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Introduction to Est abl ish ing a Hybrid Learning Course

CEFALT*: Center for Foreign Affairs and Language Training in Ho Chi Minh City, Viet Nam. An Interactive PDF Module for the Vietnamese Teachers of English at CEFALT. Introduction to Est abl ish ing a Hybrid Learning Course. Hong T.P. Ngo - Educational Technology Student

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Introduction to Est abl ish ing a Hybrid Learning Course

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  1. CEFALT*: Center for Foreign Affairs and Language Training in Ho Chi Minh City, Viet Nam An Interactive PDF Module for the Vietnamese Teachers of English at CEFALT Introduction toEstablishinga Hybrid Learning Course Hong T.P. Ngo - Educational Technology Student Department of Educational Technology University of Hawaii at Manoa April 20, 2010

  2. - Introduction - ? ? ? ? April 20, 2010

  3. - Introduction - ? Demand for English language learning ? ? April 20, 2010

  4. - Introduction - ? Demand for English language learning Strong development of information technology ? April 20, 2010

  5. - Introduction - Benefits of a hybrid learning mode Demand for English language learning Strong development of information technology ? April 20, 2010

  6. - Introduction - Benefits of a hybrid learning mode Demand for English language learning Strong development of information technology The purpose of the instructional design project was to develop and evaluate an interactive PDF instructional module on establishing a hybrid learning course for the Vietnamese teachers of English at CEFALT. April 20, 2010

  7. - Background - CEFALT • Source: TuoiTre Online Newspaper (Dec. 2008.) • 2008: nearly 4,000 enrollments/term • 2009: nearly 5,000 enrollments/term • Early 2010: nearly 7,000 enrollments/term April 20, 2010

  8. - Background - CEFALT As of January 2010, Internet users in Vietnam: 23,068,441, accounting for 26.89% of the country’s population (Ministry of Information and Communications of Vietnam) • Source: TuoiTre Online Newspaper (Dec. 2008.) • 2008: nearly 4,000 enrollments/term • 2009: nearly 5,000 enrollments/term • Early 2010: nearly 7,000 enrollments/term April 20, 2010

  9. - Background - CEFALT As of January 2010, Internet users in Vietnam: 23,068,441, accounting for 26.89% of the country’s population (Ministry of Information and Communications of Vietnam) • Hybrid Learning: • A flexible learning condition of learners with time constraints and for schools with space limitations (Rutgers University Senate, 2009) • Source: TuoiTre Online Newspaper (Dec. 2008.) • 2008: nearly 4,000 enrollments/term • 2009: nearly 5,000 enrollments/term • Early 2010: nearly 7,000 enrollments/term • An attractive alternative for working or nontraditional adult learners (Tabor, 2007) April 20, 2010

  10. - Background - • Interactive materials: • will make the learning become memorable (Balci, Gilley, Adams, Tunar, & Barnette (n.d.) • Interactive features such as active links within the document, questions and quizzes can be found in PDF files (Horan & Lavelle, 2003) Interactive PDF April 20, 2010

  11. - Background - • Interactive materials: • will make the learning become memorable (Balci, Gilley, Adams, Tunar, & Barnette (n.d.) • Interactive features such as active links within the document, questions and quizzes can be found in PDF files (Horan & Lavelle, 2003) Interactive PDF PDF files: supported on almost all platforms (Rautiainen, 2009) April 20, 2010

  12. - Methodology - • Module Design and Development: • Content: 4 sections with a total of 14 skills • Format: Interactive PDF • Design software: Adobe InDesign, Adobe Fireworks, Adobe Acrobat • Language: Easy-to-understand English April 20, 2010

  13. - Methodology - • Module Design and Development: • Content: 4 sections with a total of 14 skills • Format: Interactive PDF • Design software: Adobe InDesign, Adobe Fireworks, Adobe Acrobat • Language: Easy-to-understand English • Evaluation Instruments: • Online surveys: Demographic & Attitude • Tests: Pre-test, Embedded test, Post-test April 20, 2010

  14. - Methodology - • Module Design and Development: • Content: 4 sections with a total of 14 skills • Format: Interactive PDF • Design software: Adobe InDesign, Adobe Fireworks, Adobe Acrobat • Language: Easy-to-understand English • Evaluation Instruments: • Online surveys: Demographic & Attitude • Tests: Pre-test, Embedded test, Post-test • Evaluation Procedures: • One-on-One review: 2 Vietnamese teachers, 1 subject matter expert • Small group testing: 16 Vietnamese teachers of English at CEFALT April 20, 2010

  15. - Methodology (cont.) - • Data Collection: • Quantitative & Qualitative April 20, 2010

  16. - Methodology (cont.) - • Data Collection: • Quantitative & Qualitative • Target Audience: • Vietnamese teachers of English at CEFALT • Bachelor’s degree in English and higher • Basic computer and internet skills • Possessing a computer with an internet connection April 20, 2010

  17. - Methodology (cont.) - • Data Collection: • Quantitative & Qualitative • Target Audience: • Vietnamese teachers of English at CEFALT • Bachelor’s degree in English and higher • Basic computer and internet skills • Possessing a computer with internet access • Evaluation site: • CEFALT (in Viet Nam) HI & OR April 20, 2010

  18. - Methodology (cont.) - • Data Collection: • Quantitative & Qualitative • Target Audience: • Vietnamese teachers of English at CEFALT • Bachelor’s degree in English and higher • Basic computer and internet skills • Possessing a computer with internet access • Evaluation site: • CEFALT (in Viet Nam) Portland, OR • Major - - - - -: • Time zone • Communication April 20, 2010

  19. - Methodology (cont.) - • Data Collection: • Quantitative & Qualitative • Target Audience: • Vietnamese teachers of English at CEFALT • Bachelor’s degree in English and higher • Basic computer and internet skills • Possessing a computer with internet access • Evaluation site: • CEFALT (in Viet Nam) Portland, OR • Major - - : • Time zone • Communication • Major + +: • Cost-effectiveness • Experience April 20, 2010

  20. - Results & Findings - April 20, 2010

  21. - Results & Findings - Average: 50.4% April 20, 2010

  22. - Results & Findings - Average: 90.2% Average: 50.4% April 20, 2010

  23. - Results & Findings - Average: 84.8% Average: 90.2% Average: 50.4% April 20, 2010

  24. - Results & Findings - Average: 84.8% Average: 90.2% April 20, 2010

  25. - Results & Findings - 93.8% in the pre-test April 20, 2010

  26. - Results & Findings - Attitudinal Data • Small group testing: 4.7/ 5 pts April 20, 2010

  27. - Results & Findings - Attitudinal Data • Small group testing: • Exciting, engaging, pleasing, useful, rewarding, challenging, tiring (1)… • Very informative and well-designed • Clear & detailed feedback -> helpful • Tests: should be interactive • Small group testing:4.7/ 5 pts April 20, 2010

  28. - Results & Findings - Attitudinal Data • One-on-One review: 4.9/ 5 pts April 20, 2010

  29. - Results & Findings - Attitudinal Data • One-on-One review: 4.9/ 5 pts • One-on-One Review: • Peer review: • “the instruction and design are exceptionally fantastic and highly practical for an academic environment.” • question 2, 3, and 4: should be revised • the organization & the design: liked best April 20, 2010

  30. - Results & Findings - Attitudinal Data • One-on-One review: 4.9/ 5 pts • One-on-One Review: • Peer review: • “the instruction and design are exceptionally fantastic and highly practical for an academic environment.” • question 2, 3, and 4: should be revised • the organization & the design: liked best • Subject matter expert: • “the instructional design of the module is very sound. Learning is scaffolded…” • Some spelling errors; change the term “group” to “category” • Engaging, informative, appreciative April 20, 2010

  31. - Conclusion - • Effectiveness of the instructional module • Future work in • Instructional design • Research April 20, 2010

  32. - Module Demonstration - April 20, 2010

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  45. April 20, 2010

  46. Thank you! April 20, 2010

  47. Questions? April 20, 2010

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