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1/16

MGA TEORYA

THEORY OF INTERNET USE The Impact of Internet use on Sociability: TFindingsThe Eects of Internet-Based Instruction onLearningredicting the use of !eb-based informatio

self-e"cacy# en$oyment# learning goal orienthe technology acceptance model %pplying Social &ogniti'e &onstructs of (oEnhance Student Success in )nline Distanc

Education


2/16

The Impact of Internet use on SociabTime-Diary Findings

( Nie, N.H. & Hillygus, S.D.)

Layunin: Ang pagaaal na i!" ay naglalay"ngang i$a%! i$ang paaan ng paggai! ng in!na#a#aape#!" sa #"uni#asy"n a! s"sya$ili'a'

e!"'"l"iya: Sa pag$u" ng papel na i!" ay

ang ga ananali#si# ng isang su*ey ag$i$igay ng sag"! u#"l sa i$a%! i$ang 'ai,#lase ng paggai! ng in!ene!. Ang su*ey !ina!a+ag na !ie'iay app"a-, #ung saan ueesp"n'e ay ag uula! ng ep"! !ung#"

na ginug"l sa isang pa!i-ula na $agay.


3/16

The Impact of Internet use on SociabTime-Diary Findings

( Nie, N.H. & Hillygus, S.D.)

Resul!a: Ang paggai! ng in!ene! sa $aanega!i$"ng epe#!" sa "as na inilalaan paa sa! ga #ai$igan, gayun 'in sa ga sa#!i$i'a'es, nguni! ang paggai! ng in

!a$a" ay +alang gaan"ng epe#!". Dag'ag pnaunang nasa$i, ang paggai! ng in!en#a!apusan ng lingg" ay ay as a#augnayan sa #a$a+asan ng "as na inilalaapailya, ga #ai$igan, a! s"syal na a#!i$i'a

sa paggai! ng in!ene! !u+ing n"al na aa+


4/16

The Eects of Internet-Based InstructionStudent Learning( egne, S./. 0D , H"ll"+ay, 1.2. 0D & 3a!"n

Layunin: Ang pananali#si# na i!" ay naglalay"nang epe#!" ng 'is!ansyang pagaaal sa na#aes!u'yan!e a! epe#!" sa paguugali $a!ay sa#aanasan sa pagaaal gai! ang in!ene!.

e!"'"l"iya: Ang pag aaal ay isiniga+a sa p

pag #u#upaa ng esul!a4is#" ng es!u'esul!a ng sa!is5a-!i"n su*ey galing sa In!e!es! g"up a! -"n!"l g"up na #ung saan angpaaan ng pagaaal ay !a'isyunal " nasa l""Ang ga piling es!'uyan!e na nagsag"!

#a!anungan ay ga ga'ua!e s!u'en!s galing


5/16


6/16

YOUTH INTERNET USE: RIS1S AND O00ORTUN(SHUSHA AN3IE 3UANA AND 1A6ERI SU/RAHANYA

•

LAYUNIN: Ang pagaaal na i!" any naglalay"n papaga$ingin ang ga agagan'a a! asasaanng paggai! ng in!ene! ng ga #a$a!aan.

• ETHOD: Ang ga ananali#si# sa pagaaal na i!nagip"n ng ga se-"n'ay 'a!a !ung#"l sa ga '

in!ene! an' inilaa' i!" sa #anilang papel.• 2ON2LUSION: Ang In!ene! ay nag'u'ul"! ng aa

asasaang $agay !ula' ng a'i#sy"n, cyber bullyise*ual solicitation. Nguni!, i!" ay ay ga agaga"p"!uni'a' 'in na na$i$igay !ula' ng pag!ul"ng sacogniti'e, social# a! physical de'elopment ng #a$a!


7/16

YOUTH INTERNET USE: RIS1S AND O00ORTUN(SHUSHA AN3IE 3UANA AND 1A6ERI SU/RAHANYA

•

LAYUNIN: Ang pagaaal na i!" any naglalay"n papaga$ingin ang ga agagan'a a! asasaanng paggai! ng in!ene! ng ga #a$a!aan.

• ETHOD: Ang ga ananali#si# sa pagaaal na i!nagip"n ng ga se-"n'ay 'a!a !ung#"l sa ga 'in!ene! an' inilaa' i!" sa #anilang papel.

• 2ON2LUSION: Ang In!ene! ay nag'u'ul"! ng aaasasaang $agay !ula' ng a'i#sy"n, cyber bullyise*ual solicitation. Nguni!, i!" ay ay ga agaga"p"!uni'a' 'in na na$i$igay !ula' ng pag!ul"ng sacogniti'e, social# a! physical de'elopment ng #a$a!


8/16

A00LYIN3 SO2IAL 2O3NITI6E 2ONSTRU2TS OF OT TO ENHAN2E STUDENT SU22ESS IN ONLINE DIST

EDU2ATION

ARIOS ILTIADOU AND ILHELINA 2. SA6EN

LAYUNIN: IS TO DIS2USS THE AREAS OF ONLINE EDU2AA2ADEI2 OTI6ATION, AND TO SU33EST ETHODS FOR

STUDENT SU22ESS IN THE ONLINE EN6IRONENT /ASED FINDIN3S OF THE LITERATURE RE6IE

ETODOLOHIYA: SI7 OTI6ATIONAL 2ONSTRU2TS HA THOROU3HLY IN6ESTI3ATED IN TRADITIONAL FA2E2LASSROOS AND IN A IDE 6ARIETY OF EDUDIS2I0LINE


9/16

• RESULTA: HEN STUDENTS ENROLL IN AN ONLINE 2OURSE THEY ARE 2ONFROIDE 6ARIETY OF 3OALS TO STRI6E FOR, A2TI6ITIES TO EN3A3E IN, AND 2HAFA2E A2ROSS 6ARIOUS A2ADEI2 AND SO2IAL DOAINS. IT IS THE INRES0ONSI/ILITY TO EN2OURA3E STUDENTS TO FIND LEARNIN3 A 6ALU

INSTRU2TORS SHOULD A1E AN EFFORT TO ENHAN2E THE RELE6AN2E 2ONTENTS ITH STUDENTS% EDU2ATIONAL /A213ROUNDS AND EIN2OR0ORATIN3 2ASE STUDIES THAT A00RO7IATE REAL LIFE SITUATIONS AN

STUDENTS% INTERESTS I3HT IN2REASE STUDENTS% LEARNIN3 3OAL ORIEN THEIR 6ALUE FOR THE 2OURSE 2ONTENT. IN ADDITION, SU2H 2ASE STU2A0TURE STUDENTS% ATTENTION AND I3HT OTI6ATE THE TO EN3A3E IN LEARNIN3. INSTRU2TORS SHOULD NOT SU/STITUTE THE LEARNIN3 E70ERIEN2ASSI3NENTS /E2AUSE STUDENTS I3HT LOSE INTEREST IN THE 2OURSE AND

THEY I3HT DRO0 OUT (LO21E, 899; LO21E & LATHA, 899


10/16

• INSTRU2TORS SHOULD ALSO 2REATE ELL0LANNED AND STRU2TURED ONLINE 2OURS

SYLLA/I THAT ARE 2LEAR AND 2ON2ISE. ALL NE2ESSARY INFORATION A/OUT THE 2OU

/E 0OSTED ON THE 2LASS E/ 0A3E /EFORE THE /E3INNIN3 OF THE SEESTER. SU2H

SHOULD IN2LUDE THE EE1LY S2HEDULE OF READIN3S, ASSI3NENTS, AND DIS2USSIO

6RASIDAS AND 2ISAA2 (8999) FOUND THAT STRU2TURE INFLUEN2ES INTERA2TION IN A

EN6IRONENT. STUDENTS SHOULD 1NO E7A2TLY HAT IS E70E2TED OF THE AND TH

STE0S THEY NEED TO FOLLO TO A22O0LISH THE O/=E2TI6ES OF THE 2OURSE. A EL

STRU2TURED 2OURSE I3HT DE2REASE STUDENTS% AN7IETY, ENA/LIN3 THE TO SU22

INSTRU2TORS SHOULD HEL0 STUDENTS 2ONTROL THEIR ON 0A2E FOR FINISHIN3 ASS

0OSTIN3 ESSA3ES TO 6ARIOUS DIS2USSION >UESTIONS, AND READIN3 THE RE>UIRED

=OHNSTON (899?), FOR INSTAN2E, RE2OENDS DE6ELO0IN3 A HY0ERLIN1ED SYLLA/U

STUDENTS A22ESS TO ANY OTHER TY0ES OF RESOUR2ES.


11/16

• INTERA2TI6ITY SHOULD ALSO /E INTE3RATED INTO ONLINE 2OURSES FOR

INSTRU2TIONAL DESI3NERS AND INSTRU2TORS TO ENSURE SU22ESS. A ELL

DISTAN2E EDU2ATION 2OURSE SHOULD IN2LUDE ANY TO0I2S FOR ONLINE

DIS2USSIONS, FEED/A21 FRO STUDENTS, THE INSTRU2TOR, AS ELL AS E7

LIN1S TO ONLINE SOUR2ES OF 0ERTINENT INFORATION SU2H AS =OURNAL A

DATA/ASES, AND E/ 0A3ES ITH RELE6ANT TO THE 2OURSE INFORATION

SENSE OF INTERA2TI6ITY 2OULD ALSO /E E0HASI@ED ITH A 2ERTAIN DE3R

HUOR (0AR1ER, 8999). HUOR 2AN A1E THE 2LASS ORE EN=OYA/LE, IT U

3ENERATES A FEELIN3 OF SIN2ERITY AON3 THE 0ARTI2I0ANTS, AND 2AN LI3

/URDEN OF THE LEARNIN3 2UR6E FOR /OTH THE STUDENTS AND THE INSTRU


12/16

• 2OURSE DE6ELO0ERS ALSO NEED TO EITHER DESI3N THEIR ON

INTERFA2E, OR USE A E/2OURSE TE0LATE 0RO6IDED /Y THE D

LEARNIN3 DE0ARTENT AT THEIR INSTITUTION. E/ 0A3E DESI3N

SI0LE STE0 AND SHOULD NOT /E TA1EN LI3HTLY. THE INTERFA2E

/E USERFRIENDLY, ALLOIN3 FOR SUFFI2IENT HITE S0A2E AND

2ONSISTENT 0LA2EENT OF TE7T AND IA3ES ON EA2H E/ 0A3

FONT SI@E ON HITE /A213ROUND SHOULD /E USED /E2AUSE O

STUDENTS


13/16

• 0RINT OUT E/ 0A3ES TO /E A/LE TO READ THE ATERIAL EASILY. AN A00RO0RIATE FONT SUNI6ERSAL FOR /OTH 02 AND A2INTOSH 2O0UTERS, IS RE>UIRED FOR STUDENTS TO /E ITHOUT DIFFI2ULTY. 2OLORS SHOULD /E SU/TLE AND SHOULD 2O0LEENT THE 2ONTENT. NA6I

IN2LUDE A SITE A0 FOR EASY A22ESS OF ALL E/ 0A3ES /Y THE STUDENTS. AT THE END OF TDE6ELO0ENT 0HASES, 2OURSE DE6ELO0ERS SHOULD 0OST ALL NE2ESSARY INFORATION ON 0A3E /EFORE THE /E3INNIN3 OF THE SEESTER. SU2H INFORATION SHOULD IN2LUDE THE EOF READIN3S, ASSI3NENTS, AND DIS2USSION TO0I2S. THE ISSUE OF ONLINE E7AS IS ANOTHEONLINE 2OURSES. OFTEN INSTRU2TORS FEEL THAT THEY DO NOT HA6E 2ONTROL O6ER SU2H E7AAY TO SOL6E THE 0RO/LE IS TO HA6E STUDENTS SU/IT ESSAYTY0E >UESTIONS, 2ASE STUDIE

0A0ERS, ON HI2H IT OULD /E DIFFI2ULT FOR THE TO 2HEAT. A FINAL INSTRU2TIONAL DESI3N IS THE 6ALUE OF 2ONDU2TIN3 FORATI6E E6ALUATION AND RE6ISION ON THE DISTAN2E LEARNINATERIALS, AS S0E2IFIED IN OST INSTRU2TIONAL DESI3N ODELS. 0ORTER (899?) IN HEDETERININ3 HETHER 2OURSES ARE A00RO0RIATE FOR DISTAN2E DELI6ERY IN2LUDES A USEFULE6ALUATIN3 DISTAN2E LEARNIN3 2OURSES. ANOTHER E7A0LE OF 2RITERIA TO /E 2ONSIDEREDDISTAN2E 2OURSES IN S2HOOLS IS 0RESENTED /Y HA1ES (899).


14/16

• 2ON2LUSION

• IN LI3HT OF HI3H ATTRITION RATES ITHIN ONLINE DISTAN2E EDU

EN6IRONENTS, AND A 3ROIN3 NU/ER OF TRADITIONAL 2OUR

USIN3 ONLINE TE2HNOLO3IES, TRADITIONAL AS ELL AS ONLINE

ARE LI1ELY TO E70ERIEN2E DISTAN2E EDU2ATION ETHODS IN TH

FUTURE. 0RO6IDIN3 INFORATION THAT RE6EALS LEARNERS% OT

AND STRATE3IES FOR SU22ESSFUL EN3A3EENT IN DISTAN2E LE

EN6IRONENTS IS LI1ELY TO 0RO6E /ENEFI2IAL FOR /OTH DISTAN

EDU2ATION AND TRADITIONAL EDU2ATION THAT IS SU00ORTED TH

ONLINE EDU2ATION ETHODS.


15/16

• ORE RESEAR2H IS NEEDED TO SHED LI3HT ON HI2H OTI6ATIONAL 2ONSTRU2TS

IDENTIFIED AS 0REDI2TORS OF SU22ESS IN AN ONLINE EN6IRONENT. THE LA21 OF

STUDIES 2OU0LED ITH THE RA0ID 3ROTH OF ONLINE 2OURSES DEAND IN6ESTI

THE AREA SO THAT ATTRITION RATES DE2REASE AND LEARNERS A2HIE6E THEIR EDU

3OALS. THE RA0ID TE2HNOLO3I2AL AD6AN2ES THAT ARE AN E6ERYDAY 0HENOENO

/E3INNIN3 OF THE 8ST 2ENTURY OFFER THE /ASIS FOR 2OLLE2TIN3 ORE E0IRI2

ENA/LE EDU2ATIONAL INSTITUTIONS, INSTRU2TIONAL DESI3NERS, AND EDU2ATORSE6EN /EFORE A 2OURSE /E3INS, LEARNERS% 0ER2E0TIONS, 3OALS, AND OR3ANI@AT

S1ILLS. THIS 1NOLED3E OULD 2ONTRI/UTE 6ITAL INFORATION FOR FURTHER >

UNDERSTANDIN3 THE ONLINE ODALITY OF EDU2ATION AND THEREFORE HEL0 TO /

ATTRITION RATES AND IN2REASE THE DESI3N OF INSTRU2TIONALLY SOUND E//AS


16/16

RESEAR2H TO0I2

E0E1TO N3 0A3/ILI N3 3AIT SA INTERNET SA 0A3/ILI N3 3AIT O

8. ANO AN3 A/U/UTI AT DI A/U/UTI NA NAIDUDULOT N3 0A3/3AIT SA INTERNET

. ANO AN3 1ADALASAN3 3AIT NA /INI/ILI SA INTERNET

B. SAAN3 E/SITE NILA ADALAS /UI/ILI

C. SINO AN3 ADALAS 3UAA3AIT N3 INTERNET SA 0A3/ILI N3

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