國立臺灣師範大學博碩士論文全文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	杜佑舒 Yusupha Touray
論文名稱：	Instructional Analysis and Design of e-Learning Skills Training for University of The Gambia Instructional Analysis and Design of e-Learning Skills Training for University of The Gambia
指導教授：	賴志樫 Lai, Chih-Chien
學位類別：	碩士 Master
系所名稱：	國際人力資源發展研究所 Graduate Institute of International Human Resource Developmemt
論文出版年：	2009
畢業學年度：	97
語文別：	英文
論文頁數：	152
中文關鍵詞：	教學設計、ADDIE模式、電腦及網路技能、電子化學習意願、學習理論
英文關鍵詞：	Instructional design, ADDIE model, computer and internet skills, e-learning readiness, learning theories
論文種類：	學術論文
相關次數：	點閱：231 下載：7
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

上一筆

This era of digital technology has evidenced an institutional rush for embracement of e-learning delivery techniques in education. Hence institutions that are digitally disadvantaged are as well wanting in their provision of effective and efficient education to students. The Gambia’s only university that is supposed to train its human capital for national development is still trapped in the traditional face-to-face delivery system. However, the same university has been selected as a pilot site for Pan African e-Network; a project that is supposed to collaborate more than twenty universities in Africa with universities in India through a viable e-learning system. But, is the University of The Gambia (UTG) ready for e-learning implementation? If UTG is ready, what proposed design could be used in this implementation?
It is against this backdrop that this research looks at the readiness status of the young University in order to propose an instructional design of an e-learning training programme for lecturers. ADDIE model of instructional design has been adopted to analyse readiness and to propose an instructional design or strategy of the proposed content. As such quantitative and qualitative methods have been employed to analyse data from The Gambia through descriptive and nonparametric statistics, and expert interview data on relevance and delivery, monitoring and evaluation of training content, respectively.
Eventually, UTG’s readiness was revealed at marginal levels for three of the support systems; infrastructure, training and human capital, and material and financial capacity, and has been found wanting in incentives for promotion of e-learning. The researcher thereafter draws a strategic map for delivery of a thoroughly analysed e-learning content.
This research study therefore does not only reveal UTG’s e-learning readiness status, but also outlined a process that could be utilised by other institutions to appraise their e-learning readiness status. Again, it does not only give UTG a competitive advantage over other institutions, but also provides an ADDIE adopted instructional design of e-learning skills training that is applicable in other institutions and corporate entities for staff training.

TABLE OF CONTENTS
ACKNOWLEDGEMENT
ABSTRACT    I
TABLE OF CONTENTS    III
LIST OF FIGURES    V
LIST OF TABLES    VII

CHAPTER 1. INTRODUCTION    1
Chapter Overview    1
Background of the Research    1
Statement of the Problem    4
Purposes of the Research    4
Questions and Hypotheses of the Research    5
Significance of the Research    11
Delimitations and Limitations    11
Definition of Terms    12

CHAPTER 2. LITERATURE REVIEW    15
Chapter Overview    15
The Gambia’s Higher Education System and its Challenges    15
E-learning Critical Success Factors and Readiness Variables 17
Learning Theories    22
Instructional Design    27
E-learning Training Analysis and Design    32
A Pilot Study Review of Current Research    35
CHAPTER 3. METHODOLOGY    37
Chapter Overview    37
Research Framework    37
Research Methods    38
Population and Sampling    39
Instrumentation    40
Research Procedure    41
Data Analysis    43
Reliability and Validity    46

CHAPTER 4. RESULTS AND DISCUSSIONS    51
Chapter Overview    51
University Culture in The Gambia    51
Instructional Analysis of UTG E-learning Support Systems 52
Instructional Analysis of Lecturers (Trainees)    59
Instructional Analysis of E-learning Training Content    84
Instructional Design/Strategies of E-learning Training Content    95

CHAPTER 5. CONCLUSIONS AND RECOMMENDATIONS    105
Chapter Overview    105
Conclusions    105
Recommendations    107

REFERENCES    110

APPENDIX A. PILOT E-MAIL TO UTG LECTURERS    116
APPENDIX B. PILOT QUESTIONNAIRE FOR UTG STUDENTS    117
APPENDIX C. PILOT QUESTIONNAIRE FOR UTG LECTURERS    121
APPENDIX D. PILOT QUESTIONNAIRE FOR UTG ADMINISTRATION    125
APPENDIX E. EMAIL TO UTG GATE-KEEPER    127
APPENDIX F. EMAIL ATTACHED LETTER TO LECTURERS AND MANAGEMENT OF UTG    128
APPENDIX G. EMAIL SAMPLES TO E-LEARNING EXPERTS    129
APPENDIX H. QUESTIONNAIRE FOR UTG LECTURERS    130
APPENDIX I. QUESTIONNAIRE FOR UTG ADMINISTRATION    133
APPENDIX J. QUESTIONNAIRE FOR E-LEARNING EXPERTS    136
APPENDIX K. UTG LECTURERS DEMOGRAPHIC CODES    137
APPENDIX L. SUMMARY RESULTS FOR CHI-SQUARE TESTS    138
APPENDIX M. EXPERT INTERVIEW DATA ON RELEVANCE OF E-LEARNING TRAINING CONTENT    144
APPENDIX N. EXPERT INTERVIEW DATA ON DELIVERY, MONITORING AND EVALUATION STRATEGIES ON E-LEARNING TRAINING CONTENT 148

LIST OF FIGURES
Figure 2.1.  ADDIE model    30
Figure 3.1. Framework of the research study    37
Figure 3.2. Framework showing the research procedure of the three steps/phases of the current research process    43
Figure 4. 1. ICT infrastructural situations in UTG    54
Figure 4. 2. Training and human capital support situations in UTG    56
Figure 4. 3. Graph showing the current budget allocations, material and financial resources capacity/support situations in UTG    57
Figure 4. 4. Graph showing the nature of Administration support for e-learning in terms of incentive for motivation of lecturers    58

LIST OF TABLES

Table 2.1. Summary of learning theories and some of the implications    27
Table 3. 1. Coding instruction used in SPSS quantitative data analysis (demographic data)    455
Table 3. 2. Coding instruction used in SPSS quantitative data analysis of dependent variables (Computer and internet Skills Readiness, Administrative and Operational Readiness)45
Table 3. 3. Cronbach’s Alpha scores of the tests for both pilot and actual quantitative items    47
Table 4. 1. Descriptive analysis of lecturers’ readiness in terms of computer and internet skills, computer skills, and internet skills    61
Table 4. 2. Computer skills of lecturers in UTG by % cumulative Likert scales in three levels of skills, and by means and standard deviation, item by item (n = 31)    62
Table 4. 3. Internet skills of lecturers in UTG by % cumulative Likert scales in three levels of skills, and by means and standard deviation, item by item (n = 31)    63
Table 4. 4. The Relationship between age of lecturers and their computer & internet training variables    66
Table 4. 5. The Relationship between lecturers’ duration of stay in UTG and their computer & internet training variables    67
Table 4. 6. The Relationship between lecturers’ highest academic qualifications and their computer & internet training variables    70
Table 4. 7.  The influence of lecturers’ gender on their computer and internet, computer, and internet skills    74
Table 4. 8. The influence of age groups of lecturers on their computer and internet skills, computer skills and internet skills    75
Table 4. 9. The influence of the duration of stay as lecturers in UTG on their computer and internet skills, computer skills and internet skills    76
Table 4. 10. The influence of lecturers’ lecture status on their computer and internet skills, computer skills and internet skills    76
Table 4. 11.  The influence of lecturers’ departments on their computer and internet skills, computer skills and internet skills    77
Table 4. 12. The influence of lecturers’ academic qualifications on their computer and internet skills, computer skills and internet skills    78
Table 4. 13. The influence of lecturers’ academic qualifications and their computer and internet skills, computer skills and internet skills    79
Table 4. 14. The influence lecturers’ access to teaching websites has on their computer and internet skills, computer skills and internet skills    79
Table 4. 15.  The influence lecturers’ access to online journals has on their computer and internet skills, computer skills and internet skills    80
Table 4. 16. The influence lecturers’ access to personal computers has on their computer and internet skills, computer skills and internet skills    81
Table 4. 17. Summary of themes and comments of experts on the content relevance    86
Table 4. 18. Proposed e-learning training content    93
Table 4. 19. Summary of instructional methods and strategies as discussed by expert    96
Table 4. 20. Lesson sequencing showing instructional methods applicable to each lesson    102
                                

REFERENCES
Abbey, B. (2000). Instructional and cognitive impacts of Web-based Education. Idea Group Publishing, Hershey, U.S.A; London, UK.
Allen. E. & Seaman. J. (2007). Five years of growth in online learning: Online Nation. Babson Survey Research Group. The Sloan Consortium, 987654321.
Altun, A. (2008). Instructional design. Training the Trainers in Information Literacy Workshop, 3-5 September.
Amazines.com (April, 2009) Retrieved on April, 26th, 2009 from http://www.amazines.com/Learning_theory_%28education%29_related.html
Angeli, C. (2008). Distributed cognition: A framework for understanding the role of computers in classroom teaching and learning. Journal of Research on Technology in Education, 40 (3), 271-279.
Aydin, C. H., & Tasci, D. (2005). Measuring readiness for e-learning: reflections from an emerging country. Educational Technology & Society, 8 (4), 244-257.
Bauer, A. K., Ivang, R., Jorgensen, K., Skakke, M., & Sorensen, O. J (2006). Making modern living possible: special focus on plans and strategies within e-procurement. E-readiness Survey, 2005-2006.
Beyth-Marom, R., Saporta, K., & Caspi, A. (2005). Synchronous vs. asynchronous tutorials: factors affecting students' preferences and choices. Journal of Research on Technology in Education, 37 (3), 245-262.
Bogdan, R., & Taylor., S. J. (1975). Introduction to qualitative research methods: A Phenomenological Approach to the Social Sciences. John Wiley & Sons, New York, USA
Boettcher, J. V. (1998). Pedagogy and learning strategies. Retrieved on 23 April, 2009 from http://vccslitonline.cc.va.us/usingweb/bckgrnd.htm
Bothma, T., & Fourie, I. (2006). Addressing the digital divide in teaching information retrieval. A theoretical view on taking students from ICT access to knowledge sharing. Retrieved on September, 2008, from http://www.up.ac.za/dspace/bitstream/2263/1883/1/Fourie_Addressing(2006).pdf
Boyatzis, R. E., Kolb, D. A., & Mainemelis, C. (1999). Learning styles and adaptive flexibility: testing experiential learning theory. Department of Organisational Behaviour, Weatherman School of Management, WP 99-7.
Chatterjea, K. (2004). Asynchronous Learning Using a Hybrid Learning Package: a teacher developmental strategy in geography. Journal of Organisational and End-User computing, 16 (4), 37-54.
Chen, C. C., Harris, A. & Shang, R. (2006). The efficacy of case method teaching in an online asynchronous learning environment. International Journal of Distance Education Technologies, 4 (2), 72.
Chen, C. C., & Chung, M. C. (2007). International Association of School Librarianship. Retrieved on November, 24, 2008, from http://proquest.umi.com/pqdweb?did=1563504161&sid=1&Fmt=2&clientId=28084&RQT=309&VName=PQD (11/24/08)
Chen, N. S., Kinshuk., Ko, H. C., & Lin, T. (2005). A model for synchronous learning using the Internet. Innovations in Education and Teaching International, 42 (2), 181-194.
Christensen, T. K., & Osguthorpe, R. T. (2004). How do instructional-design practitioners make instructional-strategy decisions? Performance Improvement Quarterly,17 (3) 45
Clark, R. E. Croock, M. B. M., & Merrienboer, J. J. G. (2002) Blueprints for complex learning: the 4c/id-model. ETR&D, 50 (2), 39–64.
Colley, K. E. (2003) Retrieved on May 10th, 2009, from http://www.bc.edu/bc_org/avp/soe/cihe/inhea/profiles/Gambia.htm#cite
Conway (1997). Educational technology's effect on models of instruction. http://copland.udel.edu/~jconway/EDST666.htm#cogapp
Cuthell, J., & Preston, C. (2007). The experiential learning of advisers for school teachers’ ICT CPD programmes. Perspective on ICT CPD: past present and future. Leading Education and Social Research, ISSN 1753-0385. Retrieved on July 23, 2008 from http://www.wlecentre.ac.uk/cms/files/occasionalpapers/wle_op3.pdf
Darboe, F., & Jobe, E. D. (2007). The Gambia Scan-ICT process and some findings in household component. Regional Workshop on Measuring ICTs in Africa. Addis Ababa, Ethiopia, 7-9 March. Retrieved on September 13, 2008 from http://www.itu.int/ITU-D/ict/conferences/ethiopia07/material/13_The%20Gambia%20ScanICT%20Process%20and%20Some%20Findings%20in%20Household%20Component%20%20Jobe,%20Darboe%20-%20EN.pd)
DeSimone, R. L., & Werner, J. M. (2006). Human resource development, 4th edition. Thomson South-Western, The Thomson Corporation, USA.
Dillich, S. (2000). Online training gets in sync: IT training and careers. Computing Canada, 26 (11), 34.
Diseko, R. (2005). The design and development of a computer-based tutorial for facilitating constructivist learning among nursing science (neonatology) students. Retrieved on October 30, 2008, from http://etd.rau.ac.za/theses/available/etd02272006121654/restricted/FinalDEdSept2005.pdf
Eckart, A. (2007). Operant conditioning and behaviorism - an historical outline. Retrieved on May 14th, 2008, from http://genetics.biozentrum.uni-wuerzburg.de/behavior//learning/behaviorism.html
Gordon, J., & Zemke, R. (2000). The attack on ISD. Training, 37(4), 42-53.
Gunga, S. O., & Ricketts, I. W. (2006). The prospects for e-learning revolution in education: a philosophical analysis educational philosophy and theory, 40 (2).
Haney, D. (2002). Assessing organisational readiness for e-learning: 70 questions to ask. Performance Improvemen,; 41(4).
Harmon, S. W., & Jones, M. G. (1999). The five levels of web use in education: factors to consider in planning online courses. Educational Technology, November-December.
Harvice, W. L., & Harvice, P. A. (2005). Distance and distributed learning environment: Perspective and strategies. Council on Technology Teachers, McGraw-Hills, USA.
Gambia Daily Observer Newspaper (2008). Retrieved on November 17, 2008, from http://observer.gm/africa/gambia/article/2008/10/16/sos-badjie-visits-pan-african-e-network
Green, D. C. (2004). Studying the mind of animals. Classics in History of Psychology. Retrieved on May 10th, 2009, from http://psychclassics.yorku.ca/Watson/Animals/index.htm
Hummel, H., Koper, R., Manderveld, J., Sloep, P., Tattersall, C., & Vries, F. (2003). IMS learning design frequently asked questions. Educational Technology Expertise Centre. The Open University of The Netherlands.
Intulogy (2008). The ADDIE instructional design model. A structured training methodology. Retrieved on 23 February, 2009 from http://www.intulogy.com/addie/
Jobe, E. D. (2007). Infrastructure, access, costs and ict strategies in The Gambia. Retrieved September on 12, 2008, from www.epolafrica.org/ictkigali2007/resources/Infrastructure_Access_Costs_ICT_Strategies_Gambia-Jobe-en.ppt
Joseph, R., Mitchell., & Thomas, M. (2002). The third dimension of ADDIE: A cultural embrace. Proquest Educational Journal. 46 (2) 40
Kanuka, H. (2006). Instructional design and elearning: a discussion of pedagogical content knowledge as a missing construct, 9 (2).
Kemp, J. E., Morrison, G. R., & Ross, S. M. (1994). Designing effective instruction: Macmillan College Publishing Company, New York, USA.
Kolb, D. A. (1984; cited by businessballs.com). David Kolb's learning styles model and experiential learning theory (ELT). Retrieved on November 17, 2008, from, http://www.businessballs.com/kolblearningstyles.htm
Lai. C. C., & Touray. Y. (2008) An academic digital divide between students in developed and developing worlds – a comparative study of two universities in Taiwan and The Gambia. International Conference of Workforce Education and Development; NTNU, Taiwan, October.
Lee, W. W., & Owen, D. L. (2000). Multimedia-based instructional design: computer-based training, web-based training, distance broadcast training: Jossey-Bass inc., a Wiley Company, San Francisco, USA.
Leigh, D., Triner, D., & Watkins, R (2004). Assessing readiness for e-learning. Performance Improvement Quarterly, 17 (4), 66-79.
Mangesi, K. (2007). ICT in education in Ghana: survey of ICT and education in Africa. Ghana Country Report. Retrieved on August 15, 2008, from www.infodev.org
Oakes, K., & Rangarajan, R. (2002). E-learning: synching up with virtual classrooms, 56 (9), 57-60.
Owhotu, V. B. (2006). Building the ICT support of language teachers: empirical insights and lessons for Sub-Saharan Africa. Current Developments in Technology-Assisted Education. Retrieved on July 12, 2008, from http://www.formatex.org/micte2006/pdf/311-317.pdf
Paechter, M. Schweizer, K., & Weidenmann, B. (2003). Blended learning as a strategy to improve collaborative task performance. Journal of Educational Media, 28, (2–3). DOI: 10.1080/1358165032000165699.
Rosenberg, M. J. (2001). Strategy for delivering knowledge in the digital age. McGraw-Hills, U.S.A.
Round Table Conference (2008). Higher Education Strategy Paper. London, UK. February 5th-6th. Retrieved on 13th, May, 2009, from http://www.gm.undp.org/rtable/higher_edu_rtc.pdf
Selim, H. M. (2005). Critical success factors for e-learning acceptance: Confirmatory factor models. Computer and Education, 49 (2007)396-413
Siemens, G. (2004). Categories of eLearning: everything is learning. Elearningspace. Retrieved on November 14, 2008, from http://www.elearnspace.org/Articles/elearningcategories.htm
Skinner, B. F. (1968: cited in Wikipedia). Retrieved on May 9th, 2009 from http://en.wikipedia.org/wiki/Learning_theories
So, T. & Swatman, P. M. C., (2006). E-learning readiness of Hong Kong teachers. University of South Australia, February. Retrieved on July 24, 2008, from http://www.insyl.unisa.edu.au/publications/working-papers/2006-05.pdf

Stuck, M. F., & Ware, M. C. (2007) 13th Sloan-C Conference, Online Learning. Retrieved on November 17, 2008, from www.sloanconsortium.org/conference/proceedings/2007/ppt/1191245549523.ppt
Stuck, M. F., & Ware, M. C. (2007). Making blended learning truly “Blended”. 13th Sloan-C Conference, Online Learning. Retrieved on November 23, 2008, from www.sloanconsortium.org/conference/proceedings/2007/ppt/1191245549523.ppt
Vygotsky, L. (1978). Zone of proximal development: a new approach (extract from Interaction between Learning and Development [pp. 79-91], in Mind in Society. [Translated by M. Cole]. Cambridge, MA: Harvard University Press). Retrieved on November 12, 2008 from, http://www.comnet.ca/~pballan/Vygotsky(1978).htm
World internet statistics usage and population statistics. (2008). Retrieved on July 24, 2008, from http://www.internetworldstats.com/stats.htm
Wertheimer (1924: cited by Wagner, About.com). Retrieved on May 15th, 2009 from http://psychology.about.com/od/schoolsofthought/f/gestalt_faq.htm
Wijnholds (2008: Concept7). Retrieved on May 17th, 2009 from http://www.concept7.nl/henk/gestalt-psychology-and-webdesign/concept7/
Huitte (2009). Constructivism. Educational Psychology Interactive. Retrieved on 15th May, 2009, from, http://chiron.valdosta.edu/whuitt/col/cogsys/construct.html
Yang, L. J. (2004). Are you ready for e-learning? Educational Technology Division. Retrieved November 13, 2008, from http://www.astd.org/ASTD/Resources/dyor/article_archives.htm

簡易檢索 / 詳目顯示

相關論文