Introduction to Establishing a Hybrid Learning Course An - PowerPoint PPT Presentation

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

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

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

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

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

- Introduction - Demand for Benefits of a Strong development of English hybrid learning information technology language mode learning 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 6

- Background - 1. 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 7

- Background - 1. CEFALT 2. 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 8

- Background - 1. CEFALT 2. 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) 3. 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.)  An attractive alternative for - 2008: nearly 4,000 enrollments/term working or nontraditional adult - 2009: nearly 5,000 enrollments/term learners (Tabor, 2007) - Early 2010: nearly 7,000 enrollments/term April 20, 2010 9

- Background - 4. 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) April 20, 2010 10

- Background - 4. 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) 5. PDF files: supported on almost all platforms ( Rautiainen , 2009) April 20, 2010 11

- 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 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 Evaluation Instruments:  Online surveys: Demographic & Attitude  Tests: Pre-test, Embedded test, Post-test 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 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 14

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

- 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 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 internet access Evaluation site:  CEFALT (in Viet Nam) HI & OR 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) Portland, OR Major - - - - -:  Time zone  Communication 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 - - : Major + +:  Time zone  Cost-effectiveness  Communication  Experience April 20, 2010 19

- Results & Findings - April 20, 2010 20

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

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

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

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

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

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

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

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

- 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 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  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 30

- Conclusion - 1) Effectiveness of the instructional module 2) Future work in a) Instructional design b) Research April 20, 2010 31

- Module Demonstration - April 20, 2010 32

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T h a n k y o u ! April 20, 2010 46

Questions? April 20, 2010 47