Alat yang digunakan juga perlu ditentukan, seperti sama ada menggunakan audio, video, komputer, internet dan sebagainya.
Penilaian formatif bertujuan untuk meningkatkan serta memperbaiki tahap keberkesanan bahan instruksional yang telah direka. Manakala penilaian sumatif bermaksud penilaian keseluruhan bahan instruksional yang telah dihasilkan. Namun pelajar masih tidak menunjukkan minat untuk belajar dengan tidur di dalam kelas, melayari internet atau bersembang semasa sesi pengajaran dan pembelajaran Youngmin, , pp. Bagi mengatasi masalah ini pengkaji telah mempergunakan model ADDIE, di mana pengkaji akan menganalisis tentang keperluan dan minat pelajar.
Kemudian pelajar akan mereka bahan multimedia berdasarkan minat pelajar. Seterusnya pelajar akan membangunkan bahan yang telah direka. Pengkaji juga akan bertindak sebagai fasilitator dan memberi motivasi bagi memastikan pelajar mengimplimentasikan aturan pembelajaran yang dirancang. Pengkaji dan pelajar akan bersama-sama membuat penilaian ke atas bahan multimedia yang telah dihasilkan.
Hasil daripada kajian yang dijalankan mendapati pelajar bermotivasi untuk belajar serta dapat meningkatkan kualiti pembelajaran pelajar. Contohnya pelajar tidak lagi tidur di dalam kelas kerana dapat menghasilkan bahan pembelajaran mengikut cara pelajar dengan dibimbing oleh guru Youngmin, , pp. Kajian ini dilaksanakan ke atas pelajar Tingkatan 6 yang mengambil Matematik S.
Pengkaji cuba membuat perbandingan antara dua kaedah pengajaran dan pembelajaran. Dalam kajian ini instrumen yang digunakan tidak akan membezakan antara kumpulan eksperimen dan kumpulan kawalan, sebaliknya kumpulan eksperimen dan kumpulan kawalan masing-masing akan menggunakan kaedah multimedia interaktif IMM dan kaedah tradisional kuliah.
Dapatan soal selidik yang menggunakan skala Likert mendapati kumpulan eksperimen dan kumpulan kawalan mendapat min yang tinggi dari segi minat untuk belajar Matematik S menggunakan multimedia interaktif dengan min 3.
Pelajar juga menganggap belajar Matematik S menggunakan multimedia interaktif lebih berkesan dengan min 3. Kesimpulan daripada kajian ini mendapati bahawa pelajar akan lebih bermotivasi dan berkesan menggunakan multimedia interaktif berbanding menggunakan buku teks.
Biasanya guru akan merancang penggunaan bahan media di kelas supaya maklumat yang dikehendaki sampai kepada pelajar. Tetapi masih menjadi persoalan, adakah sekadar merancang sudah cukup untuk memastikan maklumat sampai kepada pelajar?
Sebenarnya terdapat beberapa perbezaan ketara antara merancang dan mereka. Merancang bermaksud, mengatur terlebih dahulu, mempersiapkan atau merencanakan. During the development of the instructional strategy, the specific design of the LO must be addressed.
The manner in which learners will be presented with the instruction is determined the delivery media and learning activities , and the sequencing and aggregation of objectives. These tasks must be completed whether the designer is developing an entire course or individual LOs.
The size of each LO must be decided and its reusability weighed against the applicability of the LO in the instructional context. Smaller LOs can be aggregated into larger granularity LOs, though this may involve greater management costs. For exle, an LO may include video, audio, and textual treatments of certain material to assist those students who learn best from one or another of these media.
During the development of instructional materials for traditional classroom delivery, both student and instructor materials may be developed. Student materials will contain a summary of the knowledge to be acquired, and instructor materials will provide elaborative information.
In developing online learning materials, however, such a division of information may not be appropriate. In the development of LOs specifically, the developer may have no knowledge of their ultimate usage, and must therefore make the information contained within the object as complete and context-free as possible, without sacrificing effectiveness.
Such broad applicability implies a strong organisation of information, and the likely use of multiple media to ensure that the LO is independent of external requirements. In order to enhance its transferability to multiple contexts, development of an effective LO also involves serious consideration of human-computer interface issues Cassarino, Formative and summative evaluation of LOs and their aggregation can be carried out as in traditional teaching contexts.
Since the original designer cannot anticipate all of the contexts in which an LO will be used, evaluative data may need to be obtained from designers who have included the LO in other learning situations. General metadata standards do not include fields for feedback of this type, though some LO repositories e. LO Repositories and ID Principles Though it is often difficult to determine if ID standards have been deliberately applied to a particular piece of instructional material, objects contained in content repositories can be assessed in terms of their adherence to specific ID principles.
In particular, the following questions can be asked of the individual items in an object repository: Do they facilitate intentional achievement of specific instructional objectives? Or are they merely COs, supplying basic information only and needing to be combined with other objects to facilitate intentional learning? Objects added to the repository are open for peer review, which are made available to visitors along with the metadata that assist in assessing the applicability of an object for specific purposes.
The objects are not actually contained within the repository, and it is often difficult to contact their source sites. Of these, nine were content objects COs that would need to be combined with other instructionally specific objects in order to supply the learners with both context and intent. Only eight objects could be classified as actual LOs, four of which appeared to be widely reusable, though only as whole topics owing to their granularity.
Many of the object sites were commercial, containing information provided primarily as a means to sell another product or service. A scan of objects listed further down the list in the Business category revealed many other commercial sites presenting COs with apparent limited reusability.
All objects in the repository undergo peer review before being posted. Their metadata are available, but the results of the peer reviews are not. This restricts the formative evaluation of an object by other than its original creators.
CLOE is a small repository, so the current object review was cross-disciplinary. Of the 12 objects reviewed, seven were classifiable as COs, requiring other information in order to produce intended learning. Four were full-topic, stand alone LOs with definitions of objectives, content presentation, and assessment.
One object was unavailable, an unexpected problem given that the objects are all housed within the repository database. None of the objects were simple graphic assets as with the image files found in some repositories. All were self-contained and would be highly reusable in appropriate contexts. Overall, the quality of materials in this repository appears to be higher than that found in Merlot.
Objects in other repositories may be developed using this programming environment, and the repository is distinctive in that, except for the HTML shells surrounding the Java applets, no other technologies are used. The Business category of objects was again chosen for review, and eight objects were selected for assessment. Of these, two were inelegant, but functional and reusable objects incorporating simple Java applets for performing calculations.
While attempting to navigate to one object that claimed to calculate amortisation schedules, the evaluator was redirected to a pornography site. The remaining sites were unavailable. The review was terminated at this point since the search was totally unproductive.
Each is short and only occasionally provides complete topic coverage. Six objects were reviewed in the Business category. Each displayed a consistent interface that would assist their seamless integration into a comprehensive course. This frame- the creation of a blueprint, a plan for construction work should offer recommendations for how long that helps guide all involved toward the intended a student should expect to wait before repeating outcome.
A fastback time is a learning communities. The instructors offer online ofice hours where they online learning community requires students enter the class chatroom and wait for questions. Students who do under-utilize this time of interaction, choosing to not participate not only cheat themselves, but also send e-mail as their questions arise, rather than those in the learning community. If instructors expect good participation, then An alternative to using the virtual ofice hour the requirements must be clearly deined.
Ko for questions is to use the chatroom for social and Rossen observed that when students conversation. A virtual social experience helps were not graded, their participation was less than create a closer bond with instructor and class- adequate. In fact, some students may think that if mates, and strengthens the learning community. The cyber sandbox is their return or do a few modules ahead of time deined as a generic discussion area for students before they leave.
While online courses do allow to just hang out and talk about movies, jobs or for lexibility, students must participate regularly other interests. The creation of a social outlet not with their instructor and classmates. Students may only helps keep regular class discussions on topic, ask if they can post ahead of the other students or but Palloff and Pratt found that the social take the course on a self-paced schedule.
Because connection promotes group cohesion. Participation in online courses is inherently Well-deined course objectives, derived from the different from traditional courses. Students do analysis phase, are an important element to be not automatically understand how to participate published in any course syllabus.
However, clearly in online courses. Course participation require- stated objectives are even more imperative as stu- ments should be deined in the syllabus and with dents do not have the opportunity to participate in each assignment. Failure to properly inform the student of and how credit is assigned. Students should be encouraged to print out and carefully follow their course A policy for late assignment submissions and schedules.
Similarly, Johnson suggests missed exams should be created. Another option is to The instructor should allow for lexibility and create alternative assignments or exams for past revisions of the schedule based on the progress due work. To facilitate course management, these and needs of the class but should avoid adding alternative assignments could be offered at the end additional assignments not covered in the course of the course for those who missed assignments syllabus.
Careful consideration of course assign- during the normal time period. One of the most important elements of an on- orientation Aids. The course schedule deines each learning module with Orientation notes or for success in the class should beginning dates and due dates, assigned read- be available for the student Jarmon, This ing, assessment, and other activities.
The course may include hints for time management and schedule becomes the course map for the student good study practice. Frequently asked questions and should be included with the course syllabus FAQ support self-help in answering questions and placed redundantly throughout the course. If the Website FAQ can signiicantly reduce questions.
If the courseware management ties. Additionally, instructors should encourage system allows, each assignment could be linked to students to create draft postings of assignments in the rubric for clarity.
When group assignments are a word processor and save them before posting to utilized, instructors should use a grading rubric the class.
This will minimize spelling and gram- for the students to grade each other as well as the mar mistakes and provide a backup copy for the entire group. This motivates students to participate student in case of technical problems. Students and provides for equity in group work grading. It should also be reminded to save all work on a is also helpful if the instructor assigns groups or computer hard drive and to a removable device, teams the irst time as the class should get to know such as a loppy disk or USB lash drive.
Saving each other before self-selection is allowed. Finally, students should be instructed to monitor spam An inbox consistently full of e-mail will be ilters that may prohibit them from receiving their overwhelming to most instructors. Therefore, it online course e-mail.
Establishing e-mail protocols and The online course design should provide an in- communication guidelines will assist the instruc- tuitive navigation path for the student. Students tor in classroom management. Many instructors should be able to locate the syllabus, calendar, require the course session number or identiier assignments, and other required activities quickly.
Using the same colors and design for assuring prompt instructor response. As a Many instructors create individual e-mail inal suggestion, each module of content should sub-folders for each online student.
E-mail that have an overview page for organizing the unit of has been answered or graded can be iled away, material Hirumi, Another tip for instructors is to read their mail backwards from newest received to oldest.
In develoPMent many cases, students have solved their problems so that earlier questions become irrelevant. Students Development is a rewarding stage in that the re- may also be asked to use their institutional e-mail sults are concrete and visible. The development address so that instructors are not confused by stage will include a review of the course objec- address changes mid-term or are forced to deal tives, an analysis of the textbook, content module with bounced mail from full inboxes.
As CD-ROM, test bank, lecture outlines, PowerPoint a side note, development is also a stage where slides, or Website material give added support faculty members may be the most dependant upon in creating an online course.
Some textbooks outside assistance due to the skilled creation of published by Prentice Hall, Irwin-McGraw Hill, graphical and multimedia elements commonly and others, offer these licensed resources free-of- found in online courses. In every other stage, charge should the instructor adopt the text. Other even though coaching and mentoring are highly textbooks offer course cartridges of content that recommended, faculty are usually capable of import directly into courseware management completing the requirements alone and with skills systems like Blackboard or WebCT.
Instructors are sometimes reluctant, when transitioning a course from traditional to online, course objectives to adopt a new textbook, but if the result is easier course conversion, they usually concur.
The text The online course objectives should be clearly adoption should be decided early enough in the identiied within the analysis phase and built into process for the instructor to become familiar the syllabus in the design phase, and now robustly with the contents of the textbook, and, of course, used to guide the course developer during the should support the core objectives of the course.
Each lesson unit should be Early text adoption is also critical for the course designed with the overall course objectives in mind designer. Changes in the text may require exten- and the objectives should be stated at the beginning sive changes in the supporting course content. Methodologies for assessing these text or from other sources. It advisable to clearly objectives can be altered for the online classroom. These are The textbook is an important asset for an online often one-week periods, but can be shorter or course.
The instructor should examine the text longer, depending upon the course. Ideally, a from the perspective of online delivery and good lesson unit has many parts such as intro- understand that in most cases, the text will be duction, session objectives, reading assignments, a primary source for content delivery.
The text instructional content, handouts, class discussion, should be a strong, stand-alone resource for the written assignments, quizzes and exams, and a course and ideally offer ancillary support for the unit summary. The low of the course should be intuitive, In many cases, textbooks will provide additional transitioning from week-to-week, or session-to- resources for both faculty and students. The total number of sessions in the tributes highly to the success of students and the course has a great impact on the course design.
Course content can be Just adding or eliminating as few as two sessions obtained from several methods such as purchas- can lead to total course redesign. If the number ing from peer institutions or for-proit entities. Redun- creation. Each learning module should contain a check- content creation list to facilitate student completion.
Course content that presents and video can be impressive but time consum- an easy-to-ind and understandable checklist will ing and expensive. Text-based contend it easy to save numerous e-mails later from students inquir- create, but cumbersome to the student to read, ing about due dates and pleading for deadline especially if cannot be printed. Often, online extensions. Some institutions have created a style guide for Content chunking is more of an instructional de- the development of online courses.
A style guide sign process, rather than a theory. It uses modular recommends colors, font styles, icon usage, and the design in the delivery of online content. This consistency throughout standable lessons or vignettes for the students to the program conveys institutional ownership and absorb. An example of chunking would be to break endorsement of the courses and the materials in apart a lecture that would amount to ive written these courses.
More importantly, it allows students pages for example covering several topics into to ind the material they are looking for quickly smaller pieces perhaps one or two pages each. Instead, the concept of content format in which the course material is presented. When a lecture is design theory for the creation of course materials broken into topics or ideas and put on separate and publishes this in the style guide along with pages, research shows the student is more likely examples.
When students are presented with a to understand the content. In the online format, familiar learning unit layout, they are more able students can navigate through the session exer- to focus on the content and learning objectives, cising personal preferences; for example, to skip which should increase student learning. It is to their best beneit if the content is organized and easy learning objects to move through logically. Quality course content should be a constant In regard to online learning objects and interac- concern for the institution.
Should a faculty mem- multiple individuals. While they may not be exactly what the faculty member had in mind from the analysis The distance element of online education adds a and Design stages, textbook publishers and online unique twist to assessment of student learning. In the borrow category, learning object of electronic tools.
Online assessment tools are repositories such as MERLOT and Wisc-Online usually provided with a courseware management provide the course designer with peer-reviewed system as well as commercial vendors such as: modules and most are free. So what exactly are learning objects?
While this is an option, it For many faculty, the choice to build from does not really it within the ideal of a completely scratch is the option they elect to exercise fre- online and time-lexible course. Therefore, many quently. Team-based approaches help alleviate the methodologies. This method works exception- nurture the students to maturity.
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