What is Instructional Design

Learning And Instruction Theory Into Practice

Context A plethora of models are available for open-source software (OSS) usability evaluation. However, these models lack consensus between scholars as well as standard bodies on a specific set of usability evaluation criteria. Retaining irrelevant criteria and omitting essential ones will mislead the direction of the usability evaluation. Objective This study introduces a three-step method to develop a usability evaluation model in the context of OSS. Method The fuzzy Delphi method has been employed to unify the usability evaluation criteria in the context of OSS. The first step in the method is the usability criteria analysis, which involves redefining and restructuring all collected usability criteria reported in the literature. The second step is fuzzy Delphi analysis, which includes the design and validates the fuzzy Delphi instrument and the utilisation of the fuzzy Delphi method to analyse the fuzziness consensus of experts' opinions on the usability evaluation criteria. The third step is the proposal of the OSS usability evaluation model. Results A total of 124 usability criteria were identified, redefined, and restructured by creating groups of related meaning criteria. The result of the groupings generated 11 main criteria; the findings of the fuzzy Delphi narrowed down the criteria to only seven. The final set of criteria was sent back to the panellists for reconsideration of their responses. The panellists verified that these criteria are suitable in the evaluation of the usability of OSS. Discussion The empirical analysis confirmed that the proposed evaluation model is acceptable in assessing the usability of OSS. Therefore, this model can be used as a reference metric for OSS usability evaluation which will have a practical benefit for the community in public and private organisations in helping the decision-maker to select the best OSS software package amongst the alternatives.

Towards a unified criteria model for usability evaluation in the context of open source software based on a fuzzy Delphi method

The quasi-experimental study investigated the effectiveness of using project-based learning (PjBL) activities as a teaching strategy in improving the oral communicative competence of Malaysian English language learners. The participants included 44 diploma students enrolled in a Communicative English course at a technical college in the Peninsular Malaysia, who were purposely selected for the study. The intervention comprised a 12-week lessons taught using PjBL teaching strategy and centred on eight PjBL activities. Data were collected using a speaking test and a listening test, which were administered as pre-tests and post-tests, and a student questionnaire which was administered at the end of the study. Data analysis involved the procedure of MANOVA, as well as descriptive statistics such as mean, standard deviation and percentage. The findings revealed a significant improvement in the learners’ overall oral communicative competence and a high perception of PjBL by the learners. It is concluded that PjBL teaching strategy is effective in improving the oral communicative competence of the English language learners. The study recommends the use of PjBL as a suitable English language teaching strategy for technical students who are generally low proficient English language learners.

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Improving Oral Communicative Competence in English Using Project-Based Learning Activities

Quantifying materials waste in the Egyptian construction industry: A critical analysis of rates and factors

The purpose of this study was to evaluate the face and content validity of an instrument that had been developed to assess the relevance and comprehensiveness of instructional technology competencies as perceived by Malaysian university lecturers. The face validity and content validity of the instrument was investigated based on the opinions of experts. The item content validity index (I-CVI) and scale content validity index (S-CVI) were calculated by adopting the mean approach and inter-rater agreement. The scale was revised based on comments from a panel of three experts in the qualitative review stage, and thereafter, evaluated by another group of five experts in the quantitative review stage. The findings at the face validity stage yielded 8 domains with 71 items being retained, based on 75 percent or more agreement from expert responses. The content validity of the instrument was assessed by S-CVI/UA and S-CVI/Ave, yielding scores of .81 and .90 respectively. Findings indicated that this instrument had excellent face and content validity and could thus be used to assess the relevance and comprehensiveness of instructional technology competencies as perceived by Malaysian university lecturers.

https://hrmars.com/papers_submitted/4108/evaluating-the-face-and-content-validity-of-an-instructional-technology-competency-instrument-for-university-lecturers-in-malaysia.pdf

Evaluating the Face and Content Validity of an Instructional Technology Competency Instrument for University Lecturers in Malaysia

This study examines the development of an instrument to investigate the educational needs of Malaysian students undergoing technical education and vocational training (TVET), their perception of the importance and relevance of TVET in Malaysia, as well as the factors that contribute to instruction competencies required to enhance the knowledge and reasoning skills of TVET students. A framework model is presented with the aim of revising and further developing curriculum competencies in TVET education based on reviews of the philosophies and learning theories from past studies, and in particular, the Analysis, Design, Develop, Implement, Evaluate (ADDIE) instructional design model. It is proposed that by extending the ADDIE instructional design model to include three learning theories, namely the behaviourist, cognitive, and constructivist theories, a sustainable program can be developed that focuses on assessing the reasoning skills of TVET students. The instruction competencies derived from this revision could enhance the employability of TVET graduates.

https://hrmars.com/papers_submitted/4107/instructional-technology-competencies-perceived-by-technical-and-vocational-education-and-training-tvet-students-in-malaysia.pdf

Instructional Technology Competencies Perceived by Technical and Vocational Education and Training (TVET) Students in Malaysia

University lecturers’ perceptions of the importance and relevance of instructional technology competencies, as well as factors that contribute to instructional technology competencies required to enhance knowledge and delivery skills of university lecturers are examined in this study. A framework model is presented with the aim of revising and further developing curriculum competencies in tertiary education based on reviews on the philosophies and learning theories from past studies. In this regard, particular attention would be directed towards the Analysis, Design, Develop, Implement, Evaluate (ADDIE) instructional design model. It is proposed that by extending the ADDIE instructional design model to include three learning theories, namely the Behaviourist, Cognitive, and Constructivist theories, a suitable training programme for lecturers can be developed after taking into account their perceptions of instructional technology competencies. Students in institutions of higher learning would certainly benefit from lecturers who are able not only to design curriculums that are relevant to the demands of the marketplace, but, are also able to ensure that their delivery is effective and meets the needs of their students.

https://hrmars.com/papers_submitted/3938/instructional-technology-competencies-as-perceived-by-university-lecturers-in-malaysia.pdf

Instructional Technology Competencies as Perceived by University Lecturers in Malaysia

https://hrmars.com/papers_submitted/6723/Factors_Influencing_Instruction_Competencies_as_Perceived_by_Technical_and_Vocational_Education_and_Training_Students_in_Malaysia5.pdf

Kim Wai Lam

Papers

Evaluating the Face and Content Validity of an Instructional Technology Competency Instrument for University Lecturers in Malaysia

Instructional Technology Competencies Perceived by Technical and Vocational Education and Training (TVET) Students in Malaysia

Instructional Technology Competencies as Perceived by University Lecturers in Malaysia

Factors Influencing Instruction Competencies as Perceived by Technical and Vocational Education and Training Students in Malaysia