Online Instructional Delivery Practices for Improved Physics Learning in National Open University of Nigeria
Keywords:
Online physics, Instructional delivery, learners-facilitator, Learning strategies, Open and Distance LearningAbstract
This paper focused on how Open and Distance Learning (ODL) physics can be improved through learners-facilitators’ instructional practices in National Open University of Nigeria. The study was guided by four research questions, and it sampled one hundred and twenty learners and twenty facilitators. Instruments used include (i) Learners Instructional Practice for Physics (LIPP); (ii) Learners Online Instructional Strategies for Physics (LOISP); (iii) Facilitators Instructional Practice for Physics (FIPP); and (iv) Facilitators Online Instructional Strategies for Physics (FOISP). These instruments were validated by five experts in physics education and Educational Evaluations for face and content validity. The reliability determined using Cronbach’s alpha and value was found to be 0.75, 0.72, 0.70 and 0.69 for LIPP, FIPP, LOISP and FOISP, respectively. Descriptive statistics were used to analyze the data. Results on effective learner-related instructional practices in enhancing online physics education showed that learners should focus on social nature of learning and promote collaboration with other students for motivation. Also, it was found that learners should demonstrate prerequisite technology skills for the use of website. The importance of good study skills through course was emphasized. On the instructional practices that would enhance online physics programme by the facilitators, it was found that facilitators should employ regular action research to evaluate the success or failure of physics programme as well as provide learners with continuous, support and feedback. Also, scaffolding of virtual discourse construction should be made available for the learners. The instructional strategies that could be adopted by learner and facilitator to enhance practices in online practical physics classes revealed tutorial based computer, drill and practice, problem solving type and virtual laboratory among others. It was recommended that Physics facilitators and learners should keep abreast with the global online pedagogical best practices, for positive learning outcome in physics.
Résumé : Cet article s’est concentré sur la manière dont le programme de physique dans l’enseignement ouvert et à distance (ODL) peut être amélioré grâce aux pratiques pédagogiques des apprenants-facilitateurs à la National Open University of Nigeria. L'étude a été guidée par quatre questions de recherche et a échantillonné cent-vingt apprenants et vingt animateurs. Les instruments utilisés comprennent (i) la pratique pédagogique des apprenants pour la physique (LIPP); (ii) le stratégies d'enseignement en ligne des apprenants pour la physique (LOISP); (iii) la pratique pédagogique des animateurs pour la physique (FIPP); et (iv) le stratégies d'enseignement en ligne des facilitateurs pour la physique (FOISP). Ces instruments ont été validés par cinq experts en enseignement de la physique et en évaluations pédagogiques pour la validité de la forme et du contenu. La fiabilité déterminée à l’aide de l’alpha et de la valeur de Cronbach s’est avérée être de 0,75, 0,72, 0,70 et 0,69 pour LIPP, FIPP, LOISP et FOISP, respectivement. Des statistiques descriptives ont été utilisées pour analyser les données. Les résultats sur les pratiques pédagogiques efficaces liées à l'apprenant pour améliorer l'enseignement de la physique en ligne ont montré que les apprenants devraient se concentrer sur la nature sociale de l'apprentissage et promouvoir la collaboration avec d'autres apprenants pour la motivation. En outre, il a été constaté que les apprenants devraient démontrer des compétences technologiques préalables à l'utilisation du site Web. L'importance de bonnes aptitudes à étudier tout au long du cours a été soulignée. Concernant les pratiques pédagogiques qui amélioreraient le programme de physique en ligne par les animateurs, il a été constaté que les animateurs devraient recourir à une recherche-action régulière pour évaluer le succès ou l'échec du programme de physique et fournir aux apprenants un soutien et une rétroaction continus. En outre, un échafaudage de construction de discours virtuels devrait être mis à la disposition des apprenants. Les stratégies pédagogiques qui pourraient être adoptées par l'apprenant et l'animateur pour améliorer les pratiques dans les cours de physique pratique en ligne ont révélé, entre autres, l'ordinateur, l'exercice et la pratique basés sur des tutoriels, le type de résolution de problèmes et le laboratoire virtuel. Il a été recommandé que les facilitateurs et les apprenants de physique se tiennent au courant des meilleures pratiques pédagogiques mondiales en ligne pour des résultats d'apprentissage positifs en physique.
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