Contribution of an E-learning Instructional Design Model in Developing Palestinian Teachers’ Professional Competencies during COVID-19 Pandemic from their Perspectives
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May 15, 2023
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Abstract
The current study aimed to develop an e-learning instructional design model that combines 5Es model with e-learning, cooperative learning and problem-solving strategies through hierarchical procedures applied concurrently with continuous evaluation and self-reflection of students in their learning. The study explored the contribution of the model, which was entitled as GHOSHEH model for instructional design, in developing teachers’ professional competencies during COVID-19 pandemic from perspectives of a group of Palestinian teachers who employed the model during COVID-19 pandemic in designing e-learning lessons and implementing them. The study used mixed methods, and tried to achieve triangulation by applying three instruments: A descriptive case study that includes Arabic language teachers who employed the model during COVID-19 pandemic in designing Arabic lessons and teaching them electronically, a questionnaire to evaluate the e-learning design model, and focus groups with teachers who employed the model. Results showed that teachers agreed to a large degree on the role of the e-learning instructional design model in developing some of their professional competencies related to planning, implementing e-learning, communicating and supporting students to develop their skills. Therefore, the researchers recommended adopting the e-learning instructional design model in designing electronic lessons for students.
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Keywords
Instructional designE-learningTeacher competenciesSelf-reflectionAuthentic assessmentAction researchCOVID-19
References
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Khadjooi, K., Rostami, K., & Ishaq, S. (2011). How to use Gagne's model of instructional design 26 in teaching psychomotor skills. Gastroenterology and Herpetology from Bed to Bench, 4(3), 116-119.Retrieved from https://www.researchgate.net/publication/262383449_How_to_use_Gagne's_model_of_instructi onal_design_in_teaching_psychomotor_skills
Khalil, M. k., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in Physiology Education, 40, 147–156. doi:10.1152/advan.00138.2015
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Kopish, M. A. (2017). Global citizenship education and the development of globally competent teacher candidates. Journal of International Social Studies, 7(2), 20-59. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1160526.pdf
Lynch, T. (2016). United Nations sustainable development goals: Promoting health and well-being through physical education partnerships. Cogent Education, 3(1).
Michael, F. M., Maithya, R., & Cheloti, S. K. (2016). Influence of teacher competency on integration of ICT in teaching and learning in public secondary schools in Machakos. Journal of Education and e-Learning Research, 3(4), 143-149.
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Ouma, G. O., Awuor, . M., & Kyambo, B. (2013). E-Learning readiness in public secondary schools in Kenya. European Journal of Open, Distance and E-Learning, 16(2), 97-110.
Peklaj, C. (2015). Teacher competencies through the prism of educational research. Center for Educational Policy Studies Journal, 5(3), 183-204. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1128971.pdf
Quiroz, R.E., Ritter, N.L., Li, Y.,Newton, R. C., & Palkar, T. (2016). Standards-based design: Teaching K12 educators to build quality online courses. Journal of Online Learning Research, 2(2), 123-144.
Seçer, S. Y. E. & Yücel-Toy, B. (2020). Impact of writing course design based on 5E Learning Model on writing skill instruction and development. International Online Journal of Education and Teaching, 7(3), 760-783. Retrieved from: https://iojet.org/index.php/IOJET/article/view/841
Sungur, S. & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307-32.
Tao, H. B., Barraza, J. S., & Barrios, B. B. (2017). Education programs in post-conflict environments: A review from Liberia, Sierra Leone, and South Africa. Educare Electronic Journal, 21(1), 1-22.
Tapani, A. & Salonen, A. O. (2019). Identifying teachers' competencies in Finnish vocational education. International Journal for Research in Vocational Education and Training, 6(3), 243-260. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1238321.pdf
Tozkoparam, S. B., Kiliç,, E., & Usta, E. (2015). The effect of instructional technology and material design course to teacher candidates' gaining of technological pedagogical content knowledge competencies. Online Submission, Participatory Educational Research (PER), 2(1). 44-56.
Vygotsky, L. (1978). Interaction between learning and development. In Gauvain & Cole (Eds), Readings on the Development of Children, New York: Scientific American Books. Retrieved from: https://www.faculty.mun.ca/cmattatall/Vygotsky_1978.pdf
Wahbeh, D. M. G., Shweiki, S.N., & Sartawi, A.F. (2022). The role of an instructional design model integrated with OERS in developing teachers’ competencies to adopt e-learning. In: Burgos, D., Affouneh, S. (eds) Radical Solutions in Palestinian Higher Education. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-0101-0_9
Widyanti, A., Hasudungan, S., & Park, J. (2020). E-Learning readiness and perceived learning workload among students in an Indonesian university. Knowledge Management & E-Learning, 12(1), 18–29. https://doi.org/10.34105/j.kmel.2020.12.002
World Health Organization (WHO). (2020). Key messages and actions for COVID-19 prevention and control in schools. Retrieved from: https://www.who.int/docs/default-source/coronaviruse/key-messages-and-actions-for-covid-19-prevention-and-control-in-schools-march-2020.pdf?sfvrsn=baf81d52_4
World Health Organization (WHO).) 2016(. Sustainable development goals: 17 goals to transform our world. Retrieved from: http://www.un.org/sustainabledevelopment/health/
Yi Nian, T., Bakar, R., & Islam, A. (2014). Students’ perception on entrepreneurship education: The case of University Malaysia Perlis. International Education Studies, 7(10).
Zavora, J. (2014). The role of school and the teacher in children's crisis intervention in the Czech Republic. European Journal of Educational Sciences, 1(1), 96-109. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1237040.pdf
""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
بخاري، خلود إسحق. (2019). دور البحث الإجرائي في تحسين الممارسات التّعليميّة من وجهة نظر القيادات المدرسيّة بمدينة الرّياض. المجلّة العلميّة لكليّة التّربية في جامعة أسيوط، 35(8)، 543-559. أسيوط، مصر.
دروزة، أفنان نظير. (2020). علم تصميم التّعليم: نشأته، ونماذجه، ودراسات حوله، ط1. دار الفاروق للثّقافة والنّشر، نابلس، فلسطين.
الفار، شهناز ووهبة، دعاء غوشة. (2017). فاعليّة برنامج تدريبي مستند إلى الكفايات في تطوير المعرفة البيداغوجيّة في المحتوى لمعلّمي العلوم من وجهة نظر المعلّمين ومديري المدارس في الضّفّة الغربيّة. مجلّة اتّحاد الجامعات العربيّة، 37(1)، 229-254.
Bravo, J. B., Lutomia, A. N., Madela, L. M., & Pittendrigh, B. R. (2017). Malaria prevention and treatment using educational animations: A case study in Kakamega County, Kenya. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 13(1), 70-86.
Bukhārī, Khulūd Isḥāq. (2019). Dawr al-Baḥth al-ijrāʼī fī Taḥsīn al-mumārasāt alttʻlymyyh min wijhat naẓar al-qiyādāt almdrsyyh bi-madīnat alrryāḍ. (in Arabic), Al-Majallah alʻlmyyh likullyyah alttarbyah fī Jāmiʻat Asyūṭ, 35 (8), 543-559. Asyūṭ, Miṣr
Burgin, X. D., & Daniel, M. C. (2021). Examining current and future Ecuadorian educators’ experiences using action research in the English as a second language classroom. Profile: Issues in Teachers’ Professional Development, 23(1), 41–55.
Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110.
Darūzah, Afnān Naẓīr. (2020). ʻilm taṣmīm alttʻlym: nashʼatuhu, wnmādhjh, wa-dirāsāt ḥawlahu, (in Arabic), 1st ed., Dār al-Fārūq llththqāfh wālnnshr, Nābulus, Filasṭīn.
Earl, L.M., & Katz, M.S. (2006). Rethinking classroom assessment with purpose in mind – Assessment for learning, assessment as learning, assessment of learning. Crown in Right of Manitoba, Manitoba, Canada.
Etikan, I., Musa, S. A., & Alkassim, R.S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. DOI:10.11648/j.ajtas.20160501.11
Gangadevi, S. & Ravi. (2014). Multiple intelligence-based curriculum to enhance inclusive education to bring out human potential. International Journal of Advanced Research 2(1), 619-626.
Jason K. M. & Richard E. West. (2020). Design for learning principles, processes, and praxis. https://edtechbooks.org/id
Jogan, S. N. (2019). An effective 5E lesson plan in teaching prose: A model. Scholarly Research Journal for Interdisciplinary Studies, 6(50).
Khadjooi, K., Rostami, K., & Ishaq, S. (2011). How to use Gagne's model of instructional design 26 in teaching psychomotor skills. Gastroenterology and Herpetology from Bed to Bench, 4(3), 116-119.Retrieved from https://www.researchgate.net/publication/262383449_How_to_use_Gagne's_model_of_instructi onal_design_in_teaching_psychomotor_skills
Khalil, M. k., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in Physiology Education, 40, 147–156. doi:10.1152/advan.00138.2015
Khlaif, Z. & Salha, S. S. (2020). The unanticipated educational challenges of developing countries in Covid-19 crisis: A brief report. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 130-134. Doi:10.30476/ijvlms.2020.86119.1034
Kopish, M. A. (2017). Global citizenship education and the development of globally competent teacher candidates. Journal of International Social Studies, 7(2), 20-59. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1160526.pdf
Lynch, T. (2016). United Nations sustainable development goals: Promoting health and well-being through physical education partnerships. Cogent Education, 3(1).
Michael, F. M., Maithya, R., & Cheloti, S. K. (2016). Influence of teacher competency on integration of ICT in teaching and learning in public secondary schools in Machakos. Journal of Education and e-Learning Research, 3(4), 143-149.
Müller, A.M., Goh, C., Lim, L.Z., & Gao, X. (2021). COVID-19 emergency e-learning and beyond: Experiences and perspectives of university educators. Education Science, 11(19), 1-15. https://doi.org/10.3390/educsci11010019
Ogundele, M. O. (2014). Baneful effects of social crises on adult education goals’ achievement in Nigeria. Journal of Education and E-Learning Research, 1(1), 1-4.
Ouma, G. O., Awuor, . M., & Kyambo, B. (2013). E-Learning readiness in public secondary schools in Kenya. European Journal of Open, Distance and E-Learning, 16(2), 97-110.
Peklaj, C. (2015). Teacher competencies through the prism of educational research. Center for Educational Policy Studies Journal, 5(3), 183-204. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1128971.pdf
Quiroz, R.E., Ritter, N.L., Li, Y.,Newton, R. C., & Palkar, T. (2016). Standards-based design: Teaching K12 educators to build quality online courses. Journal of Online Learning Research, 2(2), 123-144.
Seçer, S. Y. E. & Yücel-Toy, B. (2020). Impact of writing course design based on 5E Learning Model on writing skill instruction and development. International Online Journal of Education and Teaching, 7(3), 760-783. Retrieved from: https://iojet.org/index.php/IOJET/article/view/841
Sungur, S. & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307-32.
Tao, H. B., Barraza, J. S., & Barrios, B. B. (2017). Education programs in post-conflict environments: A review from Liberia, Sierra Leone, and South Africa. Educare Electronic Journal, 21(1), 1-22.
Tapani, A. & Salonen, A. O. (2019). Identifying teachers' competencies in Finnish vocational education. International Journal for Research in Vocational Education and Training, 6(3), 243-260. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1238321.pdf
Tozkoparam, S. B., Kiliç,, E., & Usta, E. (2015). The effect of instructional technology and material design course to teacher candidates' gaining of technological pedagogical content knowledge competencies. Online Submission, Participatory Educational Research (PER), 2(1). 44-56.
Vygotsky, L. (1978). Interaction between learning and development. In Gauvain & Cole (Eds), Readings on the Development of Children, New York: Scientific American Books. Retrieved from: https://www.faculty.mun.ca/cmattatall/Vygotsky_1978.pdf
Wahbeh, D. M. G., Shweiki, S.N., & Sartawi, A.F. (2022). The role of an instructional design model integrated with OERS in developing teachers’ competencies to adopt e-learning. In: Burgos, D., Affouneh, S. (eds) Radical Solutions in Palestinian Higher Education. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-0101-0_9
Widyanti, A., Hasudungan, S., & Park, J. (2020). E-Learning readiness and perceived learning workload among students in an Indonesian university. Knowledge Management & E-Learning, 12(1), 18–29. https://doi.org/10.34105/j.kmel.2020.12.002
World Health Organization (WHO). (2020). Key messages and actions for COVID-19 prevention and control in schools. Retrieved from: https://www.who.int/docs/default-source/coronaviruse/key-messages-and-actions-for-covid-19-prevention-and-control-in-schools-march-2020.pdf?sfvrsn=baf81d52_4
World Health Organization (WHO).) 2016(. Sustainable development goals: 17 goals to transform our world. Retrieved from: http://www.un.org/sustainabledevelopment/health/
Yi Nian, T., Bakar, R., & Islam, A. (2014). Students’ perception on entrepreneurship education: The case of University Malaysia Perlis. International Education Studies, 7(10).
Zavora, J. (2014). The role of school and the teacher in children's crisis intervention in the Czech Republic. European Journal of Educational Sciences, 1(1), 96-109. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1237040.pdf
""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
بخاري، خلود إسحق. (2019). دور البحث الإجرائي في تحسين الممارسات التّعليميّة من وجهة نظر القيادات المدرسيّة بمدينة الرّياض. المجلّة العلميّة لكليّة التّربية في جامعة أسيوط، 35(8)، 543-559. أسيوط، مصر.
دروزة، أفنان نظير. (2020). علم تصميم التّعليم: نشأته، ونماذجه، ودراسات حوله، ط1. دار الفاروق للثّقافة والنّشر، نابلس، فلسطين.
الفار، شهناز ووهبة، دعاء غوشة. (2017). فاعليّة برنامج تدريبي مستند إلى الكفايات في تطوير المعرفة البيداغوجيّة في المحتوى لمعلّمي العلوم من وجهة نظر المعلّمين ومديري المدارس في الضّفّة الغربيّة. مجلّة اتّحاد الجامعات العربيّة، 37(1)، 229-254.
How to Cite
Wahbeh, Dua’ Ghosheh, and Hanan Al- Jamal. 2023. “Contribution of an E-Learning Instructional Design Model in Developing Palestinian Teachers’ Professional Competencies During COVID-19 Pandemic from Their Perspectives”. Journal of Educational Sciences – Qatar University 21 (21). https://doi.org/10.29117/jes.2023.0107.
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Articles in Arabic