/value– This paper is valuable to e-learning strategists and administrators. An understanding of the temporal properties of e-learning as perceived by academics provides actionable knowledge that is directly applicable to the design of suitable work arrangements, normative frameworks and e-learning practices that address perceived time-related barriers. To mitigate the time-related conflicts and disruptions identified in the study the authors suggest the establishment of university-wide norms of virtual presence and the implementation of temporal protocols to sustain the productive engagement between instructors and learners.

Student Performance Comparison between Face-to-Face and Online Instructional Delivery Modalities – A Case Study Using an Introductory MIS Course

An analysis of 177 students at an AACSB-accredited university explores the impact of the instructional delivery mode used on students’ course performance. A comparison of students’ performance as measured by final course grades earned is analyzed to determine the impact (or lack of it) of face-to-face versus online instructional delivery modes, holding all other variables constant.

A Comparison between iPad-Assisted and Teacher-Directed Reading Instruction for Students with Autism Spectrum Disorder (ASD)

We conducted an alternating treatment research design to investigate the effects of a multicomponent reading comprehension intervention on reading comprehension performance and task refusal behavior of three elementary students with autism spectrum disorder (ASD). This study also sought to investigate the effects of utilizing teacher-directed instruction (TDI) in comparison to iPad® -assisted instruction (IAI) as the primary mode of instructional delivery during reading sessions. The multicomponent intervention during the TDI sessions consisted of teaching text preview strategy (i.e., looking at text and picture, making predictions), identifying the main idea of each paragraph using a graphic organizer, and the use of a token economy system. Whereas IAI treatment sessions consisted of the use of an iPad® application that focused on identifying main idea paired with implementing a token economy system for task completion. Three elementary students identified with ASD participated in this study. Results indicate that the multicomponent intervention implemented during both conditions was associated with improved performance on curriculum-based measure (CBM) probes during TDI and IAI treatments, with an indication that the TDI treatment was more effective in increasing accuracy of responding on CBM probes in comparison to the IAI condition. Findings from this study also indicate that both treatment conditions (TDI and IAI) were associated with a reduction of task refusal for the three participants with fewer occurrences of the challenging behavior during IAI in comparison to TDI treatment.

Are There Metrics for MOOCS From Social Media?

Since “the year of the MOOC” in 2012, the effectiveness of massive open online courses (MOOCs) has been widely debated. Some argue that MOOCs are not an effective mode of instructional delivery because of low completion rates. In the interest of developing alternative indicators of performance this study draws from recent efforts to measure engagement in social media, as well as from research on indicators of student engagement in traditional college courses. Using data from 16 Coursera MOOCs offered by the University of Pennsylvania we calculate standardized access rates for lectures and assessments. While these indicators have clear limitations as measures of educational progress they offer a different, more nuanced understanding of the level and nature of users’ engagement with a MOOC. This paper shows that a very small share of users takes up available opportunities to access course content but notes that the standardized access rates compare favorably with those for social media sites and with response rates to large-scale direct mail marketing programs. For MOOC providers and platform managers, indicators like the ones developed in this study may be a useful first step in monitoring the extent to which different types and combinations of activities may be providing better opportunities for learning.

The impact of mode of instructional delivery on second language teacher self-efficacy

AbstractResearch has called into question the suitability of fully-online instruction for certain teacher preparation courses. Methodology coursework, in particular, has been singled out in research as ill-suited to online instruction. Recent research, for example, involving second language (L2) teacher candidates has demonstrated that aspiring teachers who completed online methodology instruction were less confident in their abilities to teach L2 learners than their counterparts who completed the same instruction in a face-to-face (F2F) setting. To address the limitations of online instruction, while still incorporating its associated strengths, the development and implementation of hybridized methodology coursework have been proposed. Following this recommendation, the researchers developed and implemented hybridized L2 methodology courses that mirrored their pre-existing online and F2F equivalents. Using a mixed methodology, the researchers then conducted a three-way comparison of instructional delivery modes (online, F2F, hybrid) to investigate their impact on L2 teacher candidate self-efficacy. Although the results demonstrated that all three modes of instruction can be equally effective at increasing candidate confidence, they also highlighted the potential of hybridized instruction to address the limitations of online and F2F instruction, while still including their strengths. The findings also emphasized that simply viewing or participating in live demonstrations of teaching strategies in post-secondary methodology courses is not sufficient. To feel confident in their teaching abilities, teacher candidates need opportunities in their coursework to apply what they have learned in K-12 classrooms. Offering numerous research-based suggestions to improve the design of hybridized methodology courses, the study also serves to inform the development of future hybridized methodology coursework.

Evaluating The Effectiveness Of Audio In Hybrid Courses

The prevalence of either completely online or hybrid courses has continued to increase over the past decade, but properly designing the delivery mode of these courses remains a challenge. Whereas fully online institutions of higher education may focus on a purely online delivery format, more traditional colleges and universities have the challenge of balancing online and traditional classroom instruction using the hybrid course format. Whereas basic hybrid courses may have relied more on visual aids of instruction, this paper focuses on the effectiveness of enhancing these hybrid courses with audio lectures. Hybrid courses were created using PowerPoint slides consisting of a mix of visual and audio instructional delivery modes, and student surveys were subsequently administered at the conclusion of the semester to determine the ultimate effectiveness of audio enhancements. This paper presents the details of this case study, the corresponding statistical analyses and interpretations, and general concluding recommendations for audio-enhanced course design. Overall, the addition of the audio component to the hybrid course structure made the hybrid course experience more effective, increased the likelihood that the students would take or recommend future hybrid courses that contained audio enhancements, and made it more likely that the students would prefer a hybrid course to a traditional classroom-only course. Continued research is necessary to provide a more active learning experience and class community during the online components, and synergistically utilize classroom time more effectively to truly capture the benefits of both online and traditional instruction using the audio-enhanced hybrid course format.

Ensuring Quality Education in Open and Distance eLearning (ODeL) Through Virtual Learning Communities

A process documentation was employed to determine how virtual learning communities are built in an open and distance education context as one mechanism to ensure quality education in this mode of instructional delivery. The study conducted at the University of the Philippines Open University from June 2008 to February 2010 specifically aimed to: 1) describe what a learning community is in the context of ODeL; 2) describe the process of building learning communities in ODeL; 3) determine factors essential for the building of learning communities in ODeL; 4) determine specific benefits of learning communities in an ODeL context wherein independent studying or learning is the core of the guiding principle. The study is also an attempt to document a good practice in ODeL, especially one that hopes to address quality of the learning process.

Learner analysis framework for globalized e-learning: A case study

<p>The shift to technology-mediated modes of instructional delivery and increased global connectivity has led to the rise in globalized e-learning programs. Educational institutions face multiple challenges as they seek to design effective, engaging, and culturally competent instruction for an increasingly diverse learner population. The purpose of this study was to explore strategies for expanding learner analysis within the instructional design process to better address cultural influences on learning. A case study approach leveraged the experience of practicing instructional designers to build a framework for culturally competent learner analysis.</p><p> </p><p>The study discussed the related challenges and recommended strategies to improve the effectiveness of cross-cultural learner analysis. Based on the findings, a framework for conducting cross-cultural learner analysis to guide the cultural analysis of diverse learners was proposed. The study identified the most critical factors in improving cross-cultural learner analysis as the judicious use of existing research on cross-cultural theories and joint deliberation on the part of all the participants from the management to the learners. Several strategies for guiding and improving the cultural inquiry process were summarized. Barriers and solutions for the requirements are also discussed.</p>

Teacher Qualification and Instructional Delivery Modes at the Preschool Level in Nigeria

Through this study researchers sought to evaluate the effects of qualification on instructional delivery modes of practicing preschool teachers in Nigeria. The sample consisted of 93 preschool teachers and 2,859 pupils aged 4 to 5 years. Schools were selected through stratified random sampling to ensure adequate representation of private, public, urban, and rural schools. A questionnaire and two valid and reliable classroom observational instruments were used to record instructional delivery in 216 lessons in 72 preprimary classrooms. Data analysis involved the use of frequency, percentages, t-test, chi-square, and graphical illustrations. The results revealed that none of the teachers observed had preschool education training; teacher whole-class interaction characterized by direct instruction was the prevailing approach; use of play did not feature; whole-class activity occurred more than individual pupil activity monologue, and other distracting behaviors occurred less frequently. The direction of communication was mainly from the teacher to the whole class, whereas the more personal one-to-one communication between teacher and pupil occurred less frequently.

On Different Teaching Delivery Methods: What Happens to Instructor Course Evaluations?

This study investigates how students’ evaluation of an instructor's teaching skills, rapport with students, grading policies, knowledge of materials and presentation skills are affected when different delivery methods are used. MBA students'course evaluations in traditional, two-way interactive television, and Internet-based Marketing Management classes taught by the same instructor were compared. Results suggest that assessment of the instructor varied depending on the instructional delivery mode. Students enrolled in the traditional class consistently ranked the instructor the highest in the five evaluative criteria. Except for grading policies, no differences were found between students'responses in the ITV and Internet-based courses.

Effect of Computer-Assisted Instruction Versus Traditional Modes of Instruction on Student Learning of Musculoskeletal Special Tests

Background and Purpose. Physical therapist educators strive to maximize the effectiveness and efficiency of instruction by using optimal teaching methods. Most pedagogical research in allied health education has focused on acquisition and retention of cognitive knowledge rather than the development of psychomotor skills. The purpose of this study was to determine the effect of computer-assisted instruction (CAI), live demonstration (LD), and independent textbook instruction (TXT) on acquisition and retention of knowledge and skills related to musculoskeletal special tests. Subjects. Subjects were recruited over 2 consecutive physical therapy classes (2004, n=19, and 2005, n=24). Methods. Using stratified random assignment, subjects were assigned to 1 of 4 intervention groups: CAI, LD, TXT, or control. Pretest written and practical exams measured baseline knowledge and skill in 4 novel musculoskeletal special tests. Students then participated in their group's intervention. Written and practical examinations, identical to pretests, were administered immediately following the prescribed intervention to assess cognitive and psychomotor skill acquisition, and again 3 weeks later to assess retention of learning. Results. Friedman 2-Way ANOVA by Ranks revealed a significant difference in written and practical examination scores across time in each of the 3 intervention groups (P = 0.0001). Nemenyi post-hoc procedure established a significant improvement in each of these groups from pretest to acquisition (P = 0.001). No significant difference existed between acquisition and retention scores, supporting retention of acquired knowledge. Kruskal-Wallis 1-Way ANOVA by Ranks, followed by Dunn's test, revealed significant differences in learning only when the CAI and LD groups were each compared to the control group. Discussion and Conclusion. CAI was as effective as live demonstration and more effective than textbook instruction, particularly in facilitating psychomotor skill acquisition and retention. CAI is an effective and efficient mode of instructional delivery for use in physical therapist education that can be delivered anytime, anywhere.

E‐learning at Sultan Qaboos University: status and future Ali Sharaf Al Musawi and Ahmed Yousif Abdelraheem

Describes issues emerging from research conducted on e-learning in higher education in Oman. E-learning at Sultan Qaboos University (SQU); Positive points regarding e-learning instruction; Research on information technology in teaching at SQU.

Does the medium matter?: A comparison of a Web-based tutorial with face-to-face library instruction on education students' self-efficacy levels and learning outcomes

This study explored if students' library skills self-efficacy levels and learning outcomes varied based on instructional delivery mode. Groups consisted of an on-campus class with face-to-face instruction, an on-campus class with a Web-based library tutorial, and a Web-based class with a Web-based tutorial. Data were collected immediately prior to instruction and again 6 weeks after. Analysis indicated self-efficacy levels and learning outcomes significantly increased across all groups after instruction. Groups varied significantly on final self-efficacy levels, but not on final library skills scores. Results are discussed as they relate to the viability of Web-based tutorials for library instruction.

Building learning communities by enhancing social presence

Lewis, Snow, Farris, et al. stated in the National Center for Education Statistics that "distance education appears to have become a common feature of many postsecondary education institutions and...it will become only more common in the future" [3]. In the wave of migration to new instructional delivery modes, it is necessary for us to critically examine some issues that have arisen, in order to reach an optimal solution for both the students and the instructors. One of the inevitable tradeoffs in an online learning environment is a decrease in the quality of social interaction. Social interaction is innate in traditional face-to-face classrooms. It is not only a critical element in helping the learners to develop a sense of belongingness within a learning community, but also determines the dynamics of the learning community, which greatly influence the students' learning outcomes. Among the essential components of a community, interaction between the members is deemed to be the one crucial factor that makes a community alive. Researchers agree that helping students develop a sense of community is an important aspect in promoting positive learning experiences and better learning outcomes in distance learning environments [7].

The Limits of Information: A Cautionary Tale about One Course Delivery Experience in the Distance Education Environment

Because of the importance of obtaining continuing education in the emerging global service economy and the difficulties involved in traveling to distant classrooms, universities are investing heavily in interactive video and other types of distance learning. In addition to the recent investigation of the advantages provided by these modes of instructional delivery, we advise a note of caution, suggesting also an investigation of what these technologies take away from the classroom experience. We performed a quasi-experimental study to investigate just that. Students in a local and distance class taught simultaneously by one instructor were asked for their perceptions about the experience, both in questionnaire format and in the form of perceptions they recorded during the experience and submitted to their instructor at the end of the course. In the main, the perceptions of students in the Distance setting were generally less favorable than their Local setting counterparts. We do not intend our study to be a definitive statement about distance learning in general, however, we do wish to raise a voice of caution as universities embrace distance learning as a means to expand their course offerings to a wider audience. Implications of our findings are discussed.

The Limits of Information: A Cautionary Tale about One Course Delivery Experience in the Distance Education Environment

Because of the importance of obtaining continuing education in the emerging global service economy and the difficulties involved in traveling to distant classrooms, universities are investing heavily in interactive video and other types of distance learning. In addition to the recent investigation of the advantages provided by these modes of instructional delivery, we advise a note of caution, suggesting also an investigation of what these technologies take away from the classroom experience. We performed a quasi-experimental study to investigate just that. Students in a local and distance class taught simultaneously by one instructor were asked for their perceptions about the experience, both in questionnaire format and in the form of perceptions they recorded during the experience and submitted to their instructor at the end of the course. In the main, the perceptions of students in the Distance setting were generally less favorable than their Local setting counterparts. We do not intend our study to be a definitive statement about distance learning in general, however, we do wish to raise a voice of caution as universities embrace distance learning as a means to expand their course offerings to a wider audience. Implications of our findings are discussed.

Web-based teaching in software engineering

The introduction of the new technologies of computer networks and hypermedia systems in education seems promising. However, only through experimentation can the effectiveness of these technologies be demonstrated. This was the main objective of the EONT project, in the process of which the National Technical University of Athens adapted an introductory course in Software Engineering to a novel enriched instructional delivery mode. The existing course material was supplemented by Web-based courseware, integrated into a Web-based novel networked learning environment. In this article we report on the results of our research and development, concerning this particular course, and discuss the results that were obtained from our evaluation study.

Faculty and Student Perceptions of Distance Education Using Television

This paper includes a description of the evolution of the distance education efforts of the University of South Carolina College of Library and Information Science, and the results of a study of the students who participated in those courses. Analysis of the data gathered indicated, among others, that there appear to be some differences in the various modes of instructional delivery in the perceptions of the students and faculty, but the benefits of distance education, especially using telecommunications technology, is a viable alternative for the delivery of library and information science education.