Browse > Article
http://dx.doi.org/10.5392/IJoC.2016.12.2.049

Instructional Design in the Cyber Classroom for Secondary Students' Basic English Language Competence  

Chang, Kyung-Suk (Korea Institute for Curriculum and Evaluation)
Pae, Jue-Kyoung (Korea Institute for Curriculum and Evaluation)
Jeon, Young-Joo (Dept. of English Education, Mokwon University)
Publication Information
International Journal of Contents / v.12, no.2, 2016 , pp. 49-57 More about this Journal
Abstract
This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.
Keywords
Instructional Design; Cyber Classroom; Online Content Development; Self-Directed Learning;
Citations & Related Records
연도 인용수 순위
  • Reference
1 M. S. Knowles, Self-directed Learning: A Guide for Learners and Teachers, New York: Associated Press, 1975.
2 L. Dickenson, Self-instruction in Language Learning, Cambridge University Press, Cambridge, 1987.
3 Z. Gan, “Attitudes and strategies as predictors of self-directed language learning in an EFL context. International,” Journal of Applied Linguistics, vol. 14, no. 3, 2004, pp. 389-411.   DOI
4 D. R. Garrison, “Self-directed learning: Toward a comprehensive model,” Adult Education Quarterly, vol. 46, no. 1, 1997, pp. 18-33.   DOI
5 H. Holec, Autonomy and Foreign Language Learning, Pergamon, Oxford, 1981.
6 H. Holec, “Self-directed learning: An alternative form of training,” Language Teaching, vol. 29, 1996, pp. 89-93.   DOI
7 H. M. Yoon and J. H. Lee, “A study on the relationship between self-directed English learning abilities and learning strategy use by school level,” Foreign Languages Education, vol. 21, no. 3, 2014, pp. 73-97.   DOI
8 M. M. Su and P. Duo, “EFL learners' language learning strategies use as a predictor for self-directed learning readiness,” The Journal of Asia TEFL, vol. 7, no. 2, 2010, pp. 153-176.
9 C. I. Lim, "Characteristics of instructional design theories and research directions," Retrieved on 18 Jan., 2016 fromhttp://blog.naver.com/PostView.nhn?blogId=persiatj76&logNo=10087779909, 2011.
10 R. M. Gagné, The conditions of learning and theory of instruction, 4th ed., Rinehart & Winston, Holt, 1985.
11 P. J. Patsula, "Applying Learning Theories to Online Instructional Design," Retrieved on 3 Dec., 2015 from http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html, 1999.
12 G. Kearsley, "Conditions of learning (R. Gagné)," Retrieved on 18 Jan., 2016 from http://www.gwu.edu/-tip/gagne.html, 1994a.
13 G. Kearsley, "Constructivist theory (J. Bruner)," Retrieved on 18 Jan., 2016 from http://www.gwu.edu/-tip/bruner.html, 1994b.
14 M. G. Jones and J. D. Farquhar, "User interface design for web-based instruction," In B. H. Khan (Ed.), Web-based Instruction, Educational Technology Publications, New Jersey, 1997, pp. 239-244.
15 P. J. Fahy, On-line Teaching in Distance Education and Training, MDDE 621, Study Guide, Athabasca University, Athabasca, 1999.
16 J. M. Carroll, The Nurnberg Funnel-Designing Minimalist Instruction for Practical Computer Skill, MIT, Cambridge, MA , 1990.
17 G. Kearsley, "Minimalism (J. M. Carroll)," Retrieved on 18 Jan., 2016 from http://www.gwu.edu/-tip/carroll.html, 1994c.
18 B. B. Gillani and A. Relan, "Incorporating interactivity and multimedia into web-based instruction," In B. H. Khan (Ed.), Web-based Instruction, Educational Technology Publications, New Jersey, 1997, pp. 231-237.
19 G. Kearsley, "Social development theory (L. Vygotsky)," Retrieved on 18 Jan., 2016 from http://www.gwu.edu/-tip/vygotsky.html, 1994d.
20 R. A. Reiser and J. V. Dempsey, Trends and Issues in Instructional Design and Technology, Pearson, Boston, 2012.
21 J. M. Keller, “Development and use of the ARCS model of motivational design,” Journal of International Development, vol. 10, no. 3, 1987, pp. 2-10.
22 W. Horton, E-learning by Design, Pfeiffer, San Francisco, 2012.
23 J. Kim, Y. Kim, J. Pae, and E. Lee, “A case study on English content development in Cyber Home Learning: Focusing on the 5th grade of elementary school,” English Language & Literature Teaching, vol. 18, no. 4, 2012, pp. 305-337.
24 B. Seels and R. C. Richey, Instructional Technology: The Definition and Domain of the Field, Association for Educational Communications and Technology, Washington D.C., 1994.
25 J. Kim, Y. W. Cho, and Y. J. Lee, “Exploring the effects of multimedia-based self-directed English speaking practice,” Multimedia-Assisted Language Learning, vol. 17, no. 4, 2014, pp. 61-87.
26 Y. Chung and H. Choi, “A study on a way of developing elementary students’ autonomy in English language learning,” Foreign Language Education, vol. 18, no. 1, 2011, pp. 145-174.
27 J. Han and H. Ihm, “Effects of digital English textbook-based blended learning on reading achievement and self-directed learning ability,” Modern English Education, vol. 12, no. 3, 2011, pp. 384-405.
28 M. Hastie, N-S. Chen, and Y. H. Kuo, “Instructional design for best practice in the synchronous cyber classroom,” Educational Technology & Society, vol. 10, no. 4, 2007, pp. 281-294.
29 H. S. Kim and E. Y. Park, “The effects of learning counteract on academic achievement, learning time and learners’ reactions in the web-based English education,” English Language Teaching, vol. 19, no. 1, 2007, pp. 161-181.   DOI
30 C. Hodges, “Designing to motivate: Motivational techniques to incorporate into e-learning experiences,” The Journal of Interactive Learning, vol. 2, no. 3, 2004, pp. 1-7.
31 S. Dawson, L. Macfadyen, E. F. Risko, T. Foulsham, and A. Kingstone, "Using technology to encourage self-directed learning: The collaborative lecture annotation system (CLAS)," Proceedings ASCILITE Wellington, 2012, pp. 246-255.
32 M. S. Knowles, The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York, 1970.
33 M. D. Merrill, L. Drake, M. Lacy, and J. Pratt, “Reclaiming instructional design,” Educational Technology, vol. 36, no. 5, 1966, pp. 5-7.