ETEC 690, Spring 2011

Permanent URI for this collectionhttps://hdl.handle.net/10125/19398

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Usability Evaluation of a Website Designed to Guide and Support Best Practices for Online Teachers
(2011 Technology, Colleges, and Community (TCC) Worldwide Online Conference, 2011-04-12) Barry, Stephanie E.; Eichelberger, Ariana
Instructional and technical support is important for university faculty who teach online classes. A website was developed to provide instruction and resources for faculty who either teach or plan to teach online. The purpose of this study was to evaluate the content and organization of the site through a formative usability evaluation. Usability participants navigated the site to complete five scenarios that the target audience might encounter. Feedback was largely positive, but recommendations for improving the content and organization of the site are discussed, and apply to other entities that support online teachers.
Let's Do Moviemaking: An iMovie Instructional Module for Deaf Individuals
(2011-04-14) Nakamoto, Brian; Leong, Peter; Lin, Grace
Movie making on the computer is fun, but many deaf Macintosh users considered this difficult. Given that there are few modules that is specifically designed for the deaf Macintosh users, the module was created as a guide to help them enhance their homemade videos by using iMovie ’09, the free moviemaking application. This paper describes a study on the effectiveness of an instructional module developed to familiarize deaf individuals to three specific video editing features available in iMovie '09 on the Macintosh computer. The research indicated that few deaf individuals were aware about iMovie and its possibilities for creating a homemade video in few simple steps. The module only focused on three new features that would help enhance their efficiency in producing homemade videos with this application. Since the module lacked the short, signed instructional videos in the module, the results also indicated the value of using sign language and visual cues. Sign language and visual cues are essential for deaf individuals because the sight is their primary sense instead of hearing. Considerations about the future developments of any kind of modules and implementations of these modules were also discussed.
Enhancing Learning for 5th Graders by Way of Website Delivery for the Content Area of Social Studies
(2011-05-04)
Today’s 21st century learners conduct most of their lives through assisted technology outside of school. The fast paced world of technology is changing by the minute yet; students are being left behind in educational settings because of outdated methods through which they are still being taught. Schools are struggling to keep up with today’s trends and improvements to meet students’ needs. This action research project attempted to determine if a web-based delivery approach could enhance learning by improving technical skills, participation, and motivation in 5th grade students in the content area of social studies. Pre and Post unit learning reflection results indicated positive reactions from participants. Teacher observations and student growth in the subject matter covered, suggested that web-based delivery in the form of a website may be effective as a tool for delivering content. Exposing students to web-based delivery also changed their individual preferences of how they like to learn.
Sharing Place Names of Hanauma Bay: A Multimedia Prototype
(2011-05-04) Maynard, Elizabeth Kumabe; Lin, Grace; Leong, Peter
The Hanauma Bay Nature Preserve is recognized worldwide as a model of sustainable resource use that hosts almost a million visitors annually. Educating visitors about the ecological and cultural systems of Hanauma Bay can lead to a deeper understanding, appreciation, and stewardship for the place. The goal of this instructional design project was to develop a multimedia module prototype that would educate and encourage Hawai‘i residents to visit Hanauma Bay. The module utilizes interesting stories about the cultural and natural history of the bay related to the naming of locations and is designed to reach out to an audience beyond the physical park boundaries by utilizing virtual and web-based media. Thirty education and outreach specialists in Hawai‘i’s natural resource agencies and environmental programs evaluated the effectiveness of this resource tool. Their findings highlighted great interest in this prototype module. Participants felt access to a variety of related visual and video files provided an effective and engaging educational resource tool. Input to improve this module included increased information and stories about each site using a variety of media such as audio files or video of aerial flyovers to give more encompassing images of the locations. The implications of this virtual education strategy for non-formal learning and outreach education are also discussed.
"Learning About Charts": A Learning Module to Teach Information Literacy
(2011-05-04) Richardson, Brian; Leong, Peter
Information literacy, including statistical literacy, is a fundamental goal of education. Knowing how to critically assess numerical data and the presentation of that data in charts is an important skill. What is the best way to teach statistical skills when most students do not take a statistics class and other classes lack the time to cover skills that only a portion of the students do not have. Online learning activities can meet the specific student needs without taking class time away from the course. This study developed and analyzed the effectiveness and appeal of a self-paced Internet-based learning module devoted to teaching learners bar charts, pie charts, and line charts. The module combined video and text with PHP-based web pages that allowed student to be tracked. Pre- and post-module surveys were completed to measure the learner's confidence in understanding charts and a final survey was completed where the student evaluated the learning module itself. The results measured the effectiveness of the module in changing the students' belief in their ability to understand and critically interpret charts. Feedback on the module was also analyzed to determine the best ways to improve the module's design.
Meeting Instructional Faculty Needs: Training Faculty with Screencasting
(Jean Q Javellana, 2011-04-15) Javellana, Jean Q.; Menchaca, Mike
This instructional design project evaluated a video based instructional module created with Jing, a screencasting software, and its effectiveness of how images and videos of detailed travel procedures can enhance learner’s knowledge in completing online travel authorization forms using the University of Hawai`i eTravel website. Furthermore, this study evaluated how presenting verbal and visual explanations together in a coordinated way were more effective than providing written step-by-step instructions. Post-secondary faculty members from various academic departments at the University of Hawai`i – West O`ahu (UHWO) participated in this study. Literature reviews discussed the uses of screencasting in higher education libraries and a large organization, and how libraries were creating screencasting video and images to enhance their search strategies and reference services. Based on a pretest/post test experimental method, and a post attitudinal survey, instructional faculty found use of screencasting helpful in illustrating complex travel instructions to complete the online travel authorization forms. Further research will need to be conducted to determine if screencasting is an effective learning tool for instructional faculty, as well as for other eTravel users, such as support staff in the organization.
Using Flash in an Elementary School Setting to Increase Learning and Motivation in Music
(Hasegawa, Carol, 2011-04-14) Hasegawa, Carol; Leong, Peter; Lin, Grace
Engaging first grade students to learn about musical instruments in the absence of actual musical instruments can be difficult. The purpose of this study is to develop and evaluate the effectiveness of a Flash-based instructional module designed to enhance the learning of grouping and hearing musical instruments for first grade students. Students were given a lecture regarding the project, shown a drawing of the module and given a pretest concerning the subject right before logging onto the computers. The students were given approximately 40 minutes to complete the module before taking the posttest. The pretest and posttest were given to provide research data on how much the students learned from the module. In addition, the students were asked their thoughts about the module and learning on the computer. This helped to gauge how the students felt about the effectiveness of the module. The pretest scores indicate that most students got 25% correct; the posttest showed that majority students got 92% correct. Overall the students did better on the posttest then the pretest and most indicated that they would want to do another lesson like this.
Warm up for cardiovascular exercise: Decrease risk of injury and improve performance
(Technology, Colleges, and Community Worldwide Online Conference, 2011-04-12) Luke, Chaz; Leong, Peter; Lin, Grace
With Hawaii being home to thousands of athletes and cardiovascular exercise enthusiasts, it is beneficial and important for those who engage in cardiovascular exercise and activities to know how to warm up properly. Understanding the benefits and importance of a proper warm up routine prior to performing cardiovascular exercise may decrease the risk of injury and improve overall performance. This paper describes the development and evaluation of a web-based instructional module on proper warm-up techniques for cardiovascular exercise for adult learners. A total of 17 research participants took part in the study, most of who exercise on a regular basis. The results of the study showed a 17 percent increase from pre- to post-test scores. Due to the small sample size of this research study, additional research should be conducted to inform the public about warming up before performing cardiovascular exercise, with hopes that fewer injuries will occur and people will be able to push themselves to their full potential.
Tsunami Preparedness Web-based Module for International Students in University of Hawai’i at Manoa
(TCC conference, 2011-04-12) Liu, Lulu (Liu); Leong, Peter
Abstract: When students from all over the world come to Hawai‟i, they are not necessarily prepared with the knowledge to handle a tsunami. The purpose of this instructional design project is to develop and evaluate a web-based instructional module about tsunami preparedness for international students at the University of Hawai‟i at Manoa. Participants evaluated the module for relevancy and effectiveness, and data was collected to measure knowledge gained through participation. Overall the participants found the module to be a useful one for the future. The group completed pre- and post-tests and showed significant improvement scoring an average of 64% in the pre-test and 96% in the post-test. Participants reported favorably about the images, videos and interactive applets, although results are limited by a small sample size. Data collected also suggest that revisions to the module should exclude some of the test items and include more multimedia content.
Using Podcasts in a High School Advanced Placement Statistics Course to Encourage a Higher Achieving Learning Environment
(16th Annual TCC Conference, 2011-04-12) Kashiwabara, Christine; Lin, Grace; Leong, Peter
The purpose of this paper is to discuss an instructional design project to determine the effectiveness of implementing podcasts as a supplemental online resource on probability in Moodle, an online course management system. Eighteen high school seniors in AP Statistics at a private school in Honolulu, Hawaii, used podcasts to review information previously learned in a traditional classroom atmosphere four months prior to the review. The collected data was used to determine the effectiveness of the module and to analyze the students’ attitudes toward hybrid or online learning. Results between a paper-based pre-test and an online posttest showed a general improvement in understanding the content in probability. Student feedback from an attititudinal survey showed a more positive attitude for the convenient resource and the ability to review concepts that were forgotten. Results from the project will guide teachers towards a better understanding of student success in an AP course.
Using Google Apps in Professional Learning Communities
(2011-04-14) Kaimuloa Bates, Barbra; Menchaca, Mike
Being an educator presents challenges, especially when communication is a barrier. Google Apps provide collaboration tools which allow teachers to create, share, collaborate and publish work within their Professional Learning Community (PLC). All documents and revisions saved on Google Apps are easily accessible for each collaborator, eliminating cumbersome email trails between collaborators. This project sought to implement an instructional design module that can serve as an orientation for new users of Google Apps, so that teachers will be able to gain an understanding of the tools and adopt them into their PLC. Voicethread presentations were embedded into the web-based modules so users would be able to view step-by-step procedures as a tutorial for Google Apps. The project was delivered in a hybrid approach, both synchronous and asynchronous, since teachers’ technology abilities vary. Ten public school teachers participated in and tested the web-based module and its effectiveness was evaluated in a survey completed by participants after they finished the module. Post survey results indicated positive reactions to using Google Apps as a collaboration tool in their PLC, although they have expressed concern that without total “buy in” amongst their colleagues, the collaboration tool would not be effective.
Using Weblogs to Enhance Student LEarning In a Personal Health Classroom
(Technology, Colleges and Community Worldwide Conference, 2011-04-12) Cabral, Sharice; Menchaca, Mike; Ho, Curtis
Twenty-first century students who belong to the net generation, are learning at an accelerated pace processing information much different than before. Web 2.0 tools used to enhance learning with the multi-process thinkers that need instantaneous feed back and constant stimulation. The purpose of this action research project is to develop and evaluate the use of an interactive blog to enhance the unit Surviving High School (SHS) in the ninth and tenth grade Personal Health Class at a large private high school. The incorporation of a blog, a Web 2.0 tool, allowed students to share their feelings and thoughts about class activities and videos. The target population of this study were ninth and tenth grade students at a large private school in Hawaii. Students were given prompts and questions to respond to in a discussion as well as respond to other classmates.Overall students were initially more motivated to complete discussions outside of class and seemed to take the classroom activities more seriously. Students seem to understand what it takes to survive high school.
Ubuntu Accessibility Orientation
(2011-05-02) Hill, Erik; Leong, Peter
Linux has generated a lot of interest in higher education due to its flexible license and low cost. However, material to orient Information Technology (IT) personnel on essential accessibility functionality is sparse. This paper describes the development and evaluation of a web- based instructional module intended to orient IT personnel in higher education in the configuration and facilitation of the use of accessibility features of the Ubuntu Linux operating system. The module featured uniformity in visual design across sections, a combination of static and dynamic multi-modal presentation of information, and an innovative multi-survey response collection linking method, among others. The learning effect of the module was evaluated based on participants’ pre- and post self-confidence ratings on their ability to facilitate and administer specific accessibility features of Ubuntu. Twenty-four IT professionals in higher education reviewed the module by going through each section in the module in a self-paced manner. Results showed, using 17 usable data points, that on average participants rated themselves lower than 2 on a 5-point scale on all pre-survey target confidence items, but rated themselves above 4 on each of the corresponding post-survey items, indicating the module was successful in promoting learners’ confidence utilizing Ubuntu accessibility features.
Healthy Plate: Consuming Balanced Meals as a Nutritional Strategy to Type II Diabetes Prevention
(2011-05-02) Jumawan, Francisco; Leong, Peter; Lin, Grace
Type II diabetes mellitus is a growing problem in the United States. According to the 2004 Hawaii Diabetes Report, an estimated 72,000 to 100,000 people in Hawaii currently have diabetes. These numbers include 25,000 or more undiagnosed people. The purpose of this instructional design project is to design, develop and evaluate a web-based instructional module on type II diabetes prevention using a nutritional strategy based on the consumption of balanced meals for 30-55 year old Hawaii residents. Lifestyle modifications, such as physical exercise and proper nutrition, are keys to the prevention of type II diabetes. The strategy presented in the module is just the nutritional aspect of diabetes prevention and is aimed to inform and motivate the learners to adapt this strategy into their lifestyle. Evaluation was done by administering the module to research participants to assess its effectiveness in the cognitive and affective domains of learning. Although the participants scored well in the pre-test at an average of 83%, there is an improvement of 14% in the post-test. In addition, the data from the evaluation survey shows that the web-based module is favorable in informing and motivating learners to improve their lifestyle.
Learning Accounting Basic Concepts through Online Tutorials
(16th Annual Technology, Colleges, and Community Worldwide Online Conference, 2011-04-12) Fernandez, Stacie; Menchaca, Mike; Ho, Curtis
At the University of Hawai’i Maui College, accounting students must learn basic concepts in a Principles of Accounting course in order to be successful in more difficult, later courses. In addition, these students should learn how to use technology tools effectively and efficiently within their accounting courses. In order to assist in learning such concepts through technology, an online tutorial was created. The purpose of this study was to investigate whether the tutorial aided students in learning the concepts. The tutorial, created with Dreamweaver, incorporated multimedia and included pre-tests and post-tests for assessing each lesson. Some improvement was shown between the pre- and posttest. Along with test results, feedback from participants’ state that they learned a lot more about the concepts through reading the information and samples while doing the activities with answers for self-check. Overall, online tutorials appeared to assist students in learning basic accounting concepts.
Interactive Web Page to Teach How to Create an e-Portfolio
(16th Annual TCC Conference, 2011-04-14) Jost, Monika; Ho, Curtis
Learning a new technical computer program in a traditional face-to-face classroom lecture might be challenging because the students depend solely on their own note taking and handouts. In contrast to this, online screen captured video instructions with narrated voice over are permanently available with a functioning Internet connection. Students can revisit the clips and can make use of the pause button at their own discretion to comprehend the material. The purpose of this instructional design project was to develop and evaluate a web-based interactive module on how to create e-portfolios for art students at University of Hawai‘i Maui College. Although the module was aimed for college students, five college instructors, with intermediate computer knowledge, tested the module as appropriate experts for evaluation purposes. The data collected from the pre- and post-test showed that the screen captured video tutorials with voice over were highly effective in teaching technical instructions. Additionally, according to the attitudinal survey the participants responded well to the online learning module.
Developing Your Master's E-Portfolio: An Instructional Module
(2011-04-14) Adams, Renee; Menchaca, Michael
Graduate students in the Online Educational Technology Masters program (OTEC) at the University of Hawaii Manoa are required to produce an electronic portfolio in order to graduate. This task is addressed throughout the course of the program, yet is outside the scope of any specific course, leaving students to proceed independently with the production of their e-portfolios. This instructional module provided information to support students’ work on their e-portfolios. The module was delivered through a website that utilized VoiceThreads to provide information and an interactive learning space as well as sample student work and additional resources. Survey results indicated that all participants found the module helpful in providing information regarding various aspects of the task. All participants showed improvement in one of the most challenging areas, understanding and application of the AECT standards to the e-portfolio. Responses indicated an appreciation for straightforward, clarifying information and additional resources for this task. Questions and suggestions from participants will be shared with program instructors for consideration.
Future Teaching in Hawaii
(TCC Conference 2011, 2011-04-12) Iida, Maya; Leong, Peter, Grace Lin
Utilizing information from Hawaii state documents and personnel involved in Hawaii’s education reform, an instructional website was created to inform elementary school Department of Education teachers in Hawaii about the future areas of technology change in Hawaii’s public schools. This paper describes the process and development of the online module as well as the results of a survey that teachers completed both before and after information was presented. Data collected in these surveys focused on measuring teachers’ knowledge of future technology trends as well as their overall feeling of readiness to teach in Hawaii in the upcoming years. Results from the surveys show that after completion of the module, teachers felt they had a better overall understanding of the major technology areas of change in Hawaii’s public schools than prior to their participation in the module.
Technology Know How: What distance learners need to know
(Mayberry, TK, 2011-04-12) Mayberry, Tia; Menchaca, Michael
Due to the poor economy and high unemployment rate many adults are returning to school, resulting in higher enrollment and the need for additional classes and instructors. Likewise, an increase in the number of online classes that are offered brings into question reasons why students chose to enroll. For some it is a matter of finances; for others it is the flexibility factor. The expense of learning online is less than on campus as students can save money on daycare, food, and fuel costs. Many students simply like the convenience of reading and completing assignments at more flexible times than they would be able to in a traditional classroom. Unfortunately, students come to online classes with different knowledge and skills making it difficult for the instructor to address diverse technology needs. The researcher conducted a study to determine the technology skills and knowledge that distance learners need to have in order to succeed in online classes. The subjects of the study were online instructors who participated in an electronic survey made up of questions concerning technology skills. The results showed a similarity of skills among different subject areas.
ABCs of Special Education: Interactive Module on Special Education Acronyms
(2011-04-14) Krumland, Andrew
In classrooms across the state and country, students with disabilities are being introduced into regular education classes at a greater rate than ever before. Many teachers often lack the fundamental understanding of how to interact and work with this diverse population of students. The purpose of the instructional design project was to develop and evaluate the effectiveness of an online learning module designed to aid school teachers in the understanding of high-use special education terminology and acronyms. Ten public high school teachers participated in the module testing. The findings highlighted an eagerness to participate in a non-familiar instructional format while demonstrating a greater understanding of the instructional material when comparing the pre- and post-module test.

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