Online Instructional Materials Research Articles

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

미술교육에서의 온오프라인 연계학습 사례 연구

The purpose of this case study is to introduce examples of online-offline learning in art education, combin-ing online and offline approaches in the post-COVID era, and to elucidate their effectiveness and impact. Additionally, it aims to provide foundational data for the continuous implementation of online-offline learning in art education. This study presents a case of online-offline learning conducted with sixth-grade elementary students, showcasing how various edutech services were utilized in art classes. The results of this research are twofold. Firstly, that the provision of online instructional materials can bridge offline and online courses, with edutech playing a pivotal role in streamlining this connection. Secondly, by supplying suitable online resources and employing edutech services, it is possible to facilitate art lessons that alleviate the psycho-logical stress students may experience with drawing. This case study demonstrates how online-offline learn-ing can be realized in elementary school art classes and establishes a basis for the continuation of such research, highlighting its significance in the field of educational innovation.

Pre-Service Teachers’ Educational Video Mediated Experience vis-a-vis Learning Engagement in the New Normal

Technology-mediated instruction using online instructional materials, particularly educational videos, reinforces teaching-learning. However, students’ engagement becomes an issue in this learning environment. This paper ascertained the relationship between educational video utilization and learning engagement in technology-mediated learning. This study also investigated the perceived impacts of educational video utilization and the extent of respondents’ learning engagement in technology-mediated learning. This study employed a quantitative nonexperimental method through a descriptive correlational research method. The data were obtained from the survey questionnaire administered to 284 students in one University in Bicol Region, Philippines. It was analyzed and interpreted using different statistical treatments such as frequency count, percentage technique, weighted mean, PPMC, and t-test. Findings revealed that educational video utilization impacted the three aspects (cognitive, emotional, and behavioral) as perceived by the respondents. There was a large extent of learning engagement of the respondents in three areas: knowledge development, social interaction, and motivation. Furthermore, the result showed a significant correlation between the two variables; hence, it is recommended that language teachers utilize educational videos during the teaching-learning process to increase learning engagement in technology-mediated learning.

Pengembangan Bahan Ajar Berbasis Web untuk Meningkatkan Minat Belajar pada Mata Pelajaran Aqidah Akhlak

The purpose of this study is to create an online teaching resource for the course Aqidah Akhlak at MAN 1 Pamekasan and assess how students react to it. This study used the Research and Development (R&D) technique, with 30 students from MAN 1 Pamekasan in the eleventh grade serving as the research subjects. A student response survey serves as the study instrument, and descriptive qualitative analysis is used for data analysis. The findings of the study suggest that the generated web-based teaching materials have the ability to increase students' motivation for learning and improve their educational experiences. This is demonstrated by the favorable feedback that students have regarding the instructional materials, which feature adaptability, diverse subject matter, independence, social contact, and academic advantages. The development of online instructional materials for the topic of aqidah akhlak has shown to be a successful strategy for piqueing students' interest in the learning process. In addition to providing flexible access to the learning resources, this instructional material also gives students the tools they need to learn more independently. Additionally, a better overall learning experience is made possible by the social connections that the web platform fosters. The utilization of web-based teaching resources has enhanced Aqidah Akhlak learning at MAN 1 Pamekasan, according to the research findings.

Online Teaching Materials for Vocabulary Learning: Assessing Its Effects Among ESL Primary Students

Recently, online vocabulary learning aids have been integrated into the curriculum to accommodate the new standards. This study investigates the effects of using online teaching materials for vocabulary development on ESL students in Perak’s primary level. The perspectives of students regarding the use of these instruments are also investigated. The results of the pre- and post-tests will be analysed using independent sample t-tests, paired sample t-tests, and descriptive statistics due to the quasi-experimental design of this study. In addition, the results and improvement percentages are compared. The mean ratings and standard deviation of the questionnaires are examined descriptively. The qualitative data from the semi-structured interview session is summarised, classified, and coded using content analysis. The experimental group’s paired sample t-test results were (t=-57.643, df=29, p.05) and (t=-16.389, df=29, p.05) for the control group. On the post-test, both the experimental and control groups demonstrated significant improvement (p=.000*). Nonetheless, the experimental group improved more than the control group (M difference = 21.47). To assist students in learning the proper vocabulary, online instructional aids are utilised. Additional research on the effectiveness of ESL primary students use of online instructional materials for language acquisition.

Writing Effective Alt-text for Online Instructional Materials

Instructional materials are increasingly created and made available within an online space. Engaging materials utilize various types of images to break up walls of text and enhance learning. Describing these images with effective alternative text (alt-text) is subjective and contextually-based, requiring a treatment and knowledge beyond a simple checklist. This lesson is aimed to support educators in becoming more accessibility-literate, and to build in robust alt-text at the moment of creation. This lesson presents five different types of images. Each image type serves a distinct purpose within the context of online instructional materials. During the lesson, learners will work through each image type, with opportunities to practice examining HTML alternative tags and writing appropriate alt-text for each type of image.

The role of aesthetics in redesigning accessible information literacy modules

The outbreak of COVID-19 added an increased sense of urgency to creating accessible online materials for higher education professionals, including academic librarians, as they explored new ways to engage with users online. Librarians who relied on in-person sessions to provide information literacy instruction to students shifted to synchronous and asynchronous instruction methods. This paper shares the experiences of an instruction librarian tasked with evaluating and redesigning a set of asynchronous information literacy modules for first-year undergraduate students in the summer of 2020. The evaluation and redesign were informed by contemporary debates about the design of online instructional materials from a web design and instructional design (ID) perspective. In particular, the author sought to investigate the claim that increasing the accessibility of online learning objects decreases their aesthetic appeal. Discussions of aesthetics and design are largely absent in the professional literature of library and information science (LIS), yet they are relevant, as many librarians perform ID duties. Since definitions of aesthetics are far-ranging, the author employed a specific framework discussed by Brown et al. — contrast, alignment, repetition and proximity (CARP) — for assessing the aesthetic value of the modules. After utilising a variety of tools to evaluate the accessibility of the modules along with the CARP framework, the author concluded that increasing the accessibility of the modules also increased their aesthetic value.

Accessible Online Learning: A Preliminary Investigation of Educational Technologists' and Faculty Members' Knowledge and Skills.

Colleges and Universities have a more diverse student body than ever before—this includes a growing number of students with disabilities. Many of these students are attracted to the flexibility and anonymity of learning online. However, research suggests that students with disabilities often face barriers learning online. Given this, we set out to investigate how faculty and educational technologists are prepared to design accessible online courses and instructional materials. We surveyed 95 educational technologists, directors, and disability access personnel in this exploratory study. In the following paper, we report the results of our inquiry into these professionals’ perspectives on faculty and educational technologists’ knowledge and skills in creating accessible courses and instructional materials. We conclude by discussing the implications for research and practice.

The Use of Images in Online Learning

Images can improve learning and performance. However, research suggests that many online educators and instructional designers lack the knowledge, skills, and abilities to effectively create and use images when designing online courses and instructional materials. Given this problem, we conducted a qualitative content analysis of images used within 20 different college courses to better understand how images are used in online courses. After creating a new image categorization, we coded 232 images. Results found that while only 27% of images in online courses were educational, other types of images can still serve important roles in online courses. The results were used to create a new framework for image use in online learning. We conclude the paper with recommendations that can help online educators and instructional designers select images for the online courses they design and teach.

Tracking Changes in Students’ Online Self-Regulated Learning Behaviors and Achievement Goals Using Trace Clustering and Process Mining

Success in online and blended courses requires engaging in self-regulated learning (SRL), especially for challenging STEM disciplines, such as physics. This involves students planning how they will navigate course assignments and activities, setting goals for completion, monitoring their progress and content understanding, and reflecting on how they completed each assignment. Based on Winne & Hadwin’s COPES model, SRL is a series of events that temporally unfold during learning, impacted by changing internal and external factors, such as goal orientation and content difficulty. Thus, as goal orientation and content difficulty change throughout a course, so might students’ use of SRL processes. This paper studies how students’ SRL behavior and achievement goal orientation change over time in a large (N = 250) college introductory level physics course taught online. Students’ achievement goal orientation was measured by repeated administration of the achievement goals questionnaire-revised (AGQ-R). Students’ SRL behavior was measured by analyzing their clickstream event traces interacting with online learning modules via a combination of trace clustering and process mining. Event traces were first divided into groups similar in nature using agglomerative clustering, with similarity between traces determined based on a set of derived characteristics most reflective of students’ SRL processes. We then generated causal nets for each cluster of traces via process mining and interpreted the underlying behavior and strategy of each causal net according to the COPES SRL framework. We then measured the frequency at which students adopted each causal net and assessed whether the adoption of different causal nets was associated with responses to the AGQ-R. By repeating the analysis for three sets of online learning modules assigned at the beginning, middle, and end of the semester, we examined how the frequency of each causal net changed over time, and how the change correlated with changes to the AGQ-R responses. Results have implications for measuring the temporal nature of SRL during online learning, as well as the factors impacting the use of SRL processes in an online physics course. Results also provide guidance for developing online instructional materials that foster effective SRL for students with different motivational profiles.

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.

Enhancing Students’ English Language Vocabulary Skills Through An Online Remediation Program

Vocabulary acquisition is an integral part of learning a language which involves a challenging process. Hence, the implementation of efficient vocabulary learning strategies should be done among different English classes to make it easier for students to enhance their vocabulary skills. While the pandemic made it more challenging for learners to study and master English vocabulary, the rise of online instructional materials is highly appreciated for it is more convenient for the students to learn. This quasi-experimental study was an attempt to determine the effectiveness of an Online Remediation Program in enhancing the vocabulary skills of Junior High School students. A total of 20 Grade 7 students from University of Saint Louis participated in the online remediation program and answered the vocabulary pre-test and post-test. The researchers utilized pre-test and post-test that were consisted of a 30-item multiple choice to measure the vocabulary skills of the participants. This study followed three phases of data gathering: First, a pre-test was administered to the participants before the utilization of the proposed vocabulary development remediation program. Second, the proposed vocabulary development remediation program was implemented to the target participants. Third, a post-test was administered to the participants after the utilization of the vocabulary development remediation program. Frequency and percentage was used to interpret the pre-test and post-test scores of the participants while independent sample T-test was used to test the significant difference between their pre-test and post-test scores. Results revealed that the post-test scores of the students were higher than their pre-test scores. In addition, the findings showed that there is a significant difference on the pre-test and post-test scores of the participants. Finally, the overall evaluation of the participants to the Online Remediation Program is Excellent. Thus, the study concludes that the utilization of Project STRIVE is effective in enhancing the vocabulary skills of Grade 7 students.

Engagement and Satisfaction of Senior High School Teachers and Students during the Emergency Remote Learning Teaching (ERT)

This quantitative study aims to determine teachers' and students' perceptions of engagement and satisfaction during the emergency remote teaching (ERT), together with the significant differences of the variables on the teachers' profiles. Participated by 147 and 409 senior high school teachers and students in a comprehensive Catholic university, it was revealed that the respondents have positively engaged in different virtual lessons and activities. This affirmative participation also gives way to construct online satisfaction among teachers despite few identified circumstances like the students' poor confidence in their learning, the benefits of online teaching and instructional materials, and school authorities' support. Still, teachers' and students' engagement and satisfaction remain different, while teachers' profiles like strand and year in service appear significant to teachers’ satisfaction while age and educational attainment appear significant for both teachers’ engagement and satisfaction. Results further prove that the quality of engagement in a virtual learning environment remains a significant academic issue during the COVID-19 pandemic to achieve pedagogical and learning success. Hence, similar studies on engagement and satisfaction on virtual learning may be conducted using comprehensive tools and methods for a different set of respondents to assess quality instructions and to achieve learning equity.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

Application of Learning Theories in Online Instructional Environments and Materials: A Study for Developing a Set of Criteria

Bu çalışma, çevrimiçi öğretim ortamlarının ve materyallerinin öğrenme kuramları perspektifinden incelenmesini ya da oluşturulmasını olanaklı kılacak, üzerinde uzlaşılmış bir ölçütler takımı oluşturmak üzere gerçekleştirilmiştir. Bir öğretim tasarım sürecinin, planlanmasından uygulanıp geliştirilmesine kadar geçen tüm aşamalarında öğrenme kuramlarının rehberliğine gereksinim olduğu anlayışıyla gerçekleştirilen çalışmada; öncelikle davranışçı, bilişsel ve yapılandırmacı öğrenme kuramlarının öğrenmeye ilişkin açıklamaları incelenmiştir. Daha sonra, bu açıklamaların öğretim ortam ya da materyallerinde nasıl karşılık bulacağı, öğretimsel uygulamalar türünden belirlenmeye çalışılmıştır. Uzman görüşleri doğrultusunda gözden geçirilen bu ilk ifadeler, 5’li likert tipinde bir ölçek formunda düzenlenmiştir. Ölçek yeniden uzman görüşüne sunulmuş ve alınan görüşler doğrultusunda düzenlenmiştir. 70 maddeden oluşan yeni form kullanılarak; EBA(Eğitim Bilişim Ağı)’dan herkese açık 6 farklı öğretim materyali incelenmiştir. 3 değerlendirici tarafından gerçekleştirilen inceleme 4 araştırmacının da katılımıyla gözden geçirilmiş ve 10 madde ölçekten çıkarılmıştır. 60 maddelik ölçek üzerinden değerlendiriciler arası uyum düzeyleri hesaplanmıştır. Kabul edilebilir uyum düzeyleri belirlenen 60 maddelik ölçek, 26 kişilik bir uzman grubun görüşüne sunularak kapsam geçerlik indeksleri hesaplanmıştır. Ölçeğin alt boyutlarına göre kapsam geçerlik indeksleri; kurama uygunluk açısından davranışçılıkta 0.78 (p<.05), bilişsel anlayışta 0.87 (p<.05) ve yapılandırmacılıkta 0.85 (p<.05)’tir. Bu son inceleme ile 60 maddelik bir ölçütler takımına erişilmiştir.

Dialectics versus polemics in Chinese rhetoric: A study of indirection in Chinese and Chinese ESL argumentative writing as compared with English argumentative writing

AbstractThis study investigates Chinese indirection in argumentative writing. It examines whether there is a fundamental difference between Chinese and English rhetoric in their preferred method of argument, as suggested by instructional materials on how to argue effectively (Liu, Lu. 2005. Rhetorical education through writing instruction across cultures: A comparative analysis of select online instructional materials on argumentative writing. Journal of Second Language Writing 14. 1–18). A comparative analysis of 90 argumentative essays respectively written by expert Chinese and English writers, and advanced Chinese ESL learners reveals that while the English essays tend to adopt a polemical style that persuades by defeating opposing arguments, a significant proportion of the Chinese essays show a dialectical style which examines opposing positions without taking sides and yet rising above them to resolve conflicting issues. A significant number of Chinese ESL writing follow a similar dialectical pattern although not as frequently as their expert writers. A cultural explanation is attempted to account for the phenomenon. It is also argued that the dialectical model, while subsuming earlier rhetorical models adopted for analyzing Chinese writing, may hold the key to studying Chinese differences from the English in written arguments.

Segmenting Educational Content: Long-Form vs. Short-Form Online Learning Modules

ABSTRACTThis article studies the differences in student learning outcomes associated with changes in the format of online learning resources. We compare completion rates and degrees of student achievement across several economic education learning modules produced by the Federal Reserve Bank of St. Louis. Initially designed as a long-form online learning module focused on unemployment, the virtual lecture “The Story of Unemployment” was later chunked into four separate short-form learning modules. We find across-the-board evidence of increased completion rates among registered students and statistically significant increases in average differences between pre-test and post-test scores. We also study how the increases in scores are distributed across students by comparing pre-test grade quartiles. Finally, we document that chunking online instructional materials increases retained learning and consistently boosts information absorption at the item level.

The potential for citizen science to produce reliable and useful information in ecology

We examined features of citizen science that influence data quality, inferential power, and usefulness in ecology. As background context for our examination, we considered topics such as ecological sampling (probability based, purposive, opportunistic), linkage between sampling technique and statistical inference (design based, model based), and scientific paradigms (confirmatory, exploratory). We distinguished several types of citizen science investigations, from intensive research with rigorous protocols targeting clearly articulated questions to mass‐participation internet‐based projects with opportunistic data collection lacking sampling design, and examined overarching objectives, design, analysis, volunteer training, and performance. We identified key features that influence data quality: project objectives, design and analysis, and volunteer training and performance. Projects with good designs, trained volunteers, and professional oversight can meet statistical criteria to produce high‐quality data with strong inferential power and therefore are well suited for ecological research objectives. Projects with opportunistic data collection, little or no sampling design, and minimal volunteer training are better suited for general objectives related to public education or data exploration because reliable statistical estimation can be difficult or impossible. In some cases, statistically robust analytical methods, external data, or both may increase the inferential power of certain opportunistically collected data. Ecological management, especially by government agencies, frequently requires data suitable for reliable inference. With standardized protocols, state‐of‐the‐art analytical methods, and well‐supervised programs, citizen science can make valuable contributions to conservation by increasing the scope of species monitoring efforts. Data quality can be improved by adhering to basic principles of data collection and analysis, designing studies to provide the data quality required, and including suitable statistical expertise, thereby strengthening the science aspect of citizen science and enhancing acceptance by the scientific community and decision makers.

The effectiveness of blended online learning courses at the community college level

ABSTRACTWhether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed.

Effectiveness of Video Lecture Material as Instructional Tool for a Statistics Class

The quest for better strategies in teaching is a never-ending process. This scenario is heightened more by the myriad online instructional materials fit for classroom use. The study aimed to determine the effectiveness of video lecture materials for statistics proficiency of first year students of Davao Doctors College.The researchers employed quasi-experimental design that involved purposively chosen 31 students for the control group and 26 students for the experimental group. The control group received traditional instruction while the experimental group utilized video lecture materials as the instructional tool. The questionnaire consisted 50 multiple choice items and established a reliability index of .82. This investigation used t-test analysis to establish the same level of statistics proficiency among the students before the conduct of the study. The study concluded that both learning strategies were effective in teaching students the basic concepts of statistics as indicated by the significant improvement of their pre-test to posttest scores. Although the posttest results of the students who were taught using video lecture materials were higher than those supervised using lecture method, the significance of this difference was never established. Thus, the use of video learning material as an instructional tool in statistics is equally effective with the traditional lecture method. Keywords - Mathematics education, video lecture material, effectiveness, statisticsproficiency, quasi-experimental design, significant difference, t-test, Philippines