An Evaluation Instrument for the Selection of an Integrated Learning System

The purchase and integration of integrated learning systems (ILSs) in schools is on the rise. Dissatisfied with stand-alone computers and software, educators are looking for a more sophisticated integration of computer technology throughout the entire curriculum, specifically, an ILS. Current research evaluating such systems is scarce. The purpose of this study was to develop an instrument that decision makers in school districts could use to evaluate an ILS at the pre-purchase stage. The instrument was designed expressly for school district personnel who have completed a needs assessment and have determined that an ILS will meet their needs. The instrument was developed to help them assess which ILS will meet their needs. A qualitative approach using case study methodology was used to elicit information from ILS vendors and school district decision makers which would contribute to the development of the ILS assessment instrument. Data collection was completed through interviews, observations, and document review. Data analysis was accomplished using a coding system and matrices. An instrument was developed based upon the data collection and analysis. The final phase of the design process was the preliminary and operational field testing. Preliminary field testing was accomplished by asking representatives from ten school districts to evaluate the instrument for content, format, and usefulness. Based upon their responses the instrument was revised. To complete the operational field testing, personnel from five school districts used the revised instrument to evaluate integrated learning systems during their ILS selection process and validated its content, format, and usefulness to school district decision makers wanting an effective method to assess ILSs. Results of this study suggested that (a) qualitative methodology was an appropriate way to collect and assess data for instrument design, (b) the instrument for the evaluation of ILSs was needed by school district decision makers, (c) within the limitations of small sample size, the developed instrument was proven to be valid, reliable, and useful by school district personnel, and (d) a secondary benefit of the instrument was its comprehensive coverage of ILSs, making it a useful instructional tool as well as evaluation tool

The design, development and evaluation of TPSACK courseware to facilitate the art and design education students artistic skills knowledge / Roslaili Anuar, Shahriman Zainal Abidin and Wan Zamani Wan Zakaria.

This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aimed to develop the students’ artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming a future art educator. The TPSACK courseware was evaluated using questionnaire with a 5-point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. The findings revealed that the courseware indicated satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) will be an ideal model to provide an instructional framework for courseware development

Conceptual design and development model of assistive courseware for young low vision learners (AC4LV)

The focus of this study relates to technology (hardware and software) that is purposely designed for people with disabilities (PWDs), which is called Assistive Technology (AT). Previous findings reveal that studies related to educational content in courseware is highly lacking, particularly for low vision learners. Also, many existing conceptual design models of courseware lack of specific requirements and empirical evidences to cater the needs of low vision learners. Preliminary studies have proven that available content applications fail to cater the needs of low vision learners in terms of information accessibility, navigationability, and pleasurability. Hence, this study proposes a conceptual design model of courseware for low vision learners, named as Assistive Courseware for Low Vision (AC4LV). Four (4) specific objectives are formulated. The Design Science Research Methodology has been adopted. Eight (8) components of Conceptual Design Model of AC4LV have been constructed and integrated: structural, content composition, AC4LV element, learning theories, learning approaches, development process, instructional design model, and technology. The proposed model has been reviewed by 12 experts and validated through prototyping. It was found that the proposed model has been well-accepted by local and international experts. Prototyping has implicated that the model is useful to follow by novice and non-technical developers. On top of that, the findings of user experience testing indicate that the AC4LV is able to fulfill the needs of the low vision learners in terms of information accessibility, navigationability, and pleasurability. All these findings demonstrate that the Conceptual Design Model of AC4LV exhibits useful development for content application as well as providing theoretical and practical contributions of the study.This study provides guidelines for developing educational content in courseware that caters the need of low vision learners so that this particular group of PWDs may gain equal opportunities of learning

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

Information systems for interactive learning: Design perspective

This paper aims to present and discuss educational issues and relevant research to universities and colleges in the Arabian Gulf Region. This include cultural, students’ learning preferences and the use of information and communication technology. It particularly focuses on interactive learning through the consideration of learning styles. It explores the sequential-global learning styles profile of undergraduate students as part of a continuous research in Information Systems design with a particular focus on the design of Interactive Learning Systems (ILSs). A study to examine the learning style profile of undergraduate students in a cohort of Management Information Systems at a UAE university has been conducted, and a discussion and recommendations on how these findings can be reflected on the design of ILSs are provided

Assessment and Learning in Knowledge Spaces (ALEKS) Adaptive System Impact on Students\u27 Perception and Self-Regulated Learning Skills

Adaptive learning is an educational method that uses computer algorithms and artificial intelligence (AI) to customize learning materials and activities based on each user\u27s model. Adaptive learning has been used for more than 20 years. However, it is still unique, and no other system could bring more or even similar capabilities than the ones adaptive technology offers, including the application of AI, psychology, psychometrics, machine learning, and providing a personalized learning environment. However, there are not many studies on its practicality, usefulness, improving students\u27 learning skills, students\u27 perception, etc., due to the limited number of institutes investing in this new technology. This paper presents the results of administering the newly developed Adaptive Self-regulated Learning Questionnaire (ASRQ) in an adaptive learning course equipped with the ALEKS (Assessment and Learning in Knowledge Spaces) system to study the amount of Self-regulated Learning Skills (SRL) score change, if any, of the students. The ASRQ was administered at the beginning and end of the semester as a pretest and posttest. Then, the quantitative Sample Paired t Test was run to measure the students\u27 SRL score change between the beginning and end of the semester. The results showed a significant decline in students\u27 SRL skills score while working with ALEKS. This paper also discusses the reasons for the considerable drop in SRL skills based on students\u27 perception and feedback collected through administering an open-ended survey at the end of the semester. The survey\u27s qualitative analysis showed various possible factors contributing to the decline of the SRL skills score, including lack of motivation, system complexity, hard penalty, lack of social presence, and lack of system practicality

ID Model Construction and Validation: A Multiple Intelligences Case

This is a report of a developmental research study that aimed to construct and validate an instructional design model that incorporates the theory and practice of multiple intelligences. The study consisted of three phases. In phase one, the theoretical foundations of multiple intelligences and instructional design were examined to guide the development of such model. In phase two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and validated by experts in the field of instructional design through a three-round Delphi study. The result was a revised and validated Multiple Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and provides a framework for the internal validation of instructional design models using expert review procedures

Informal Tools in Formal Contexts: Development of a Model to Assess the Acceptance of Mobile Technologies among Teachers

ABSTRACT Traditionally, mobile learning has been more strongly developed within the field of informal education. However, in the past few years there has been a growing interest for the integration of these technologies in the formal education field. Among the key elements needed to successfully achieve this integration process is the acceptance of mobile technologies by the teaching body. In this paper we propose to identify the determining constructs that explain the teachers' intention of using mobile technologies. To this end we have designed a research model based on the Technology Acceptance Model (TAM), expanded with constructs from other theories. The resulting model was subjected to a content validation process performed by a committee of experts. Lastly, we selected nine constructs for the development of the research model and we formulated 13 hypotheses that describe the relationships among them. Further studies on the research model to extend its validity and reliability are suggested

Business Education Lecturers’ Perception of Learning Management Systems for Effective Teaching and Learning Accounting in Universities in South-East, Nigeria

Literature revealed that ICT if properly integrated into teaching and learning have the potential to improve students’ academic performance. This study focused on determining business education lecturers’ perception of learning management systems (LMS) for effective teaching and learning of accounting in universities in South-East Nigeria. Structured questionnaire was used to elicit information from 232 lecturers from 9 universities from South-East Nigeria. The data collected were analyzed using percentages and mean to answer the research questions, while null hypotheses were tested using ANOVA at 0.05 level of significance. The findings revealed that business education lecturers’ perceived LMS as an effective learning environment. Thus, 184 (79%) of them maintained that constant use of LMS in teaching improves their professional practice, while 194 (83%) lecturers agreed that using LMS in instructional delivery increases ICT skills of the students. The findings also revealed a low mean score of skills possessed by business education lecturers for effective usage of LMS for teaching and learning. Inadequate ICT trainings, poor power supply, and poor internet connection were identified as the major barriers to LMS usage. The implication of underutilization of LMS by lecturers in instructional delivery is that many students are graduated without 21st century skills required for employment. The study recommended among others that integration of LMS into all accounting courses should be made compulsory in all the universities in Nigeria. Again, both government and administrative of the universities should create special funds for sponsoring the lecturers for workshops and LMS training to improve their skill

Computer attitude, and the impact of personal characteristics and information and communication technology adoption patterns on performance of teaching faculty in higher education in Ghana, West Africa

This study examined computer attitude, and the impact of personal characteristics and ICT adoption patterns on performance of multidisciplinary teaching faculty in three public universities in Ghana. A cross-sectional research of mixed methods was applied in collecting data and information. Quantitative data from 164 respondents were analyzed using descriptive, multivariate analysis of MANOVA and simultaneous multiple linear regression statistics. Findings show high and positive computer attitude with affective dominating usefulness, behavior and control factors. Evidence of differential ICT adoption thresholds represented by computer purchase, general use, teaching, and research is observed. Overall ICT-based performance of the teaching faculty is modest. Significant variability in mean differences is reported across ICT performance factor levels on age and academic discipline, but not on gender and professional status. Independently, laggards predicted overall high statistically significant impact on ICT performance at 52% (p \u3c .01). All other significant predictors fall within regression coefficients of 17 and 38% (p \u3c.01 and .05 levels). Reasons, incentives and barriers to ICT integration were examined and reported together with special computer proficiency levels. Inclusive development is a palpable opportunity and the best practices are those supported holistically for their impact. Strategies for practice and further studies into adoption and performance behaviors that could ultimately influence investment, personal, professional, and overall growth of ICT in higher education are recommended