Keywords
., Gagne's model, instructional design, online learning, pedagogy,technology
Impact of Gagnes Model on L2 Online Environments
Abstract
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Instructional practices that can improve learning outcomes and teaching impact are crucial for instructors. The nine events of instruction in the online language classroom setting (Gagne et al., 2004) is one possible solution to enhance the learning outcomes. The Gagne model is based on understanding how learners process information. The effects of Gagne's nine instructional events in L2 contexts in web-based courses are not well understood, and none of the previous studies has validated this model for delivering an online course on communication. Therefore, this study examines the impact of using Gagne's theoretical model on student performance and course evaluations over a semester. The nine events of instruction could be implemented in synchronous and asynchronous online ESL courses. The participants were 64 (18 female, 47 male). Student test performance and self-perception questionnaires have suggested that they have improved their productivity and motivation. The research used a pretest-posttest methodology. The first group of students received standard instruction using the four-quadrant model, and the intervention group received training using Gagne's framework. The final grades of the students increased after Gange's intervention. The students' feedback also supported the proposed instructional model. The study has pedagogical and policy-level implications for fostering language learning in CALL environments.
Instructional practices that can improve learning outcomes and teaching impact are crucial for instructors. The nine events of instruction in the online language classroom setting (Gagne et al., 2004) is one possible solution to enhance the learning outcomes. The Gagne model is based on understanding how learners process information. The effects of Gagne's nine instructional events in L2 contexts in web-based courses are not well understood, and none of the previous studies has validated this model for delivering an online course on communication. Therefore, this study examines the impact of using Gagne's theoretical model on student performance and course evaluations over a semester. The nine events of instruction could be implemented in synchronous and asynchronous online ESL courses. The participants were 64 (18 female, 47 male). Student test performance and self-perception questionnaires have suggested that they have improved their productivity and motivation. The research used a pretest-posttest methodology. The first group of students received standard instruction using the four-quadrant model, and the intervention group received training using Gagne's framework. The final grades of the students increased after Gange's intervention. The students' feedback also supported the proposed instructional model. The study has pedagogical and policy-level implications for fostering language learning in CALL environments.
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URI / Handle
http://hdl.handle.net/11531/79774Rights
Creative Commons Reconocimiento-NoComercial-SinObraDerivada España