PGT 201E: INSTRUCTIONAL TECHNOLOGY PRACTICES

ACADEMIC SESSION 2020/2021

SEMESTER 2

QUESTION: Suitable Learning Tool to Implement E-Learning

PREPARED BY:

NUR SYAFIKAH BT MUSTAFA (145915)

ZAMALIAH BT M HUSSIN (147405)

PREPARED FOR:

TS.DR. IRWAN MAHAZIR BIN ISMAIL

I) DEFINITION (E-LEARNING)
E-learning is about developing a personal learning style that is tailored to the
individual. Different terms have been used to define this type of learning. Although it
can be done online, the concept of distance learning often refers to the distance that the
learner is from the tutor or instructor. E-learning is not only about training and
instruction but also about learning that is tailored to the individual. Although the term
e-learning has not yet been defined, various terms have been used to describe online
learning. These terms include e-learning, Internet learning, distributed learning, tele-
learning, and distance learning. This term refers to the various means used to deliver
content to a school or other educational facility. Some of these include the Internet,
Intranet, satellite broadcast, audio-video tape, and CD-ROM. These terms imply that
the learner is not at a distance from the instructor or tutor, and that the learner uses a
computer to access the learning material. E learning refers to the use of information and
communication technology (ICT) to enhance and support learning in tertiary education.
However, this encompasses an ample array of systems, from students using e-mail and
accessing course materials online while following a course on campus to programmes
delivered entirely online. E-learning can be different types, a campus-based institution
may be offering courses, but using E-learning tied to the internet or other online
network (Lorraine M.2007). E-learning is an education that using via the internet,
network, or standalone computer. E-learning is basically the network-enabled convey
of skills and knowledge. E-learning refers to the using electronic applications and
process includes Web-based learning, computer-based learning, virtual classrooms, and
digital collaboration. E-learning is when content is delivered through the internet,
audio, or video tape, satellite TV, and CD-ROM. E-learning was first called “Internet-
Based Training” the “Web-Based Training”. E-learning is not only about training and
instruction but also about learning that is tailored individual. Different terminologies
have been used to define learning that takes place online.
II) TOOL FOR LEARNING
Effective e-learning is structured to provide resources and support students.
There are many types of e-learning applications. These includes blogs, wikis, online
discussion boards, online games and simulations, online courses offered within
Learning Management Systems (LMSs), Massive Open Online Courses (MOOCs),
tablet apps, and a host of others.
An e-learning web app is an interactive webpage that allows learners to input
their data and get expected results and get expected results through interactions. The
students can access the app from a web browser with an active internet connection from
remote locations. E-learning web apps are stored on the web server. Unlike e-learning
websites, web apps allow students to perform interactive activities like attending a test,
submitting a response, presenting a seminar, working on a math problem and more in
a virtually connected classroom.
While there are over thousands of educational web apps available, teachers need
to choose the right ones for students so that they can enjoy their learning environment.
For example:
1. Google Classroom
Google classroom is a powerful and easy to use web app for seamlessly
organizing the daily activities of students. Furthermore, this tool allows
teachers to take online classes, distribute course materials, assign
assessments, track students’ progress, send feedback from anywhere at any
time.

2. Zoom Education

Zoom one of the best cloud video conferencing web apps that assist
teachers in sharing schedules, tutoring lessons, communicating with multiple
students and so on. The teachers can boost students’ participation during
remote learning with amazing features like one-click content sharing, digital
whiteboarding and so on.

3. Kahoot
Kahoot is a game-based learning app to improve students’ engagement
in the virtual classroom. All activities in Kahoot will be depending in the
lesson concepts, therefore teachers can make students master each of the
lessons via games and fun tasks.
 Before to use the tools of e-learning, teachers need to prepare for software. E-
learning software refers to the tools used to create educational or training materials.
Some of the most common features of e-learning software include:
i. Templates: use pre-configured models for different types of e-learning materials, such
as lessons or quizzes
ii. Multimedia Authoring: upload and edit multimedia files to create e-learning resources.
iii. Testing Tools: track learner progress through quizzes, exams, and tests
iv. Customization: add your organization’s branding to your online course.
v. SCORM Compliance: create SCORM-compliant materials.
SCORM is Shareable Content Object Reference Model refers to a collection of
standards and specifications for web-based electronic educational technology.
III) LEARNING DOMAIN
There are five basic domains of the field which are design, development,
utilization, management, and evaluation. These are the terms that refers to both areas
of the knowledge base and to functions performed by professionals in the field. Each
domain of Instructional Technology includes a body of knowledge based on both
research and experience. But there are some domains that are related and suitable for
the e learning.
The first domain is the domain of Design. Design is the process of specifying
condition for learning. The purpose of design is to produce strategies or products at the
macro level such as the formation of programs/ courses up to the content and module
level of learning. This design domain involves the planning process in all aspects of
development and to overcome problems encountered in learning. This design process
depends on the particular situation or circumstances. This domain design contain of
Instructional Systems Design (ISD). ISD is an organized procedure that includes the
steps of analysing, designing, developing, implementing, and evaluating instruction.
ISD may seem to include all the other domains, design emphasize the parts and the
whole of the planning function. Next is the Message Design. Messages are the types of
signs or symbols that modify cognitive, affective or psychomotor behaviour. The
examples are symbols, type of faces, visuals, textbook pages and webpages. Message
design must be specific to both medium and the learning task. This subcategory
emphasizes the planning of a message to fit the medium and the learning task. The
Instructional strategies in this design domain are the specifications for selecting and
sequencing events and activities within a lesson. For the learner characteristics, each
learner has past experiences or even innate qualities that impact the effectiveness of a
learning process. A designer uses theory and research about learner characteristics to
plan for modifications in instruction to support increased the effectiveness for that
learner or one like him/her.
The second domain is the domain of development. Development is the process
of translating the design specifications into physical form. It is includes software,
hardware, visual, auditory materials, as well as the programs or packages which
integrate the various part. The sub-categories of the development domain reflect
chronological changes in technology, with new overlapping but not replacing old. This
phase produce learning plans and learning materials. This phase also uses a variety of
media or materials using teaching materials. This development domain contain the print
technologies. Print and visual materials including books, photograph and graphic
involves the most basic ways of producing and delivering instructional materials. They
also provide the foundation for both the development and utilization of other
instructional technologies. Text displayed by a computer is an example of the used of
computer-based technology for production. Development of text materials and visual
materials relies upon theories related to visual perception, reading, and human
information processed as well as theories of learning. Next, this domain contain of
audio visual technologies. Audio visual instruction is most obviously characterized by
the use of hardware in the teaching process that is using mechanical or electronic
machines to present auditory and visual messages. This domain also contain of
computer-based technology. This computer-based technology use screen displays to
present information to students. Information is stored electronically in the form of
digital data rather than as print or visual. The various types of computer applications
are generally computer-based (CBI), computer-assisted (CAI), or computer-managed
(CMI). Lastly this domain contain of integrated technology. This technology are the
ways to make and sent materials which encompass several forms of media under the
control of a computer. This domain basically fulfilled to e-learning styles.
The third domain is the domain of utilization. This is the oldest domain because
of the use of AV materials predates even concern for production of instructional media.
Utilization is the act of using processes and resources for learning. Bringing about
change through instructional innovation is incorporated within this domain. Those
engaged in utilization are responsible for matching learners with specific materials and
activities, preparing learners for interacting with the selected materials and activities,
providing guidance during interaction, providing for assessment of the results, and
incorporating this usage into the continuing procedures of the organization. The
subcategories of this domain explain these activities further. This domain contains
about media utilization, diffusion of innovation, implementation and
institutionalization and the policies and regulations.
The fourth domain is the domain of management. The instructional technologist
are often called upon to manage. The programs, projects and settings may different
greatly but the basic skills necessary to manage remain constant. These skills are
include the planning and organizing programs, supervising personnel, planning and
administering budget and facilities, coordinating policies and procedures, also
providing leadership. Four subcategories of management are especially important in
instructional technology. This domain of management contains project management,
resource management, delivery system management and the information management.
The last domain which is the fifth domain is the domain of evaluation. Within
this domain, evaluation is the process of determine the merit, worth, or value of an
instructional program, project or product for the purpose of making a judgment. The
focus is on the instructional program, project or product (material) not on the learners.
Personnel evaluation may play into the evaluation of an instructional program or
project. But it is also not the focus within this domain. Three subcategories of
evaluation are of particular interest for study and practice within instructional
technology. This domain of evaluation contains of problem analysis, criterion-
referenced measurement and the formative and summative evaluation.
IV) LEARNING THEORIES – CONSTRUCTIVISM
The philosophy behind constructivist pedagogies is that human can understand
only what they have themselves constructed. A cross-disciplinary nature of
constructivism has facilitated the development of various branches of learning and
teaching theories. The general concept that A Class maintains for constructive
pedagogies is the effort to identify learner as an important agent in the learning process,
their interest and characteristic are taken into consideration and learning should build
on prior knowledge so learners understand how to construct new knowledge from
authentic experience, so support active participation and engaged learning.
Constructivist learning is to make learning meaningful to learners and to eliminate the
struggle of learners with the power of teacher and knowledge.
Dubbed ‘The Father of The Science of E-learning’ (Mayer, 2015), Mayer has
put forth a cognitive theory multimedia learning, the goals of which are to reduce
extraneous cognitive processing, manage essential cognitive processing (processing
required to comprehend the material), and support generative processing (deep
processing needed to organize and integrate the material). (Van Merrienboer and Ayres,
2005) note that many online learning tasks are complex and include interacting
elements that must be processed by working memory. Even if one were to address the
issue of cognitive load in the content, the interactive nature of the task itself may present
a cognitive load so demanding that it poses a barrier to learning.
Entrenched in learning theories advanced by Dewey (1916), Piaget (1972),
Vygotsky (1978) and Bruner (1990), constructivism learning theory is defined as active
construction of new knowledge based on a learner’s prior experience. Woolfolk (1993)
states the following:

“…the key idea is that students actively construct their own knowledge: the mind
of the student mediates input from the outside world to determine what the student will
learn. Leaning is active mental work, not passive reception of teaching.”

Koohang (2009) advanced a model based on constructivism learning theory in

e-learning environments. The model includes three categories for elements of
Constructivism:

i. The Design of Learning Activities

ii. Learning Assessment
iii. Instructor’s Roles
 Honebein (1996) advanced a set of goals that aid the design of constructivism in
learning settings. These goals are to:
o Provide experience with the knowledge construction process,
o Provide experience in and appreciation for multiple perspectives,
o Embed learning in realistic and relevant contexts,
o Encourage ownership and voice in the learning process,
o Embed learning in social experience,
o Encourage the use of multiple modes of representation, and
o Encourage self-awareness in the knowledge construction process.
The present study adapted the model by Koohang (2009) to include all essential
elements of constructivism and better categorizes the elements of constructivism for
designing learning assignments/activities in e-learning environments. In this theory
section various examples are presented to demonstrate the application of the learner-
centered model for designing e-learning assignments/activities within the e-learning
environments. Constructivism in e-learning is present when students engage in active
and interactive processes that promote collaboration. Additionally, students who engage
in constructivist e-learning tasks have a degree of control over the learning process,
usually in the form of instructor-guided discovery, or on-screen guided discovery, that
culminates in student decision-making.
The aim of the learner-centered model for designing e-learning assignment or
activities to encourage learners to actively construct new knowledge. The design of
activities normally begins with presenting a real-world situation. The real-world
situation can be either provided by the facilitator or the facilitator may ask learners to
search for a real-world situation. Learners are encouraged to develop their own goal and
objectives in solving problems. Currently, the design strategy is to encourage
exploration and learner’s control of the learning. Learners will begin to be responsible
for their learning. Once the real-world situation is presented, the learner’s own previous
experience and knowledge are embedded into the design of the activity.
In constructivism theory learning, there are three various assessments may be
designed into the activity, first self-assessment (learner is assessing his or her own
work), second are team assessment (learners are assessing each other’s works) and
facilitator assessment (the facilitator is assessing individual and team works). The
facilitator values the learner’s expressed thoughts and reflections. The facilitator takes
the role of a coach, mentor, and guide to provide feedback to leaners.
V) INSTRUCTIONAL MODEL (ASSURE MODEL)
Instructional design is the process of planning and implementing a system of
training for business and education. Instructional design done by assessing learner
needs, determining learning expectations and outcomes, and then designing the method
by which the training will take place, and to meet learner needs. Instructional Design
Model is the way we plan learning process/events/activities/contend to achieve the
targeted learning outcomes guided by learning theories. There are five instructional
design model principals. First, it must begin with an end in mind. Second, it must be
student-centred. Third, it is refined through continuous assessment and improvement.
Fourth, it follows a well-defined system, and it does not happen by chance and lastly it
considers the big picture.
In this E learning types, the instructional design model chosen is ASSURE
model. The ASSURE model is an ISD (Instructional Systems Design) process that was
modified to be used by teachers in the regular classroom. The ISD process is one in
which teachers and trainers can use to design and develop the most appropriate learning
environment for their students. The ASSURE model is an instructional system or
guideline that teachers can use to develop lesson plans which integrate the use of
technology and media (Smaldino, Lowther & Russell, 2008). The ASSURE Model
places the focus on the learner and the overall outcome of accomplishing learning
objectives. The ASSURE model are chose because this model can help the teachers use
technology and media in the classroom. The acronyms in ASSURE consist of the
component in this type of model which is A stand for Analyze learners, S- State
objectives, S- Select instructional methods, media and materials, U- utilize media and
materials, R- Require learner participants, E- Evaluate and revised. The used of the
ASSURE model in the classroom is a way to ensure that the learning environment are
suitable for students. As we know that many students nowadays loved to follow
technology-based learning.
VI) LEARNING INSTRUCTION

Learning Instruction
Content Activity Assessment
Civil War: With Moodle MOOC Teachers will make
The civil war was a war Platform, students should formative assessments and
between American states that make Forum activities about will assessed students by
was fought between 1861 Emergence Factor of Civil making word journal of
and 1865. The main issue War that have been prepared Implication of Civil War.
that caused the war was the by the teacher. - Formative
spread of slavery. - Forum are used for assessment occurs
asynchronous online within an online
discussion. By course or lesson and
subscribing to a are used to determine
forum, participants how well a student is
receive copies of learning the material.
each new post by Student will be assessed to
email. Teachers can synthesize information that
impose subscription they have learned by:
on everyone if they - Word Journal: this
want to, and in this assessment is
way can use a forum conducted in two
to contact all students parts. In the first part,
on a course. Moodle the student
MOOC allow summarizes an entire
students and teachers lesson in a single
to post comments in a word. In the second
central place to part, the student
simulate (stimulate) composes a short
discussion. All statement of one or
Moodle courses two paragraphs
automatically come explaining why they
with a News forum chose that word to
which cannot be summarize the
 removed, and all lesson. These can
course participants then be submitted to
will receive email the teacher for
whenever anything is feedback directly
added to that forum. through content
delivery platforms or
Learning
Management System
(LMS).

VII) REFLECTION ON LEARNING INSTRUCTION

When students become reflective about the teaching and learning process, they
are strengthening their own capacity to learn. Central to this is the principal of reflection
as metacognition, where students are aware of and can describe their thinking in a way
that allows them to ‘close the gap’ between what they know and what they need to
learn. Reflection on learning instruction learning is generally involves to making
connections between your own learning experiences and educational theories, as well
as considering the implications for your future teaching practice. Learning instruction
is to make learning fun and help students to awaken their desire to learn. Instructional
strategies focus on not only the educational content but also on the method and
environment of the teaching process. This E-learning type can help students to get more
interest to learn. The instructional design ASSURE model that used makes students
more attractive to learn. The use of technology in teaching method are the popular
method used nowadays. The tools for learning that are used in many websites and
applications such as google classroom, zoom and others tool makes student easier to
learn even not in the classroom. From the reflection on learning instruction, students
can give their opinion about the learning. The reflection on learning instruction also
can makes teachers improve their teaching way to makes student more fun while learn.
Based on the learning reflection, the teachers also can plan and make a lesson plan
which is putting more interesting and attractive activities in their class to make student
focus and making more interest to learn.
REFERENCES

Alex Koohang, L.R. (2009). E-Learning and Constructivism: From Theory to Application.
Interdisciplinary Journal and Learning Objects, 92-109.

Andrea My, (2018). Instructional Design Models: Comparing ADDIE. Bloom, Gagne, &
Merrill. Access on https://www.dashe.com/blog/instructional-design-models-
comparing-addie-bloom-gagne-merrill

Helen Colman. (July 2020). 9 Ways to Assess Student Learning Online. Retrieved from 9 Ways
to Assess Student Learning Online [Infographics] (ispringsolutions.com).

Maria Janelli. (July 2018). E-Learning in Theory, Practice, and Research. Retrieved from E-
Learning in Theory, Practice, and Research (cyberleninka.ru).

Pavithra Samuel. (May 2021). 15 Top Interactive E-Learning Web Apps for Online Classroom.
Retrieved from 15 Best Interactive E-Learning Web Apps for Online Classroom -
ColorWhistle.

Prof. Dr. Aytekin ISMAN. (January 2011). Instructional Design in Education: New Model. The
Turkish Online Journal of Educational Technology 10(1).

Sierra Rogers. (September 2020). A Beginner’s Guide to E-Learning and Popular E-Learning
Tools. Retrieved from A Beginner’s Guide to E-Learning & Popular E-Learning Tools
(softwareadvice.com).

Serhart Kurt. (February 2016). ASSURE: Instructional Design Model. Access on

https://educationaltechnology.net/assure-instructional-design-model/