Instructional Delivery System Research Articles

IT dan Pendidikan Distance Education

The distance education model has made a significant contribution to the history of distance education in Indonesia, despite the quality of the results, it is still the basis of controversial debates in this country. The significance of the contribution can be seen from the perspective of the number of students who live in rural areas and those who have financial problems can experience adequate education through distance education. The method in this paper is a literature study which is library research. Literature research is a series of activities related to library data collection methods. Literature study is also a theoretical study, references and other scientific literature related to culture, values and norms related to the social situation under study. From a historical perspective, distance education is seen from three phases of development; the introductory phase, from the 1950s to 1983, the socialization phase from 1984 to 1993, and the innovation phase from 1994 to the present. Correspondence studies and Palapa satellites were categorized as instructional delivery systems in the introductory phase, radio communication systems in the socialization phase, and cassettes, slide tape programs, videos, television, Nusantara 21 electronic communication systems, and video conferencing technology used to deliver instructional messages in this phase. innovation. Although various models of distance education such as study correspondence, Palapa satellite, radio communication systems, audio cassettes, slide programs, tapes, videos, television, electronic communication systems, and video conferencing technology have been applied in many subject matter.Keywords. Distance Education; E-Learning; Instructional Technology

Proposed resilience strategy for higher education institutions post COVID-19

To quickly cope with the COVID-19 pandemic, universities shifted to complete remote delivery. Remote learning is the area of education that concentrates on technology and methods of teaching aimed at delivering to students who are not physically present on individualised bases. This type of delivery is of advantage, when planned. The technology and capabilities to provide comprehensive remote delivery for some degrees do not exist at present time. This article proposes an outline for the required elements of an effective instructional delivery framework that will enable higher-education institutions to meet standards, maintain pedagogical flexibility and to assure quality of the learning outcome of their remote and blended delivery. The above will take place within an overall conceptual design that is capable of effectively handling the new environmental challenges and therefore, will lead to a quality instructional delivery system that can be used in iterative cycles of faculty use and feedback.

Art education during the COVID-19 pandemic: the journey across a changing landscape

The field of art education has been impacted by the COVID-19 pandemic in complex ways. Art educators have been challenged with teaching visual arts skills, practices, and concepts, to students in virtual classrooms using non-conventional means. Their principal goal has been to provide quality education in the visual arts for all students. They recognize that having a visual arts education impacts the quality of life of everyone and their ability to understand and communicate in our complex world. In their efforts to provide meaningful and effective education, art educators have had to manage new instructional delivery systems and to ensure the health and safety and social emotional learning of their students and themselves in their educational spaces. They responded by using social media, video conferencing, and other digital technology to deliver instruction. The National Art Education Association provided a wealth of digital resources to support virtual instruction during this time. These resources enabled art educators to successfully address the educational needs of their students. The long-term impact of the pandemic will require research to understand the nature of the impact of the pandemic on education and how educational policy needs to be adjusted to reflect the new post-pandemic educational landscape

Building the dance community virtually during COVID 19

With the advent of the global pandemic wrought by COVID-19, much of the world’s citizenry was forced to immediately pivot to new ways of doing business. This included shifting instructional delivery systems around the globe to online platforms. In the US and elsewhere, the dance education community displayed remarkable resiliency and perhaps more importantly – an amazing affinity for communal problem solving. As the nation’s leading, nonprofit, membership organization dedicated to advancing dance education centered in the arts, the National Dance Education Organization (NDEO), “Identifies and acts in constructive and strategic ways to positively shape public, social and education policy about and for dance in education…” Accordingly, NDEO played a major role as a convener of dance educators throughout the US to problem solve how to provide equitable access to quality opportunities for learning in dance, delivered in a responsibly socially distanced manner as dictated by the latest science. This article highlights salient aspects of the shared journey of the dance education community during the pandemic. What is chronicled here is a demonstration of ways in which dance education is better due to collective impact of a cross-section of the nations’ dance educators, acting as stewards of the art of dance.

Online Teaching

Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.

New normal educational leadership and management of geographically challenged school administrators in the Division of Capiz

<p><em>The pandemic has ramshackle the already technologically debilitated condition of education extenuating the need for forces, knowledge and talents of teachers and parents toward achieving better education. </em><em>With this, the study determined the educational leadership and management challenges of school administrators in the Division of Capiz which may serve as basis in creating primers for supplementary material of the Learning Continuity Plan. Specifically, it covered the changes, challenges, managerial skills and leadership styles of school administrators. In-depth unstructured Interviews using open-ended questions were used to gather the data from six (6) selected school administrators in the Division of Capiz. The data gathered were analyzed through the qualitative data analysis procedures presented by Powell and Renner (2003). The themes identified were based on the changes encountered by the school administrators in the new normal setting. These were on organizational management strategies, personnel monitoring, instructional delivery system, and health management protocols. The identified themes based on the challenges experienced by school administrators as to the implementation of the new normal setting of education were poor internet connection, transportation fare hike, threats on health and safety, parents’ involvement, scarcity of school resources and adjustments. </em></p>

Understanding the paradigm shift in education in the twenty-first century

Purpose The purpose of this study is to analyse the potential impact of the Internet of Things (IoT) on education. IoT is more than just novel educational arrangements with new technology and networked computing devices. Taking a systems design perspective, the author argues that IoT represents a paradigm shift in the key drivers of education systems. Design/methodology/approach The paper uses a conceptual analysis based on the systems thinking framework. The paper relies on a literature review as informed by prior studies in the field, social media analysis and research database articles of IoT in education. Findings The paper finds that systems thinking is a useful framework for examining IoT in education. It finds that writers on IoT in education use a number of lenses at looking at how IoT will affect education. All of these can be refined. Findings suggest that IoT technology has the potential to impact how education systems are reimagined and redesigned; that logistics of educational management and the design of learning facilities can become more responsive to student learning needs because of IoT technology; and instructional delivery systems will be reconstituted by IoT technology. This study is of most value to educators, administrators and information systems professionals. Industries of focus include K-12 education, higher education and specialized training fields. Research limitations/implications The research is a conceptual analysis based on social media content and research studies. This is a new line of inquiry; therefore, the sources and data rapidly change. Practical implications The study is practical for educational policymakers and educators to plan for the shift in modes of instructional design, curriculum development and school leadership and organization. Social implications The research will inform the basis for new educational and schooling arrangements; IoT will change the way all of us learn and engage with learning activities. Originality/value The paper is highly original and very valuable for education policymakers as well as educators at all levels.

Assessing ESL Learners’ Online Learning Self-Efficacy in Thailand: Are They Ready?

Aim/Purpose: The purpose of this study was to examine whether ESL students in Thailand felt comfortable and confident using online course management tools as indicated by the levels of their online learning self-efficacy. Background: While online learning has become commonplace in most US based universities, some international educational institutions are just now dealing with the enormous task of introducing online learning to their academic communities and working with both faculty and students for successful implementations. In Thailand, there is a national initiative to harness the power of online learning together with other technological innovations to facilitate an increase in learning outcomes and provide additional access to education for students within public educational institutions. Methodology: Online learning self-efficacy data was collected from 856 newly admitted English as a second language (ESL) students at a large public university in Thailand. Participants were provided an email link to an online survey either via a direct email solicitation or a web link posted by their course instructors. The survey consisted of 8 demographic items and 29 self-efficacy items on a 4-point Likert-type scale. Contribution: This paper adds to the body of research on self-efficacy in online learning context by examining the levels of online learning self-efficacy of ESL students in Thailand, where online learning is still not as prevalent as in the United States and many other regions. Findings: Significant correlations were found between online learning self-efficacy levels and demographic characteristics including self-report computer skills, comfort level using the internet, self-reported English proficiency scores, and prior online learning experience. ESL learners participating in this study were found to have high levels of online learning self-efficacy, which indicated a readiness for engagement in online learning courses. Recommendations for Practitioners: As indicated by the results of the study, ESL students who were better at using computers and more comfortable surfing the internet were found to be more confident that they would do well in online learning environments. Therefore, it is recommended that sufficient training should be provided to support this transition by helping students, especially those with lower computer skills and comfort levels using the internet, get started and supporting them along the way. Also, at the very first stage of transitioning into online learning, the institution may first start with partially online courses into which a mixture of both online and face-to-face elements is incorporated. This will allow students to gradually adjust themselves into the new instructional delivery system and technologies that come with it. Once students are well-adjusted and familiar with the new learning environment, and assessment of the effectiveness of the partial integration has been conducted, the institution can consider offering courses that are entirely online. Recommendation for Researchers: Faculty and institution readiness for the adoption of online learning should also be taken into consideration in future work. To address the identified limitations, we recommend that inclusion of participants from across content domain would provide a more representative and generalizable result. Impact on Society: Incorporation of online learning as a standard instructional strategy will improve access to the educational system within Thailand. Assessing student readiness for this non-traditional way of learning may facilitate institutions’ ability to better plan how to effectively incorporate online learning into its curricula. Future Research: This student focused study was a follow-up to a faculty focused study attempting to indicate the level of readiness for this institution to broadly adopt online learning. Future research could be conducted at the organization/institution perspective using appropriate frameworks to address the last element of readiness for online learning adoption that considers the three facets of student, faculty, and institution. After the completion of this phase of affective/attitudinal research and the implementation of online learning within this institution, we recommend moving on to the measure effectiveness of the new instructional methodology.

An Analysis of Implementation Strategies in a School-wide Vocabulary Intervention

From an improvement research perspective, this study explores strategies used to implement a school-wide vocabulary intervention into language arts instruction at an urban elementary school. Academic language time, an innovative change in the instructional delivery system, allots time and structure for deliberate teaching of cross-disciplinary academic vocabulary as a routine practice in the language arts block. Implementation included a set of core strategies delivered by a university-school purveyor team. Implementation evidence consisting of survey, observation, and interview data was collected over one school year. Quantitative and qualitative analytic techniques were applied to determine effectiveness of the implementation strategies. Results identify strategy characteristics that supported or impeded the implementation process, the valence of strategy patterns, and areas for improvement. The strategy analysis provides fine-grained descriptive information that informs the specification and description of implementation strategies for purposes of innovation and change.

Effectiveness of Plastinated Anatomical Specimens Depicting Common Sports Injuries to Enhance Musculoskeletal Injury Evaluation Education

ContextPlastination techniques have emerged as effective methods for preserving human tissue and enabling human specimens to be utilized in a fashion similar to anatomical models with much greater accuracy. Opportunities to observe and experience human specimens in classroom settings should be beneficial to undergraduate and graduate students in health professions such as athletic training since understanding the spatial orientation of anatomical structures is critical for learning palpation skills and diagnostic tests.ObjectiveTo assess the perceived value of a unique series of plastinated specimens depicting common sport injuries in enhancing musculoskeletal injury evaluation education.DesignSurvey study.SettingWe collected data via a questionnaire in the classroom setting.Patients or Other ParticipantsUndergraduate students, graduate students, and certified athletic trainers.Intervention(s)Dissected specimens were plastinated following standard room temperature plastination methods. We used a Likert scale questionnaire to evaluate the usefulness of the plastinated specimens for conveying associated learning issues. Participants completed the questionnaire following a didactic presentation of injury mechanism, symptoms, and diagnostic clinical testing while utilizing the plastinated specimens.Main Outcome Measure(s)Perceived usability and the need for plastinated injury model use by students and certified athletic trainers.ResultsWe found that plastinated injury models were perceived by a majority of the participants as being useful and needed for learning anatomy 3-dimensionally (98.6%), developing palpation skills (94.6%), and enhancing the concept of diagnostic testing used in injury assessment (95.9%).ConclusionsPlastination of human specimens is a unique and effective approach that provides students with a learning experience not available through other instructional delivery systems. The ability to practice injury evaluation techniques, especially palpation skills, while using actual anatomical structures provides students with superior learning experiences and should be made more widely available in classroom settings.

A Comparative Study of Language Instructional Delivery System between Nursery Schools in Rural and Urban Areas in Osun State

The study compared the language instructional delivery system between the nursery schools in rural and urban areasin Osun state. The population consisted of all the nursery school teachers in Osun state. Proportionate randomsampling was used to prune down the population. In all 130 nursery school teachers, 68 in urban areas and 62 in ruralareas served as respondents of the study selected from 30 nursery schools located in rural and urban areas. Aresearcher made instrument named Teachers’ Questionnaire (TQ) was designed for data collection. Thequestionnaire was validated before use and the reliability coefficient yielded 0.85 which is significant at 0.05 level ofsignificance. Data were analysed statistically using t-test analysis and percentages. Findings showed that there wasno significant difference between the methods adopted for implementing language curriculum in nursery schoolslocated in both rural and urban areas. A significant difference existed between the human resources available innursery schools located in both rural and urban areas. It was also found out that there was no curriculum for Yorùbálanguage in most of the nursery schools visited. The study concluded with recommendations for both proprietors ofnursery schools in rural and urban areas to improve on their present standard in terms of teaching personnel,instructional resources and teaching/learning process, nursery school teachers and the three-tiers of government.

Increasing Student Responsibility And Active Learning In An Undergraduate Capstone Finance Course

This paper focuses on the effectiveness of factors in designing and delivering a complex, capstone course in an undergraduate major in finance. The course uses an instructional delivery system that is contrasted to the standard lecture format and has a broader set of objectives than is usually specified for a finance course. An objective of the instructional design of the course is to harness student responsibility while making them more active participants in the delivery of the content. The goal is to equip them to solve the typical non-structured problems they will deal with in their professional careers. The effect of these factors is measured by analyzing this course compared to all other finance courses taken. The outcomes of this paper show that this method is superior to the standard lecture method across a variety of scales. This provides insight into the future development of this method for this type of course, as well as ideas for developing other advanced instructional delivery systems for similar complex courses.

A Hybrid Instructional Delivery System in UAE Graduate Education

A Hybrid Instructional Delivery System in UAE Graduate Education

A Hybrid Instructional Delivery System in UAE Graduate Education

A Hybrid Instructional Delivery System in UAE Graduate Education

Use of ICT for Open and Distance Learning in KNOU

Korea National Open Universities have been utilized one-way instructional delivery system during the history of distance education from 1972. The isolation of students in their learning is the most important problem to solve in this one-way mode. ICT application like e-Learning or m-Learning is an alternative instructional model that makes available student to have more interaction with their instructor and peer, is more accessibility to multimedia learning resources than the traditional delivery system. On behalf of starting 4 departments online graduate school program e-Learning center had established and 2002, e-Learning hub site “e-Campus” was launched. From December 2008 KNOU kick off the mobile learning system under the MOU with Korean Telephone Company KT. In 2012 KNOU opened the new chapter of Smart Learning using KNOU applet of smart phone. Mobile technologies, like mobile devices and wireless internet services, have the potential to introduce new innovations in the area of education. This paper aims to share experiences from the process of ICT adaptation at KNOU open and distance learning with both national and international perspectives.

Assessing African American Students for Specific Learning Disabilities: The Promises and Perils of Response to Intervention

Response to Intervention (RtI) consists of multi-tiered instructional delivery systems in which educators provide research-based interventions to students that increase in intensity depending on students' instructional response. RtI is currently being implemented in schools across the United States. RtI's shift away from standardized testing offers new opportunities to consider the ways in which African American students are serviced within the general education setting, the assessment methods deemed appropriate when considering African American students for special education under the Specific Learning Disability category, and how multi-tiered intervention can address the overrepresentation of African American students in special education. This article provides an overview of a three-tiered RtI model, explores the promises and challenges of using RtI with African American students, and delineates a research and direct service delivery agenda to facilitate the development of RtI models that consider the educational needs of African American students.Keywords: African American studies, early childhood/elementary, learning and academic achievement, special education and disabilityMethods used to assess African American students, particularly in relation to special education, have generated controversy among educators, parents, and policymakers for decades (Graves & Mitchell, 201 1; Valencia & Suzuki, 2001). Such controversy stems, in part, from perceptions that standardized measures of intelligence, which are often used to help determine students' eligibility for special education services, are biased toward African Americans, and the use of these measures contributes to the disproportionate representation (i.e., over or underrepresentation of specific groups in disability categories) of African Americans in special education (Keams, Ford, & Linney, 2005; Larry P. v. Riles, 1979; Pitre, 2009; Powers, Hagans-Murillo, & Restori, 2004). The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA, 2004) along with No Child Left Behind's (NCLB, 2001) emphasis on accountability through mandated monitoring of academic outcomes for the most vulnerable student populations, including students with disabilities, has brought Response to Intervention (Rtl) to the forefront of policy and practice (Meyers, Meyers, Graybill, Proctor, & Huddleston, 2012). Rtl models consist of multi-tiered instructional delivery systems in which educators provide, and assess frequently the impact of, research-based interventions to students that increase in intensity depending on students' instructional response. IDEIA 2004 encourages states and local educational agencies to use processes, similar to Rtl, that provide instructionally relevant assessment data to identify a specific learning disability (SLD). Therefore, Rtl can serve as an alternative to the traditional assessment method (i.e., administration of standardized intelligence and achievement tests) used to identify students for special education under the category of SLD (Hartlep & Ellis, 2012; IDEIA, 2004). Although Rtl is now one option for assessing African American students for SLD, in order to implement Rtl in a culturally responsive manner, educators, parents, policymakers, and researchers must carefully and seriously consider both the benefits and challenges of Rtl for African American students.In this article, the authors explore the promises and perils of using a three-tiered Rtl model with African American students. The discussion is framed around SLD assessment and classification decision-making because IDEIA 2004 endorses Rtl for SLD identification only, and almost half of African American students identified for special education are serviced under the SLD category (U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 2011). To provide context as well as a rationale for Rtl, a brief discussion is presented regarding intelligence testing in relation to African American students and the special education identification and placement process. …

A Hybrid Instructional Model for Post Graduate Education: A Case Study from the United Arab Emirates

This case study analyzed the benefits and drawbacks of an experimental multi-site, hybrid, or blended, instructional delivery system for post-graduate education in the United Arab Emirates. Two courses as part of a Masters in Educational Studies (MEST) program were taught simultaneously from two locations. The classes were linked electronically via a dual screen system that allowed class members to see one another and lecture materials in real time. The instructor was physically present at each site on a rotating basis, and was supported by location designated tutors who remain at each site. This method of delivery was intended to allow students in remote locations to participate in degree programs, increase the offerings available, and utilize the full potential and expertise of the teaching staff. There were two research questions guiding the study: (1) Did students perceive the hybrid delivery system as beneficial to their learning objectives, and (2) according to the students, what were the benefits and drawbacks of the delivery system? The data indicated general student satisfaction with the hybrid delivery system and identified several benefits of, and drawbacks to, the delivery structure.

Educational technologies: A classification and evaluation

We are at a point in the history of higher education in South Africa when radical changes are occurring in instructional delivery system models. Of increasing significance is a mixed mode of traditional and distance delivery (i.e. Telematic Learning Systems at the PU for CHE). In this changing environment, language lecturers, the persons responsible for developing language modules within various Telematic programmes, remain a key element in the teaching and learning process. However, these lecturers are suddenly expected to make appropriate decisions in terms of educational technology classification, evaluation, and consequent selection without the necessary knowledge and/or capacity to make effective technological decisions. The purpose of this article is to assist Lone Ranger language lecturers, in making pedagogically sound decisions when classifying, evaluating and selecting educational technologies by: (a) considering technology selection as part of the instructional design process, (b) referring to some reasons for using technology for language learning, (c) focusing on criteria for classifying and evaluating educational technologies, and by (d) reviewing selected studies in order to indicate the application possibilities of technologies for language teaching and learning.

Using Video Modeling via Handheld Computers to Improve Geometry Skills for High School Students with Learning Disabilities

The researchers examined the use of video modeling by means of a handheld computer as an alternative instructional delivery system for learning basic geometry skills. Three high school students with learning disabilities participated in this study. Through video modeling, teacher-developed video clips showing step-by-step problem solving processes were synched into handheld computers. Students were shown how to use a handheld computer and access teacher-developed video clips regarding how to successfully solve geometry problems. All three participants acquired and maintained the geometry skills taught. The results are discussed in the context of increased opportunities for students to watch, listen, and interact with content information.

A Cognitive Framework for the Analysis of Online Chemistry Courses

Many students now are receiving instruction in online environments created by universities, museums, corporations, and even students. What features of a given online course contribute to its effectiveness? This paper addresses that query by proposing and applying an analytic framework to five online introductory chemistry courses. Introductory chemistry was chosen because, as the central science, chemistry is a core component of scientific literacy as well as a long-established prerequisite for science, engineering, and medical fields. An online instructional delivery system has the potential to overcome the limitations of the traditionally large and passive lecture format characteristic of an introductory chemistry course by providing students with opportunities for active engagement and support in the learning process via self-pacing, dynamic expositions, interactive problem solving, and open ended or scaffolded explorations of new information. The proposed framework for addressing the effectiveness of online chemistry courses is informed by both cognitive and chemistry education research on examples, tasks, and explorations and includes a catalog of possible online resources. As a demonstration of the framework, an analysis was conducted on each course’s instruction in stoichiometry, a tool that is both challenging to students and fundamental to the solution-chemistry topics addressed during subsequent coursework. The application of this framework revealed characteristics of the courses that could affect their instructional effectiveness as well as students’ impressions of what it means to “do chemistry.”