Creating an Exciting and Interesting Learning Process - Research Paper Example

?Applying the Principles of Instructional Design in E-Learning Introduction The discovery of World Wide Web in 1990s altered the communication process from interpersonal to virtual communication. Many people are accustomed to fast and accessible information from the web. With the development of information and technology, the education method also changes from simple instructional materials such as chart, books, boards, and chalks to PowerPoint presentation and online learning. E-learning has been the trend in today’s era due to the proliferation of wireless technology. Naidu (2006) defines e-learning as “the intentional use of networked information and communications technology in teaching and learning” (p. 1). E means electronic that signifies the use of the internet in educating students. Furthermore, learning is an act of acquiring knowledge through reading, studying, and applying the skills to measure a person’s understanding of the subject. However, the learning process is rooted on the experiences of students when they use technology. These experiences, whether positive or negative, affect their cognitive understanding of the lessons. Negative experiences develop apprehension in utilizing e-learning, so it is the duty of instructional designer to motivate these students. This paper aims to develop a storyline that will be the basis in applying the principles of instructional design. Storyline The educational system has changed the process of learning through the use of the internet. E-learning has been promoted because it is more effective in incorporating knowledge on students than ordinary classroom instructions. The students utilize e-mail as a method of communicating with their professor. E-mail contains the link to the instructional materials provided by the professor, which informs students to study. Online learning also includes reviews, tests, and assignments. Students allot time for the application of their learning and professor encourages them to meet the deadline. This method is advantageous to students because they could access their study materials anywhere provided that there is an internet connection. Students living in a rural area are provided with broadband due to the difficulty in accessing their instructional materials. The common trend is that students have their own personal computers at home, while other students rent at the internet cafes. Flexibility is the main characteristic of utilizing information and technology; thus, students can study the course materials depending on their convenient time and place. It is expected that students will get high scores, but during the checking of assignments and tests, the teacher noticed that other students have low scores and only few got an average score. The teacher marvels at the poor performance of students because this reflects to the professor’s method of teaching. Thus, the professor began to study the problems of students in coping with the new method of learning. The teacher wants to find out the problem in his teaching method and begins to investigate on the negative experience that the students encountered. The questionnaires were sent via e-mail that contains the feedback and comments of students. Upon receiving the comments, the instructor discovers that the problems are focused on the instructional materials and the technical aspect. For the instructional materials, the students comment that the learning process was very boring or the materials are not interesting. Due to the monotonous feeling of students, they never bothered to understand the concept in the text. The result is poor performance or low scores in their assignments and tests. Another comment received by the professor is the limited value of online information. The students complained that the materials are not new, which discourage them to study seriously. The professor wonders because this is in contrast with the study of Merrill (2002) that one of the principles of instruction pertains to the “existing knowledge” of students that promotes learning because it will be their basis in constructing their new knowledge (p. 43). The learning theories are the background idea of professors in incorporating teaching methods that would encourage learning, but this has negative effects to students. In the technical aspects, students have encountered problems in losing the completed work because they fail to save their assignments. The tendency is to repeat their assignments, which irritates them. Furthermore, there are cases that it is difficult to navigate the website, which signifies that it is not user-friendly. Students prefer easy navigation because they lack patience in dealing with instructional interface. Another complaint was the slow connection of internet in rural areas that delays the learning process. The assigned time for making assignments was consumed because of the buffering of screens. They crammed in creating their assignments and test because the professor requires them to beat the deadline, plus, late assignments will not be accepted. Finally, due to online learning, the students felt isolated from the world. There is no interaction with the real environment. Students have not also met their classmates because the professor preferred virtual classroom. After evaluating the problems faced by students, the professor vowed to change the method of instruction. E-learning will still be integrated, but it needs redesign and redevelopment based on the comments of students. It is quite a challenge in the profession of teaching because students must be kept motivated to pursue learning. The challenge for the professor is in creating an instructional design, which has a high quality and effective. The learning of students will be at risk when the stagnant information is utilized; hence, the professor ends with a resolution that in formulating a design, students must be on the top priority. In the technical aspect, the professor decides to choose a place where everyone can meet at their own convenience twice a week. This will eliminate the effect of isolation. The students have the opportunity to meet and discuss with their classmates. Furthermore, during individual assignment wherein there is a slow connection of internet, the students are given adequate time to focus and finish their assignment. Moreover, in terms of the instructional materials, the professor has to create an instructional design that is interesting and motivational. To arouse the interest of students, the professor will provide new information, but the theories in instructional design about the existing knowledge will be assimilated because the professor believes that the basic knowledge is a key in understanding a new concept. Relevance of Storyline in Instructional Design The storyline implicates of the lacking element in the professor’s teaching strategies and the student’s behavior towards learning. The success of an instructional design does not only depend on the instructor’s capability to teach, but it also reflects on the student’s eagerness to learn. The story teaches a lesson to the professor that the learning process of students relies on the creativity of instructional design. Allen (2007) asserts that the poor performance of students indicates that the instructional design is ineffective. Thus, the storyline serves as an evaluation of the effect of an instructional design to the student’s learning. This will be utilized as the professor’s basis in constructing effective and dynamic instructional materials. Allen (2007) reminds its readers that when creating an instructional design, it is not necessary to look inside the box. Inside the box signifies the traditional views or patterns of teaching. The professor is only concerned with designing an e-learning that is grounded in the principles and theories of design such as the organization of materials, objectives of this subject, and the proper media to be used in facilitating learning activities. Instead, the author wants to emphasize that professor must look outside the box wherein the emotions and experiences of students lie (p. 59). These are important factors that determine the learning strategies to be incorporated in the design. In a study conducted by O’Regan and Learning and Teaching Development Unit (2003), emotions are associated with “attention, memory, and decision making,” which are vital in the process of learning (p. 89). Furthermore, emotions are related to experiences that mould the response of students. This is similar to the points of Allen that instructional designer should consider the experiences of students in handling technology. Notice that in the storyline, students with negative experiences tend to perform unpleasantly in the class, whereas, students who have high grades have positive reinforcement. Allen (2007) explains that positive experiences influence the eagerness of the student to learn or use e-learning. If they have apprehension on the instructional material, probably, they will get a low score. Thus, the learning experiences of students vary, which signifies that learning outcome also differs. In addition, the story will be used in changing the e-learning strategies. Students have different learning styles. Learning style refers to “an individual’s inherited foundation, particular past life experience and the demands of the present environment that emphasize some learning abilities over the others” (Naser-Nick, 2006, p. 11). Others are comfortable with group activities while another set of students prefers individual learning. Studies found out that in the traditional teaching strategy, learning style of students has no relevance, but in e-learning, it is essential because of the engagement between the professor and students. This will serve as a determiner in the behavior of students towards learning. This implies that professors are responsible in adhering to the student’s needs, but not all their wants can be addressed in one setting. Consequently, students have felt that e-learning isolated them from other people. To avoid isolation in learning, the professor is committed to designing an interactive instructional material. The combination of individualized and group-based learning will allow the professor and students to meet in a real environment. This will cater to the needs of students especially those who are used to group or individual learning style. Furthermore, the storyline will serve as a guide in creating an instructional design that is motivational, interactive, and fun. Allen (2007) points out the importance of motivating students to learn. This can be perceived through the design of the teacher’s instructional materials. The author adds points in making the design effective. First, during the pre-instruction phase, stimulate an environment where students can set their expectations and prepare them to learn. Learners usually have an impression on the subject that they will take, even though they have no background about the topic. Second, instructors could detail the instruction through clarifying the idea and its meaning. Third, it is appropriate that instructors leave their students to train them in working alone, but they have the responsibility to check if students have encountered difficulty. Fourth, professor must influence and form the behavior of students including the establishing of shared goals. This will aid them in redirecting their behavioral pattern that leads to change (pp. 63-65). However, change is hard to apply because learners tend to resist. It is apparent that individuals are afraid of change because they like to stay in their comfort zone. This scenario challenges the influence of instructors to motivate students in changing their behavior and encourage them to learn. Hodges (2004) admits that motivation is the key factor on a successful learning experience. Motivated students are represented by high scores or grades while unmotivated learners have the opposite result. The author concluded that in order to motivate students, professor must increase their self-confidence. Self-confidence is rooted to experience; hence, professors must set a positive experience for users. This includes the navigation systems, which are easy to use and constant. Furthermore, the experience must be meaningful to eliminate the apprehension of learners to technology. The learning experience of students is compared to an art that creates aesthetic value. According to Parrish (2009), “aesthetic experience is marked by emotionally charged anticipation, deep engagement and willingness to follow through to completion” (p. 514). Thus, learners must engage with the learning method in a meaningful way that defines the quality and outcome of e-learning. Conclusion E-learning is utilizing media and information technology to incorporate a new method of learning for students. In designing an instructional material, the professor must not focus inside the box, but rather outside because there are factors that influence the learning process of students. Emotions and experiences are utilized to construct an ideal environment for students who have different learning styles. There are students who prefer to work alone while other individuals want an interactive style of learning. Furthermore, the instructional materials must be engaging, fun, and motivational to render an aesthetic experience for students. References Allen, Michael. (2007). Designing successful e-learning. San Francisco, CA: Pfeiffer & Co. Hodges, C. B. (2004). Designing to motivate: Motivational techniques to incorporate in e-learning experiences. Journal of Interactive Online Learning, 2 (3), 1-7. Merrill, M. D. (2002). First principles of instruction. Educational Technology Research & Development, 50 (3), 43-59. Naidu, S. (2006). E-learning: A guidebook of principles, procedures and practices (2nd ed.). Australia: Commonwealth Educational Media Center for Asia. Naser-Nick, M. (2006). The influence of learning styles on learners in e-learning environments: An empirical study. Cheer, 18, 10-14. O’Regan, K., & Learning and Teaching Development Unit. (2003). Emotion and learning. Journal of Asynchronous Learning Networks, 7 (3), 78-92. Parrish, P. E. (2009). Aesthetic principles for instructional design. Educational Technology Research and Development, 57 (4), 511-528. Read More