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

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

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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 -

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Introduction to Establishing

a Hybrid Learning Course

  • Hong T.P. Ngo -

Educational Technology Student

Department of Educational Technology University of Hawaii at Manoa

An Interactive PDF Module for the Vietnamese Teachers of English at CEFALT

April 20, 2010

CEFALT*: Center for Foreign Affairs and Language Training in Ho Chi Minh City, Viet Nam

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  • Introduction -

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April 20, 2010 2

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  • Introduction -

Demand for English language learning

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April 20, 2010 3

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  • Introduction -

Demand for English language learning

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Strong development of information technology

April 20, 2010 4

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  • Introduction -

Demand for English language learning Benefits of a hybrid learning mode

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Strong development of information technology

April 20, 2010 5

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  • Introduction -

Demand for English language learning Benefits of a hybrid learning mode

The purpose of the instructional design project was to develop and evaluate an interactive PDF instructional module

  • n establishing a hybrid learning course

for the Vietnamese teachers of English at CEFALT.

Strong development of information technology

April 20, 2010 6

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  • Background -

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

1. CEFALT

April 20, 2010 7

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  • Background -

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

1. CEFALT

April 20, 2010 8

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  • Background -

3. Hybrid Learning:

  • A flexible learning condition of

learners with time constraints and for schools with space limitations

(Rutgers University Senate, 2009)

  • An attractive alternative for

working or nontraditional adult learners (Tabor, 2007) 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

1. CEFALT

April 20, 2010 9

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  • Background -
  • Interactive features such as active links

within the document, questions and quizzes can be found in PDF files (Horan

& Lavelle, 2003)

4. Interactive materials:

  • will make the learning become

memorable (Balci, Gilley, Adams, Tunar, &

Barnette (n.d.)

April 20, 2010 10

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  • Background -
  • Interactive features such as active links

within the document, questions and quizzes can be found in PDF files (Horan

& Lavelle, 2003)

4. Interactive materials:

  • will make the learning become

memorable (Balci, Gilley, Adams, Tunar, &

Barnette (n.d.)

5. PDF files: supported on almost all platforms

(Rautiainen, 2009)

April 20, 2010 11

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  • 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

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  • 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

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  • Methodology -

Evaluation Procedures:

  • One-on-One review: 2 Vietnamese teachers, 1 subject

matter expert

  • Small group testing: 16 Vietnamese teachers of English at

CEFALT 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

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  • Methodology (cont.) -

Data Collection:

  • Quantitative & Qualitative

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  • 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

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  • 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

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  • Methodology (cont.) -

Major - - - - -:

  • Time zone
  • Communication

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 April 20, 2010 18

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  • Methodology (cont.) -

Major + +:

  • Cost-effectiveness
  • Experience

Major - - :

  • Time zone
  • Communication

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 April 20, 2010 19

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  • Results & Findings -

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  • Results & Findings -

Average: 50.4%

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  • Results & Findings -

Average: 90.2% Average: 50.4%

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  • Results & Findings -

Average: 90.2% Average: 50.4% Average: 84.8%

April 20, 2010 23

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  • Results & Findings -

Average: 90.2% Average: 84.8%

April 20, 2010 24

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  • Results & Findings -

93.8% in the pre-test

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  • Results & Findings -
  • Small group testing: 4.7/ 5 pts

Attitudinal Data

April 20, 2010 26

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  • Results & Findings -
  • 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

Attitudinal Data

April 20, 2010 27

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  • Results & Findings -
  • One-on-One review: 4.9/ 5 pts

Attitudinal Data

April 20, 2010 28

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  • Results & Findings -
  • One-on-One review: 4.9/ 5 pts

Attitudinal Data 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

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  • Results & Findings -
  • One-on-One review: 4.9/ 5 pts

Attitudinal Data 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

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  • Conclusion -

1) Effectiveness of the instructional module 2) Future work in a) Instructional design b) Research

April 20, 2010 31

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  • Module Demonstration -

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T h a n k y o u !

April 20, 2010 46

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Questions?

April 20, 2010 47