The Design of the Contents of an e-Learning for Teaching M.5 English Language Using ADDIE Model

Wiphasith, H.; Narumol, R.; Chaijaroen, Sumalee

doi:10.7763/ijiet.2016.v6.671

Cited by 19 publications

(18 citation statements)

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“…It also links theory and practice with the incorporation of instructional technology, lending itself to extensive research (Campbell, 2014;Chevalier, 2011;Davis, 2013;Khadimally, 2015;Wang & Hsu, 2009). In LMSs, the tools of such systems like Blackboard can be redesigned or rearranged in flexible phases of instruction (Moradmand, Datta, & Oakley, 2014;Wiphasith, Narumol, & Sumalee, 2016).…”

Section: Instructional Design Modelsmentioning

confidence: 99%

Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students

Almelhi¹

2021

ELT

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The present research aimed to examine the effectiveness of the ADDIE model as used in teaching online in the LMS of Blackboard® and its facilities such as discussion boards, forums and blogs for improving the creative writing skills of EFL college students. The researcher utilized a quasi-experimental method, involving a pretest, posttest and control group design. Sixty students were randomly selected from freshmen studying in the English department participated in the study and were assigned equally to the research groups. The experimental group was exposed to the e-learning environment, which sought to develop the students’ creative writing skills while the control group was exposed to the traditional teaching method. Using a creative writing checklist and a writing test designed to assess the specific features of creative writing (originality, accuracy, self-expression, fluency, flexibility and overall writing performance for assessing creative writing in the research participants, results of t-tests and eta square statistical tests demonstrated that there were statistically significant differences between the mean scores gained by the experimental group and those obtained by the control group writing performance post-testing to the good of the experimental group participants. Conclusions and pedagogical implications were forwarded at the end of the article.

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Section: Instructional Design Modelsmentioning

confidence: 99%

Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students

Almelhi¹

2021

ELT

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“…Through Mozabook, digital books can be shown and supplemented with digital contents (videos, sounds, 3D models, exercises), through program recommendations in a few movements. Firstly, it can be prepared for interesting presentations, teaching schemes, and exercises that excite students and help them understand the topic more easily [30]. Secondly, it is an optimal display program for interactive writing boards and presentations.…”

Section: The Concepts Of Mozabookmentioning

confidence: 99%

The Interactive Role Using the Mozabook Digital Education Application and its Effect on Enhancing the Performance of eLearning

Al-Malah

Hamed

Alrikabi

2020

Int. J. Emerg. Technol. Learn.

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The study examined the impact of the use of the Mozabook application for digital education in enhancing the performance of electronic-learning to ensure strategic educational success and the urgent need to use E-learning to increase and enable scientific knowledge to confront the exceptional circumstances that afflict the world in general and Iraq in particular for the spread of the Corona epidemic and its harm to society and home quarantine. Therefore, the diversity of software ap-plications available to teachers and students reflected the tremendous development and unique potential to achieve the goals of E-learning of what increased of knowledge of community awareness of how to use modern E-learning tools and in a way that ensures accuracy in use and awareness of its effective role in spreading education among the student community. The study aims to find better methods to deal and to prefer the role of digital education as in creating a knowledge-ability that meets the requirements of the educational process from methodological content, educational method and study tools such as blackboard, notebook, drawing tools and scientific, engineering, chemical, biological, geo-graphic and historical laboratories and other requirements that attract the student and his eagerness to study in this Digital education, so an application that works with three-dimensional technology was chosen with the availability of all audio, visual and sensory means to increase the interaction and desire of the student for the scientific subject, which is the educational Mozabook application. The study included test of major hypotheses, which leads to knowledge and determination of whether there is a correlation relationship, or an effect with significant moral, each according to its location for the application of the Mozabook digital educa-tion and E-learning. The two researchers selected academics and students as a field of the Ministry of Higher Education and Scientific Research for practical application based on the use of the questionnaire and the benefit of analyzing its results after its treatment using a number of statistical methods such as arithmetic mean, standard deviation, correlation coefficient, regression coefficient and path analysis.

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“…Each stage is a flexible process, used to create products relevant to learning. Content is a key element, as participants of any virtual course spend most of their time studying autonomously (Wiphasith, Narumol, & Sumalee, 2016).…”

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confidence: 99%

A MOOC on universal design for learning designed based on the UDL paradigm

Nieves¹,

Moya

Soldado³

2019

AJET

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This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners.

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The Design of the Contents of an e-Learning for Teaching M.5 English Language Using ADDIE Model

Cited by 19 publications

References 1 publication

Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students

Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students

The Interactive Role Using the Mozabook Digital Education Application and its Effect on Enhancing the Performance of eLearning

A MOOC on universal design for learning designed based on the UDL paradigm

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