| Ballston Room Sunday Onsite Presentation Session 3

Instructional Design and Learning Sciences

Session Chair: Kriangkrai Vathanalaoha

13:15-13:40

66987 | Data-driven-Learning: Student-focused Teaching for Learners’ Engagement and Performance in Challenging Times

Andrea Honal, DHBW Mannheim, Germany

In our modern world, much more data are being collected on students than ever before. The rapid technological changes create new chances for educators and students to track their achievements and collect data about educational progress. The large quantity of data being collected forces teachers and faculty staff to think about questions like “How can the data be effectively used to improve the existing curriculum?” and “What can be learned from the data that we have collected?” and “What are the advantages for the learners?”. These tracking activities can be defined as learning analytics. It is the measurement, collection, analysis, and reporting of data about learners and their contexts, for understanding and improving learning and the environments in which it occurs. Effective usage of learning analytics helps understand the learning patterns, social and motivational aspects to enhance the students’ learning outcomes. Learning analytics is used to predict students' learning process and its intended outcomes providing faculty the feedback towards supporting their academic achievement. In this presentation, educators from Germany will present evidence-based best-practice-cases dealing with the mentioned challenges in the classroom and beyond and explain how learning analytics can be used effectively for learners and teachers. Moreover, different tools and effective approaches will be explained to give students a better learning experience and improve the teaching quality.

13:40-14:05

69979 | Students’ Experience Perception in Courses Taught in New Delivery Modes Compared to Traditional Modes

Alejandra Yanez, Universidad de Monterrey, Mexico

Teresa Benavides, Universidad de Monterrey, Mexico

Luis Ocegueda, Universidad de Monterrey, Mexico

Zita Lopez, Universidad de Monterrey, Mexico

Even before COVID-19, one of the most important challenges that Higher Education faces today, is the need for innovative educational methodologies and flexibility. We could all agree that one of the objectives of Higher Education is to provide students with a variety of intellectual and practical skills that, at the same time, will help them develop competitive advantages such as adaptation and critical thinking. Universities should encourage students to be engaged students and lifelong learners questioning the status quo with the goal of changing it. New technologies and different teaching methodologies have to be implemented in order to reach that outcome. Among the strategic objectives of Universidad de Monterrey (UDEM) has been to provide flexibility and satisfaction to students in the delivery modes of the academic offer. UDEM implemented a methodology that combines face to face with synchronous and asynchronous as delivery modes. In this study, the experience of 185 students during courses implemented in new delivery mode was compared with 115 students in courses with traditional delivery modes. Students chose openly either way freely. After the experiences lived in 2020 and 2021, one can think that the face to face (traditional) delivery mode would be the one chosen by students. The results obtained in this study reveal that both delivery modes satisfy students and favor their learning process. The combination of delivery modes provides flexibility, so the proposal is that universities can include them in their academic offer as a response to the current student's learning interests and needs.

14:05-14:30

67002 | EFL Material Development and Evaluation: A Systematic Framework

Yazan Brahim, Sultan Qaboos University, Oman

In this presentation, I will introduce and explain the various factors and procedures involved in the process of EFL material development and EFL coursebook evaluation, including the principled creation of intended learning outcomes and various materials effectiveness evaluation. First I will account for the principles and procedures followed in the design and development of materials and the various types of effectiveness evaluations of these materials pre, whilst and post using them in class. Then I will start by explaining the principled creation of criteria to evaluate the suitability of a commercial or in-house coursebook for a particular target group. Finally, I will wrap up the workshop by a summary of practical guidelines for best practice, followed by Q and A.

14:30-14:55

68860 | Educational Policies and English Language Teaching at the Tertiary Level in the Capital of Thailand: A Knowledge, Attitudes, and Practices (KAP) Study

Kriangkrai Vathanalaoha, Thammasat University, Thailand

In the realm between the pandemic and the post-pandemic situation, it drives the policy makers to reshape educational directions in higher education in Thailand. This study examines the tension between the students’ and educators’ perception at one public university in Bangkok, as this may reflect how the educational policy has been operated in the capital city. The questionnaires, including 19 questions exploring three perspectives: knowledge, attitudes, and practices (KAP), were collected from 44 undergraduate students, majoring in English language and literature and also collected from 24 lecturers who had at least five-year experience in English language teaching (ELT) at the university level. In addition to the quantitative analysis from the collected data, the qualitative analysis was based on the three students’ semi-structured interviews, compared with the interviews given by the three lecturers whose number of experiences in ELT ranges from five to 15 years. The results revealed that there were differing levels of awareness and practices in terms of digital disruption between the two groups as the lecturers tended to lack integration or misinterpretation of technology in the classrooms, specifically massive online open courses (MOOC) and e-portfolio. Moreover, they inclined to exclude the authenticity of learning and rather focused more on theoretical lessons during the pandemic. This research implies that the students appear to be more adaptive to any alternative educational policy and their educational practices are indifferent or less challenging with or without the pandemic.