Instructional Planning Research Articles

Medical Students Expectations, Experiences and Use of E Learning Resources in Higher Education

Introduction: E-learning, defined here as ‘any learning that uses information and communication technologies is seen as one way to support the advancement of healthcare experts. The adaptability and availability of such modes of delivery are seen globally as advertising opportunities to meet key instruction plans counting lifelong learning and extending participation. Technology-enhanced learning in healthcare education ranges instructive to constructivist approaches. The student constructs new information through investigation of information and reference to involvement and understanding. Objective: To study the expectation and experiences of medical students regarding use of e-learning resources in higher education Study Design: Quantitative cross sectional Settings: Bakhtawar Ameen medical & dental college, Multan Duration: Six months i.e. 1st January 2022 to 30th June 2022 Data Collection Procedure: A pre validated questionnaire was used. Study was carried out at Bakhtawar Ameen medical & dental college, Multan. The total numbers of students were 300 who participated after taking the informed consent. The study was done by simple random sampling technique. All the medical undergraduate students of first to final years must be aged between 20-30 years age. Questionnaire consists of demographic profile, expectation and experiences of medical students regarding use of e-learning resources in higher education Results: The total number of patients who participated in the study was 300 in which 140 (46%) were males and 160 (54%) were females. The undergraduate’s student’s age is in between 20-30 years. On inquiring about student’s expectations and experiences about e learning all the parameters were rated high about e learning which shows the significance of study and p value is <0.1 Practical implication Conclusion: In our study two viewpoints contribute strongly to learning accomplishments and course fulfillment: students’ achievement objectives and the instructor. Students who considered gains in competencies are very special and hence experienced higher achievements. Besides, the results of our study emphasize the instructor’s expertise and part as a counselor and facilitator in learning. Keywords: E-learning, health care, higher education, nursing, student engagement, student experiences, technology-enhanced learning

Breakdowns and breakthroughs. Handling challenging moments in university teaching

ABSTRACT Research on Higher Education (HE) documents a plethora of applicable teaching practices and improvements focused on better instructional planning. Yet, what happens when carefully crafted plans must be abandoned due to something unforeseen? This study documents teaching situations when things do not work as expected, where moments of breakdown alter a planned pedagogical course of action. Analysing these moments and their aftermath directs attention to empirical events rendering visible some overlooked, but revealing aspects of HE teaching. We conducted a qualitative study into the characteristics of breakdowns and how teachers handle such situations. University teachers from different disciplinary backgrounds and academic positions were interviewed about teaching experiences they found challenging. From our nine semi-structured interviews, three were selected for this paper. Inspired by methodology from Science and Technology Studies (STS), breakdowns are theorised as analytically generative moments for understanding ways in which technology, subject knowledge, and teacher-student relations, are intertwined. We offer terminology for discussing breakdowns and how elements of teaching practice can transmute and recombine into novel forms of practice. The study provides evidence relating to how breakdowns manifested in multiple ways, and despite abruptness and threats of disjointedness, gave rise to improved interaction, methodological development, and long-term learning. Three key phases are identified: breakdown, remobilisation and re-stabilisation. Further, rendered visible are ways in which teaching relies on material complexities and interdependencies. Breakdowns were sources of trouble, tension, and discouragement, but also facilitated instructional creativity opening space for unanticipated and inventive approaches to teaching (breakthroughs).

Immediate and sustained effect of a service-learning course grounded in public problem analysis

This study aims to propound an instructional design for a service-learning course grounded in public problem analysis and verify its immediate and sustained outcomes through the actual instructional process. A quasi-experimental research design was adopted wherein students who were enrolling in a service-learning course were considered as a treatment group, while those not enrolling in the course were categorized into a comparison group. Three-wave surveys were distributed at the beginning, end, and 6 months after the end of the course. Our difference-in-differences (DID) analysis showed that the project-based service-learning experience seems to be negatively related to perceived problem-solving ability but positively associated with students’ public service motivation (PSM) in the short term. However, the above influence did not sustain as time progressed. This study helps to clarify the relation between service-learning courses and students’ problem-solving ability as well as PSM in the field of public affairs education. It can also serve as a foundation for efforts to improve subsequent instructional plans of service-learning courses.

The Development of the College Teaching Self-Efficacy Scale

The purpose of this article is to document the development of a new measure of teaching self-efficacy - The College Teaching Self-Efficacy (CTSE) Scale. We designed the CTSE scale to examine individuals’ beliefs in their abilities to perform specific teaching tasks in a college classroom successfully. We developed an instrument that contained teaching tasks associated with different aspects of college teaching, such as instructional planning, instructional delivery, classroom management, and assessment. This paper provides preliminary validity evidence based on the scale’s content and the internal structure. Implications of the study and directions for future research are discussed.

A Correlational Study on Teacher Educators’ Assessment Literacy and Their Students’ Academic Achievement

The knowledge and skills of classroom assessment is one of the requirements which have been declared in National Professional Standards for Teachers in Pakistan. Without the knowledge and skills of assessment teachers cannot effectively implement their instructional plan. This study investigated teacher educators’ assessment literacy and its relationship with the academic achievement of prospective teachers. The study was quantitative correlational and survey method was adopted for data collection. Teacher educators and prospective teachers of Government Colleges of Elementary Teachers and Regional Institute for Teacher Educators were included in the population. Data were collected through an assessment literacy test from the sample groups of the study which was analyzed through mean scores,

A Hybrid Evaluation Model for e-Learning Platforms Based on Extended TOE Framework

E-learning platforms (ELPs) are revolutionizing the higher education system, as they offer tremendous potential to fulfill instructional plans, safeguard students’ learning rights, and improve teaching quality. Higher education institutions (HEIs) have to consider the selection of ELPs from an organizational perspective, which involves multiple stakeholders like university administrators, students, and educators. Therefore, one can take the ELP selection as a complex multi-criteria decision-making (MCDM) problem. This research proposes a new hybrid MCDM approach on the basis of the fuzzy analytic hierarchy process (FAHP) and the evaluation based on distance from the average solution (EDAS) method to select the best ELPs. First, from the organizational perspective, we extend the technology-organization-environment (TOE) framework by adding an auxiliary resource (AR) dimension and define and prioritize 4 criteria and 14 criteria for evaluating and selecting ELPs. Second, the study uses the fuzzy set theory to process the language evaluation of experts, the FAHP method to determine criteria and sub-criteria weights, and EDAS to rank the alternatives. Finally, based on the importance-performance analysis (IPA) method, we identify the most appropriate strategic options for enhancing competitiveness. Three practical cases of China’s ELP evaluation validate the proposed model’s applicability and superiority by comparing to the two other classic evaluation models. In addition, through analysis, we obtain some encouraging results that provide some references for universities to formulate ELP selection policies and offer suggestions for platform producers to further optimize the design.

Investigation of Teachers’ Competencies through National Professional Standards for Teachers in Pakistan

This study was designed to investigate teacher’s competencies through National Professional Standards for Teachers (NPST) in Pakistan at the secondary school level in Lahore. Nature of study was descriptive. Competencies of teachers investigated through NPSTP, delimited to four standards including human growth and development, instructional planning and strategies, assessment and professional development & code of conduct. Data collected through two questionnaires, filled by teachers and their students. Sample was 539 (241male and 198female) teachers and 1044 students of 9th and 10th classes from 72 boys and girls secondary schools of Lahore. An achievement test was constructed (26 MCQs) based on assessment standard and conducted on 216 willing teachers to measure their competencies. Although majority of teachers had little knowledge about assessment but they were not aware of this knowledge in true sense. The teachers (male, female) and students however, agreed with two major competencies of teachers i.e. assessment knowledge and pedagogical competencies for solving problems of students, discussing objectives of the topic, questioning students. The teachers should be trained in accordance with National Professional Standards for Teachers in Pakistan.

Investigating the Impact of Role play games on Vocabulary Building of ESL Learners at Intermediate Level

Vocabulary plays a key role in effective communication as it helps in interacting people. Many different challenges have been faced by ESL learners during vocabulary lessons such as memorization of words and phrases. The motive behind this article was to find out the impact of Role play games during vocabulary lessons at Intermediate level. For this, a class of intermediate level ESL learners was taken as a sample from Government Khawaja Farid Graduate College Rahim Yar Khan. The participants of this classroom were divided into experimental and control group respectively. Instructional plan of eight weeks was formulated. It covered only three plays of Book-III of Intermediate part-I. Before the start of instructional plan, a previous knowledge test was conducted in both groups. Participants’ response sheets were marked according to the already designed answer key. During the course of instructional plan, control group was taught vocabulary lessons in a traditional way whereas experimental group was taught by using Role play games. At the end, Posttest was conducted from already specified chapters. Results of both groups were computed and analyzed by using SPSS. The participants of experimental group performed much better than control group. About 80% respondents of experimental group have been successful in getting 70% or more marks in the posttest which clearly indicates the effectiveness of Role play games for vocabulary learning at Intermediate level.

Using Students’ Ratings to Compare Teacher Effectiveness in English and Mathematics

The study aimed to compare teacher effectiveness in English and Mathematics by using students' ratings on quality factors such as learning environment, instructional planning and strategies, subject matter knowledge, assessment, and effective communication. Through using a multistage sampling technique, the data was obtained from the students of 10th grade (N=2009), who evaluated their teachers' performance on STEQ developed by Akram (2018). The five factors of STEQ exhibited a high level of reliability (α=.88) with factor-wise reliability ranging from 0.74 to 0.86. T-test for independent samples was used to compare boys' and girls', and urban and rural students' perceptions of teacher effectiveness in English and Mathematics. Female teachers were perceived as more effective than male teachers by their students in Mathematics and English, while urban teachers were perceived as more effective as compared to rural teachers by their students in Mathematics and English. Student achievement in English and Mathematics also statistically significantly differed based on the gender of students and school location. The study also gave recommendations.

Designing Semester Insturctional Plan of Reading Course at English Education Department

This study to design Semester Instructional Plan and instructional materials of reading courses for English Education Department (further glossed by EED), UIN Sultan Maulana Hasanuddin Banten. To design good Semester Instructional Plan and develop reading materials, this study used Research and Development method by utilizing ADDIE Model. Meanwhile, to gather data this study was used a variety of instruments such as distributed questionnaire to students, conducted interviews, analyzed curriculum document of EED, did consultation to curriculum experts and literacy practitioners. In terms of developing Semester Instructional Plan and instructional materials, this study also referred to manual guideline of developing curriculum from RISTEKDIKTI and learning outcomes in Indonesia Nasional Qualification Framework. The results of this study reveal that in designing Semester Instructional Plan of reading courses, the lecturer must determine learning outcomes which refer to the regulations in National Standard of Higher Education. Moreover, reading strategies and instructional materials at each reading course should be arranged gradually by paying attention to students’ language development and thinking level in order students acquire some reading skills and facilitate them to be skilled readers.

Development and validation of a conceptual survey instrument to evaluate senior high school students’ understanding of electrostatics

This study developed and validated an instrument to investigate senior school students’ understanding of electrostatics and provide a cognitive diagnostic assessment of their strengths and weaknesses on the related concepts (e.g., electric charge). The instrument included 20 four-tier multiple-choice items and the development process is organized around two activities: the development of the instrument and its validation. The development step defined the secondary concepts and designed the items using the misconceptions related to them. In the validation step, the instrument was applied to 1850 senior high school students from nine schools in two provinces in China, and the collected data were analyzed using the CDM package in R language. This step ensures that the diagnostic reports represent students’ conceptual understanding reliably and validly by selecting the best model, analyzing item quality, overall test reliability, and the instrument’s structure. The instrument can provide the percentage of students in the test population who possess certain combinations of concepts, the percentage of students in the test population possessing individual concepts, and the fine-grained size of concept proficiency information, which can be integrated as one completed report to issue to students, teachers, and parents to demonstrate students’ status of conceptual understanding related to electrostatics. In addition, the construct induced from the diagnostic results can also be aggregated to the classroom, schools for instruction planning or low-stakes decision making, or infer a learning sequence.16 MoreReceived 26 January 2022Revised 27 June 2022Accepted 14 December 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.010114Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasAssessmentConcepts & principlesProfessional TopicsK-12 studentsPhysics Education Research

Sustaining Work-Life Balance of Teachers During the New Normal

This study explored the lived experiences of the public-school primary teachers and their ways in sustaining work-life balance during the COVID-19 pandemic. The research employed a qualitative research design of phenomenology. The responses were analyzed following the steps of Colaizzi’s descriptive phenomenological method. The researcher thoroughly reviewed the transcripts of interviews and used a coding sheet in organizing the codes. The process was repetitively conducted and was evaluated by the researcher’s rater and adviser prior to finalizing the main themes relevant to the phenomenon under study. The following were the findings of the study: (1) There had been changes in the workload of teachers during this pandemic; these are: (a) additional workloads due to; instructional planning and preparation; feedbacking and monitoring system, attending webinars, and online meetings, (b) irregular working hours, (c) ICT Capabilities and (d) Internet/Wifi Access (2) The pandemic impacted teachers’ constructive experiences because they had opportunity to grow and learn and also it impacted their adverse experiences because it compromised family time and it made them feel stress and anxious. (3) Teachers are significantly challenged by overlapping of activities, limited gadgets and technology, evaluating learning outcomes, fear of acquiring the virus, and engaging pupils into active learning. (4) Teachers coping techniques or interventions prior to the difficulties and challenges are time management and prioritization, embracing changes, flexibility and adaptability, and employing break time. (5) The values and faith strengthened during this pandemic are resiliency, self-appreciation, nurturing spiritually and creativity.

Reflective Teaching: It’s Benefits to the Contemporary Teacher

Teaching the recently introduced Competency Based Curriculum (CBC) in Kenya, requires that teachers equip themselves with knowledge and instructional skills that are fit for the 21 st century learner. The 21 st century teaching competencies include effective classroom, institutional and professional leadership; mastery of and adherence to policies and practices that positively influence students’ learning; establishment of respectful environments for diverse populations of students, mastery of subject content; ability to facilitate learning through instructional planning, demonstration of acumen and versatility, display of awareness of technology to enhance learning and design of assessments (both formative and summative), that are in line with what was taught. (Nessipbayeva, 2012). Last but not least, it is the skill of constant reflection on their practice as teachers. With reflection, teachers analyze student learning by using data to provide ideas about what can done to improve learning. Reflective practice also helps them to link their professional growth to their professional goals; they adopt and implement recommended activities for professional learning and development. Moreover, reflective practice enables teachers to function effectively in complex and dynamic environments; they do this by constantly engaging in and using a variety of up-to-date research-verified and peer approved approaches to improve teaching and learning. (Nessipbayeva, 2012) Keywords: Reflective Practice, Personal Learning Network, Competency Based Curriculum DOI: 10.7176/JEP/14-6-11 Publication date: February 28 th 2023

Creating Social Justice Instructional Templates: Frameworks, Process, and Lessons Learned

Although social justice and related critical pedagogies are rapidly growing areas of interest in language education, instructional materials for use across languages and levels and published as free and adaptable Open Educational Resources (OERs) are lacking. The purpose of this article is to describe the frameworks, process, and lessons learned related to the creation of three instructional planning templates that support social justice in language education and scaffold implementation of multiliteracies and social justice pedagogies. After defining social justice, the article summarizes the frameworks that inform the instructional templates, describes the process of creating, piloting, and revising the templates, and identifies the affordances and constraints discovered through this process.

Instructional Supervisory Engagement of Public Elementary School Heads in the Flexible Learning Environment

This study ascertained the instructional supervisory engagement of public elementary school heads in the flexible learning environment in the Division of Batangas. It determined the profile of the school heads in terms of highest educational attainment, length of service, related training attended, and ICT literacy. More so, it also identified the school head’s functional level of instructional engagement along with content knowledge and pedagogy, curriculum planning, assessment and reporting, and learning environment. It sought to find out the extent of the manifestation of adaptive leadership skills of school heads. Further, it assessed the relationship of the school heads’ profile with the functional level of instructional engagement and the extent of manifestation of leadership skills and the relationship between the school heads’ level of instructional engagement and the extent of manifestation of adaptive leadership skills to propose a supervisory instructional plan. Meanwhile, the study used a descriptive research design that involved 235 school heads and 380 teachers from public elementary schools in the Schools Division of Batangas Province. Survey questionnaires, focus group discussions, and interviews were used as data-gathering tools. Results revealed that school heads are strongly acquainted with the teaching profession and leadership as manifested in their profile. They have high functional engagement in content knowledge and pedagogy, curriculum planning, assessment and reporting, and in learning environments. Further, no association was found between the respondents’ highest educational attainment, length of service and the functional level of instructional engagement, and the manifestation of leadership skills. Whereas, a number of related training attended showed a relationship between content knowledge and pedagogy same as true with the ICT literacy associated with curriculum planning, communication, and in human relations the rest of the components revealed no significant relationship. Keywords: instructional supervisory plan, flexible environment, new normal, school heads

Utilisation of High-Impact Educational Practises (HIPS) to Engage Undergraduates: A Preliminary Case Study

The purpose of this preliminary study is, firstly, to identify the most preferred high-impact educational practises (HIPs) among undergraduates and, secondly, to recommend best practises and strategies for implementing HIPs in higher education. This study included 61 undergraduates from a variety of degree programmes that implemented HIPs in one general studies course. Descriptive statistics and frequency were used to analyse the data. The findings revealed that the most popular HIP among undergraduates is service/community-based learning (SBL), and the least preferred HIP among undergraduates is Intensive Academic Writing (IAW). This study's findings are critical for preliminary understanding of the importance of learning styles in order to be effective and sensitive in teaching and learning, to have flexible and diverse instructional planning, and to diversify teaching methods. This was a preliminary case study that emphasised the significance of HIPs in the higher education curriculum and their implementation for a positive academic learning experience among undergraduates.

الاحتياجات التدريبية لمعلمي ومعلمات اللغة الإنجليزية لمرحلة التعليم الثانوية من وجهة نظرهم في المدارس الحكومية في مديرية التربية والتعليم للواء الرمثا

هدفت الدراسة إلى تحديد الاحتياجات التدريبية لمعلمي اللغة الإنجليزية للمرحلة الثانوية من وجهة نظرهم في المدارس الحكومية التابعة لمديرية التربية والتعليم للواء الرمثا. تكوّن مجتمع الدراسة من (260) معلمًا ومعلمة. أما عيّنة الدراسة تكوّنت من (40) معلمًا ومعلمة، وقد تم اختيارها بشكل قصدي. ولجمع البيانات وزّعت استبانة للاحتياجات التدريبية. تكوّنت الاستبانة من (30) فقرة مقسمة إلى ستة مجالات ( المحادثة، والاستماع، والكتابة، والقراءة، والتخطيط والتقويم ) بعد مراجعة الأدب النظري والدراسات السابقة. وللتأكد من صدق الأداة، تم عرضها على مجموعة من المحكمين. وللتأكد من ثباتها، استخدم الباحثون معامل ألفا وكرونباخ ليكون (0.88). ولتحليل بيانات الدراسة، تم استخراج المتوسطات الحسابية والانحرافات المعيارية واختبار (T). أظهرت نتائج الدراسة أنّ أعلى الاحتياجات التدريبية الأساسية لمعلمي اللغة الإنجليزية كانت في مجال المحادثة بمتوسط حسابي (4.04) يليه مجال القراءة ( 4.01) ثم مجال الكتابة ( 3.95). كانت متوسطات مجاليّ الاستماع (3.93) و التخطيط (3.92) متقاربة. وكانت نتائج مجال التقويم هي الأدنى في الترتيب بين الحاجات التدريبية بمتوسط حسابي (3.87). كما أشارت الدراسة إلى وجود فروق ذات دلالة إحصائية بين استجابات عيّنة الدراسة تُعزى إلى الجنس والخبرة. بناءً على نتائج الدراسة، اقترح الباحثون مجموعة من التوصيات مثل تصميم برامج تدريبية من المشرفين والمديريات لمعلمي اللغة الإنجليزية للمرحلة الثانوية أثناء الخدمة في المدارس الحكومية. ويجب أن تشمل هذه البرامج على الاحتياجات التدريبية المتعلقة بالتخطيط للدرس، والتقييم والتخطيط لمهارات اللغة الأربعة (الاستماع والتحدث والقراءة والكتابة).

Places as Identity Shaping Spaces in The Other Half of Happy

A politics of design framework guided the development of an instructional plan for studying a middle-grade novel that examines themes of belonging and identity.

Empowering preservice English teachers with language assessment literacy concepts and practices: Application of Vygotskian concept‐based language instruction

AbstractLanguage teachers are expected to engage in classroom assessment practices and report on learners’ progress aligned with proficiency standards, as well as prepare learners for external examinations. The term “language assessment literacy” (LAL) describes what the constituency of language instructors needs to know about assessment matters. Traditionally, a top‐down perspective has been provided for language teachers, such as through textbooks and testing courses. However, the result of this top‐down, decontextualized approach is that teachers often seem unable to influence and change the policy. Accordingly, this article reports on a study framed within sociocultural theory, in which a group of preservice English teachers applied Gal'perin's model of systemic theoretical instruction, brought into second language education as concept‐based language instruction (C‐BLI), to internalize and apply LAL concepts in instructional contexts. Results of the study suggest that C‐BLI was more effective than a top‐down, textbook‐based teaching approach in facilitating preservice teachers’ understanding of LAL concepts. It also helped them become active agents of their own language‐testing practice. Implications of the study are trifold. First, the C‐BLI intervention empowered preservice teachers on the design of classroom‐based assessments. Second, it brought positive washback to the instructional plan and English curricula. Third, the intervention helped form the dialectical unity of theory and practice, which contributed to the teachers’ professional development in English‐as‐a‐foreign‐language contexts.

SELF-PERCEPTION OF COLLEGE TEACHERS ABOUT THEIR CLASSROOM PERFORMANCE

ABSTRACT The teacher as a person who has a great influence on overall student achievement. And all these achievements of students learn and achieve in the classroom with the guidance of the teacher. This study was conducted to take the perception of the teachers regarding their classroom in terms of instructional planning, learning environment, classroom management, subject matter competencies and students’ achievement. In quantitative term, the survey method was adopted to conduct this research study. The sampling size for the study comprised of 370 teachers (per college 5 teachers) from 40% (74) colleges of the population. In order to collect data the researcher was self-developed an instrument in the form of a questionnaire. Pilot testing from 40 teachers in 20 colleges (per college 02 teachers) was carried out in order to check the reliability. The Cronbach’s Alpha was calculated in order to check the reliability of the instrument. The reliability coefficient obtained for the overall questionnaire was .82 Alpha levels. The finding of the study through the descriptive statistics on SPSS- 26, the college teachers’ perception regarding their classroom performance in terms of “instructional planning, Subject matter competencies, and Student Achievement” was found consistency in the perception of the teachers. However, the result of college teachers’ perception regarding their classroom performance in terms of “learning environment and classroom management” were found inconsistency in the perception of the teachers.