1. DEVELOPMENT AND VALIDATION OF ONLINE INSTRUCTIONAL MODULES FOR COLLEGE ENGLISH Arlene Salve Opina, Ph.D.

3. Theoretical/Conceptual Framework Virtual Technology Umbrella of Alecia C. Bilton-Ward

4. Bilton-Ward’s Videoconferencing Design in Connecting the Teacher to Students in Different Geographical Settings

5. Theoretical/Conceptual Framework The Conferencing Design Used in this Study

7. 1. Development of the Modules Revision of the Online Module Development of Online Module Test run of the module by English Teachers

8. The Experimental Procedure in Validating the Online Instructional Materials Online Modules Validation of Experts Control Group Traditional Instruction Experimental Group Online Instruction Pretest Results Midterm Grades Final Grades Posttest Results Students’ Performance

9. The Process of Online Teaching Adopted in the Study Quizzes and games formulated by instructor Class Orientation to Online Instruction Use of Online Module Presentation Lesson Links Conferencing Related topics, activities and practice exercises Discussions of the lesson Problems encountered Questions Class Orientation to Online Instruction Use of Online Module Presentation Lesson Links Conferencing Quizzes and games formulated by instructor

11. 3. Identifying the Subjects : Anova 172 respondents BSN Group A 40 students GROUP 1 GROUP 2 EXPERIMENTAL CONTROL BSN Group C 44 students BSN Group B 45 students BSN Group D 43 students

12. (Experimental Grp 1) Nursing students pure online in a computer laboratory Subjects- the modules were tested to both fast and slow learners.

13. (Experimental Grp 2) Nursing students pure online in a computer laboratory

14. Online Conferencing

23. 2. Comparision in the preliminary grades and pretest result between the control and the experimental groups Group 1 (slow learners) Experimental B Sd Control D Sd t-value Significance Prelim Grades 2.56 .43 2.67 .51 -1.121 P=.27>.05 NS Pretest Scores 25.23 4.19 25.84 3.9 -.71 P=.48>.05 NS

24. Group 2 (fast learners) Experimental A Sd Control C Sd t-value Significance Prelim Grades 2.41 .32 2.25 .93 -1.121 P=.27>.05 NS Pretest Scores 26.98 3.59 27.51 4.56 -.71 P=.48>.05 NS

28. Presentation and discussion of the online materials Verbal Interpretation Sd 1. Design of the class page and module 4.2 Very Well Done .73 2. User-friendliness of the site 4.3 Very Well Done .72 3. Down time of the site 4.1 Very Well Done .73 4 Reflection of CEU’s philosophy of Science and Virtue 4.3 Very Well Done .71 5. Explanation of purpose, objectives, and grading procedures 4.2 Very Well Done .82 6. Class notes and study guides on the page 4.4 Very Well Done .73 7. Clarity of explanation and discussion of the module lesson. 4.1 Very Well Done .86 8. Evidence of mastery of subject matter 4.3 Very Well Done .78 9. Consistency of content with subject objectives and syllabus 4.3 Very Well Done .82 10. Comprehensive coverage of subject matter 4.3 Very Well Done .82 11. Relevance of hyperlinks 4.3 Very Well Done .77 12. Availability of online materials 4.2 Very Well Done .79 13. Ease of access to view own quiz results 4.3 Very Well Done .90 14. Ease of access to e-mail 4.3 Very Well Done .85 15. Graded online quizzes 4.2 Very Well Done .90 16. Games and other practice exercises 4.5 Very Well Done .83 Overall 4.3 Very Well Done .57

30. 4.2 Interaction with the instructor Verbal Interpretation Sd 1. Ease of communication and of asking questions with instructor 4.1 Superior .85 2. Instructor’s responsiveness or assistance with questions about assignments, online materials, etc. 4.4 Superior .68 3. Instructor led reviews for tests 4.3 Superior .78 4. Scheduling of tests and other assignments 4.3 Superior .73 5. Resolution of conflicts with other class tests or assignments 4.2 Superior .77 6. Assistance with computer-related problems 4.3 Superior .77 Total 4.3 Superior .62

32. 4.3 Overall satisfaction with online instruction Verbal Interpretation Sd 1. Attainment of subject objectives, 4.1 To a large extent .67 2. Meeting their individual learning needs, 4.1 To a large extent .74 3. Accomplishing varied learning activities, 4.2 To a large extent .79 4. Interacting with the instructor, 4.2 To a large extent .78 5. Responding to the challenge of using an alternative mode of learning 4.3 To a large extent .78 Overall 4.2 To a large extent .65

44. Sample Conference (students were unprepared) ÄLdwîNn go: mam what are we going to talk about?? ÄLdwîNn go: im so excited... ÄLdwîNn go: hehe.. arlene5162: Mr. Go, I’m warning you. You’re talking too much arlene5162: wait till I start ÄLdwîNn go: ah okay sorry mam...ok arlene5162 : ok. which topic do you find difficult in? istariray_04 : our last topic aira_cutie_20 : the last one lil_flaca213 : the last topic ÄLdwîNn go : the last topic.. arlene5162 : ok. arlene5162 : That’s the topic we’ll talk about now arlene5162 : Let’s talk about coordination arlene5162: Who can tell me what is coordination? arlene5162 : anyone ÄLdwîNn go : coordination is something a group of people must do in order to achieve their goal arlene5162 : no

46. Students’ Remarks

47. Students’ Remarks

50. Video Presentation

51. Online Movie http://www.youtube.com/watch?v=2SUQeJyghh0