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ANALYSIS OF INSTRUCTIONAL DESIGN SYSTEM OF
ALLAMA IQBAL OPEN UNIVERSITY: PRACTICES AND
OPPORTUNITIES
.
MUHAMMAD ASHFAQ
ROLL NO. AD- 816533
Department of Distance, Non-formal & Continuing Education
Faculty of Education
Allama Iqbal Open University Islamabad
2017
ii
ANALYSIS OF INSTRUCTIONAL DESIGN SYSTEM OF
ALLAMA IQBAL OPEN UNIVERSITY: PRACTICES AND
OPPORTUNITIES
.
MUHAMMAD ASHFAQ
ROLL NO. AD-816533
Submitted in Partial Fulfillment of the Requirements for the Degree of
Doctor of Philosophy in Education (Specialization in Distance & Non-
Formal Education) Department of Distance, Non-Formal & Continuing
Education
Faculty of Education
Allama Iqbal Open University Islamabad.
2017
iii
AUTHORS DECLARATION
1. During the period of this registered research study in which this thesis was
developed, the author has not been registered for any other academic award or
qualification.
2. The material included in this dissertation/thesis has not been submitted wholly or
in part for any academic award or qualification other than that for which it is now
submitted.
3. Except where otherwise acknowledged in the text, this thesis represents the
original research work of the author.
Muhammad Ashfaq
(Researcher)
iv
APPROVAL SHEET
v
DEDICATION
This research work is dedicated to my parents, teachers, relatives, colleagues
and friends who have always been sources of motivation and inspiration for
me.
vi
ACKNOWLEDGEMENT
Praise to be the Almighty Allah Who has bestowed on the researcher’s potential
and courage to carry-out this research study. The researcher is highly thankful to
Prof. Dr. Nasir Mahmood, Dean Faculty of Education, for his kind guidance, suggestive
and motivational attitude which has made the completion of this study possible.
The researcher is grateful to his Supervisor Dr. Muhammad Ajmal, Associate
Professor/Chairman Department of Distance, Non-Formal and Continuing Education,
whose sincere advice and inspiring guidance in locating and using the sources provided
position to think deeply and observe carefully throughout the conduct of this research
study. His continuous help and guidance provided courage and motivation at every step
to complete this thesis. The researcher is also highly grateful to his Co-Supervisor Prof.
Dr Muhammad Javed Iqbal, Ex-Chairman Department of Distance, Non-Formal and
Continuing Education, for his encouragement, motivation and consistent guidance
throughout the compilation period of this study.
The researcher also acknowledges the co-operation and support rendered by the
faculty members, management of regional campus abbottabad, scholars and all who
directly or indirectly helped in completion of this study. The researcher is also thankful to
all his loving family members whose hearty prayers enabled him to complete this
research work.
Muhammad Ashfaq
vii
ABSTRACT
This study intended to analyze the existing instructional design system, to
identify the gaps between theory and practice and to explore the possibilities of
innovations in instructional design system of Allama Iqbal Open University. The
study was descriptive in nature; population was consisted of six categories i. e course
writers, reviewers, editors, tutors, students and media producers. The sample comprised
of 112 tutors and 516 students using random sampling technique and census population
75 writers, 25 reviewers, 10 media producers and 05 editors of selected courses for data
collection. Questionnaire was used as instrument to collect the data. Data from all the six
categories was grouped, coded and analyzed by using statistical techniques of Percentage,
Mean Score, Variance, One-way Analysis of Variance, Post Hoc Test and Duncan Test.
Findings and conclusions of the research study were i. e. course objectives are
determined, measurable and reflect educational needs. Need assessment of the
instructional design components is carried out, audio-visual support is provided and
material is being blended with words and illustrations. There are gaps in creativity of
courses, courses provision on e-learning format and material presentation for students. It
was concluded that sufficient professional development opportunities are not available;
assignments are not properly marked with the remarks of tutors and there is lack of
intellectual clarity in study material. Student’s responses are not satisfactory, research
activities are limited and learning based problems are not properly diagnosed in tutorial
meetings. There is possibility of objective based activities, use of available resources, use
viii
of educational technology, improved communication system, e-assessment techniques
and innovations in instructional design.
This study recommended that study material may be illustrated with graphs,
diagrams and maps for contents understanding. The use of educational technology and
social media may be ensured i. e. tv, radio, internet, face book, twitters, skype, whatsapp,
and u-tube. E-assessment and optical mark recognition system may be introduced, free
regular communication services tutors & students e-mail and telephone contacts may be
recorded. Professional skills of the stakeholders of instructional design may be enhanced
through on-job training opportunities, cross comparative studies and faculty development
projects.
ix
LIST OF CONTENTS
Chapter 1 INTRODUCTION 1
1.1 Theoretical Framework of the Study 3
1.2 Statement of the Problem 8
1.3 Objectives of the Study 8
1.4 Research Questions 9
1.5 Significance of Research Study 9
1.6 Delimitations of Research Study 11
Chapter 2 REVIEW OF RELATED LITERATURE 12
2.1 Instructional Design 12
2.2 Parameters of Instructional Design 17
2.3 Instructional Design System of Distance Education 19
2.4 Stages in Instructional Design Development in Distance
Education
22
2.5 Approaches of Instructional Design 25
2.6 Instructional Design Models 26
2.6.1 Branson and Rayner ADDIE Model 27
2.6.2 Peter Instructional Development Learning System Model 28
2.6.3 Dick and Carey System Approach Model 28
2.6.4 George Joeckel Objectives Activities Resource Model 29
x
2.6.5 Morrison, Ross and Kemp Model 29
2.6.6 Smith and Ragan’s Model 30
2.6.7 Merril’s Model of Instructional Design 30
2.6.8 Keller’s ARCS Model 30
2.6.9 Robert Gagnes ASSURE Model 32
2.6.10 The Hannifin Peck Design Model 33
2.6.11 Knirk and Gustafson Design Model 33
2.6.12 Jerold Kemp Design Model 34
2.7 Instructional Design Systems in Open Universities 34
2.7.1 Open Universities in Developed Countries 35
2.7.1.1 United Kingdom Open University 35
2.7.1.2 Open University of China 36
2.7.1.3 Athabasca University Canada 37
2.7.1.4 Open University of Japan 38
2.7.1.5 Accra Institute of Technology USA 39
2.7.2 Open Universities of the Developing Countries 40
2.7.2.1 Open University of Malaysia 40
2.7.2.2 Open University of Sri-Linka 42
2.7.2.3 Indira Gandhi National Open University 43
2.7.2.4 Cyprus Open University 45
xi
2.7.3 Open Universities in Pakistan 46
2.7.3.1 Allama Iqbal Open University 46
2.7.3.2 Sarhad University of Science & Technology 47
2.7.3.3 Virtual University 48
2.8 Practices of Instructional Design System 49
2.9 Educational Technology for Instructional Design System 50
2.10 Classification of Educational Technology 53
2.10.1 Hardware Educational Technology 53
2.10.2 Software Educational Technology 57
2.11 Benefits of Educational Technology 64
2.12 Gaps in Prevalent Researches on Instructional Design 67
2.13 Summary of Related Literature 69
Chapter 3 METHODOLOGY OF THE STUDY 71
3.1 Design of the Study 71
3.2 Instruments Development 71
3.3 Validity and Reliability of Research Instruments 72
3.4 Population 74
3.5 Sample 75
3.6 Administration of the Instruments 75
3.7 Statistical Analysis of Data 76
xii
Chapter 4 ANALYSIS AND INTERPRETATION OF DATA 77
4.1 Analysis of the Responses as Per Parameter of Course Analysis 77
4.2 Analysis of the Responses as Per Parameter of Material
Development
88
4.3 Analysis of the Responses as Per Parameter of Media Input 100
4.4 Analysis of the Responses as Per Parameter of Delivery System 109
4.5 Analysis of the Responses as Parameter of Evaluation 118
4.6 Analysis of Qualitative Data 129
4.7 Analysis of Responses for Significance in Results 132
4.8 Comparative Analysis of the Categories 133
4.9 Analysis of the Responses for Homogeneous Results 141
Chapter 5 SUMMARY, FINDINGS, CONCLUSIONS, DISCUSSION
AND RECOMMENDATIONS
144
5.1 Summary 144
5.2 Findings of the research study 146
5.3 Conclusions of the study 160
5.4 Discussion 163
5.5 Recommendations 168
REFERENCES 171
ANNEXURE- I 184
xiii
ANNEXURE- II 185
ANNEXURE- III 187
ANNEXURE- IV 189
ANNEXURE- V 191
ANNEXURE- VI 193
ANNEXURE- VII 195
xiv
LIST OF TABLES
Table No Title Page No
4.1 Analysis of the Responses as Per Parameter of Course Analysis 77
4.1.1 Analysis of the Opinion of Course Writers for Course Analysis 77
4.1.2 Analysis of the Opinion of Course Reviewers for Course Analysis 79
4.1.3 Analysis of the Opinion of Course Editor for Course Analysis 81
4.1.4 Analysis of the Opinion of Course Tutors for Course Analysis 83
4.1.5 Analysis of the Opinion of Students for Course Analysis 84
4.1.6 Analysis of the Opinion of Media Producers for Course Analysis 86
4.2 Analysis of the Responses as Per Parameter of Material
Development
88
4.2.1 Analysis of the Opinion of Writers for Material Development 88
4.2.2 Analysis of the Opinion of Reviewers for Material Development 90
4.2.3 Analysis of the Opinion of Editors for Material Development 92
4.2.4 Analysis of the Opinion of Tutors for Material Development 94
4.2.5 Analysis of the Opinion of Students for Material Development 96
4.2.6 Analysis of the Opinion of Producers for Material Development 98
xv
4.3 Analysis of the Responses as Per Parameter of Media Input 100
4.3.1 Analysis of the Opinion of Course Writers for Media Input 100
4.3.2 Analysis of the Opinion of Course Reviewers for Media Input 102
4.3.3 Analysis of the Opinion of Course Editors for Media Input 103
4.3.4 Analysis of the Opinion of Course Tutors for Media Input 105
4.3.5 Analysis of the Opinion of the Students for Media Input 106
4.3.6 Analysis of the Opinion of Media Producers for Media Input 108
4.4 Analysis of the Responses as Per Parameter of Delivery System 109
4.4.1 Analysis of the Opinion of Course Writers for Delivery System 109
4.4.2 Analysis of the Opinion of Course Reviewers for Delivery System 111
4.4.3 Analysis of the Opinion of Course Editors for Delivery System 112
4.4.4 Analysis of the Opinion of Course Tutors for Delivery System 114
4.4.5 Analysis of the Opinion of Students for Delivery System 116
4.4.6 Analysis of the Opinion of Media Producers for Delivery System 117
4.5 Analysis of the Responses as Per Parameter of Evaluation
Techniques
118
4.5.1 Analysis of the Opinion of Writers for Evaluation Techniques 118
xvi
4.5.2 Analysis of the Opinion of Reviewers for Evaluation Techniques 120
4.5.3 Analysis of the Opinion of Editors for Evaluation Techniques 121
4.5.4 Analysis of the Opinion of Tutors for Evaluation Techniques 123
4.5.5 Analysis of the Opinion of Students for Evaluation Techniques 125
4.5.6 Analysis of the Opinion of Producers for Evaluation Techniques 127
4.6 Analysis of the Qualitative Data 129
4.6.1 Identification of the Problems in Instructional Design 129
4.6.2 Suggestions to Improve Instructional Design System 130
4.7 Analysis of the Responses for Significance in Results 132
4.7.1 Analysis of Variance at 0.05 significant level 132
4.8 Comparative Analysis of the Categories 133
4.8.1 Comparative Analysis of Categories on Material Development 133
4.8.2 Comparative Analysis of Categories on Material Development 135
4.8.3 Comparative Analysis of Categories on Media Input 137
4.8.4 Comparative Analysis of Categories on Deliver System 139
4.9 Analysis of the Responses for Homogeneous Results 141
4.9.1 Analysis of the Homogeneity in the Variables of Categories 141
xvii
LIST OF ABBREVATIONS
ADDIE Analysis Design Development Implementation and Evaluation
AECT Association for Educational Communications & Technology
AIOU Allama Iqbal Open University
AIT Accra Institute of Technology
APDC Academic Planning and Development Committee
ARCS Attention, Relevance, Confidence and Satisfaction
ASSURE Analyze, State, Select, Utilize, Require and Evaluate
AU Athabasca University
BBC British Broadcasting Corporation
CD Compact-Disc
CDLP California Distance Learning Project
CID. Centre for Instructional Design
CIDT Centre for Instructional Design and Technology
CLC Commonwealth of Learning Canada
E-mail Electronic Mail.
FA Faculty of Arts
GER Gross Enrollment Ratio
HSSC Higher Secondary School Certificate
i.e That is
ID Instructional Design
xviii
IDLS Instructional Development Learning System
IDS Instruction Design System
IGNOU Indira Gandhi National Open University
ISD Instructional System Design
LMS Learning Management System
OAR Objectives Activities Resource
ODL Open and Distance Learning
OU Open University
OUC Open University in china
OUC Open University in Cyprus
OUM Open University in Malaysia
OUSL Open University in Sri Lanka
RITE Regional Institute of Teacher Education
ROM Read-Only Memory
RTC Research and Technology Committee
RTVU Regional Television University
SU Sarhad University
TPACK Technological Pedagogical Content Knowledge
TV Television
UK United Kingdom
USA United States of America
USB Universal Serial Bus
VBI Vertical Blanking Interval
VU Virtual University
WWW World Wide Web
xix
LIST OF ACRONYMS
Approaches a way of dealing with something.
Analysis detailed examination of the elements of something.
Comparison the act of comparing between two or more elements of
teaching.
Components a part or element of a larger whole.
Discipline code of behavior
Educational Technology the application of scientific knowledge, techniques and
tools for practical purpose of education.
Instructional Design System an approach or method, used to transfer knowledge to
learners.
Instructional Goals desired results of an teaching activity.
Instructional Method a particular procedure for delivering instructions to
accomplishment desire goals.
Models a system or thing used as an example to follow or imitate.
Objectives a thing aimed at or sought a goal.
Opportunities a set of circumstances that makes it possible to do
something.
Practices the actual applications of teaching practices.
Procedure an established or official way of doing something.
Process a series of actions or steps taken in order to achieve
a particular end.
Reality things as they actually exist.
System a set of principles or procedures according to which
something is done.
Science the intellectual, practical and systematic activity to study
the origin.
CHAPTER 1
INTRODUCTION
Education is a fundamental need of economical, social and cultural developmental
plan. Education is a basic right of human being, nations plan their socio-economical
developments based upon well educated masses. The fundamental purpose of education
is to search the truth and develop the mental and physical qualities of man in such a
manner that the probabilities of the humans may be comprehended (Annick, and
Brennen, 2001). The vital endeavor of education is to develop an impartial and
organized character of the human being; enable them to maintain velocity with the
contemporary humanity in day to day life. Moreover, it is a tool to develop a nation.
Today the education is considered as one of the dynamic means for socio-economic
transformation and improvement of human being. It is a fundamental requirement of the
progress in all intellectual social economic plans (Miriam, Kathleen, Linda, Jim, and
Yaneer, 2002). Hence education is essential for developing worldwide human values
and encouragement of the superiority of human resources.
According to Edmonds, Robert, Branch and Prachee (1994) that “the intrinsic
human value of education is its ability to add meanings, values, knowledge ,skills
and competencies”. Education is a basic need as Morrison, Ross and Camp (2001)
declared that “every nation attempts to educate its future generation, educational
systems are framed and launched to attain educational objectives of the nations”. The
objectives of the education may achieve if there is a strong, systemic, up to date and
having a scientific approach education system. For attainment of these determent
2
educational objectives different strategies are designed and launched in education
systems. The instructional design is one and major amongst these mechanisms and
components of education system. Instructional design describes the method concerned in
systematic planning of instruction at the very basic stage (Shambaugh and Magliaro,
2006). It is the disciplined growth of instructional conditions by means of wisdom
and instructional assumptions to make certain training importance.
According to Braden, (1996) it is the “entire process of analysis of learning
needs, goals and the development of a delivery system to meet these needs”. It is
consisted on the growth of instructional objects, actions, tests and assessment of each
and every instructional activities learner of the learners. As Miriam, et el. (2002) viewed
that “it is an approach, methodology and philosophy, which has been utilized to transfer
knowledge, skills and courseware characteristics to learners”. Instructional design
especially in relation to instructional technology has done major assistance to the use of
computers and video in distance learning. It gives guiding principles for the institutions
and appearance of entire instruction from instruction to self-study, from a lab to library.
It is the instructional designs which delivers new formats and re-conceptualize
conventional learning forms. Lee and Driscoll (2004) view that “instructional design
is the analysis of level of interaction, reinforcement, branching learning needs and
systematic development of instruction‟‟. The instructional designers have frequently
used instructional tools as a means for rising instruction. The models of
instructional design classically identify a techniques which help in the delivery of
information‟s, skills, approach and knowledge to obtain the instruction. As Rowntree,
(1979) examines instructional design as structure of increasing logical instructional
3
materials by means of goals, connected with teaching approach, assessment and
feedback. It helps to trained, trail and assessing that how learner gains knowledge for the
description and complete process of analyzing instructional design.
1.1 Theoretical Framework of the Study
Instructional design is an area of human experience, skills, knowledge and
is concerned with one‟s ability to cope with one‟s environment and needs
(Reigeluth, 2009). Instructional design is an art of generating comprehensive
measurement for growth, execution, assessment and preservation of situation which
make possible to learn at single and group stage. Richard, Swanson, Holton and
Elwood, (2008) acknowledged that it is a planned submission of assumptions and well
thought-out conduct. It is the plan to systematize methods and procedures of established
efficiency in the education. According to Molenda and Sullivan (2003) instructional
design system is a mixture of thoughts in organizational development, learning theory
and instructional technology. Instructional technology co-ordinates all components of
instructional design system for consistent educational approach. According to Smith and
Ragan (2004) it is the methodical method to translate the doctrines of instruction and
learning into strategies for the activities and instructional materials.
According to Horton (2006) instructional design process is the science of creating
detailed specifications for the analysis, design, development, implementation and
evaluation of subject matter at all levels of education. Another purpose of instructional
design is to construct relationship between the external and internal mechanisms of a
learning atmosphere. The importance of instructional design is deliberately focuses the
4
student and certainly does not propose that efficient teachers never do that. The main
qualities of efficient teachers are that they are always attentive about student progress and
needs, and throughout the course, they keep an eye on students reactions. On the other
hand, as a range of learner population is produced. (Edmonds, et el. 1994). Generally
design means the method or approach of teaching learning process. Usually in distance
education print and non-print material is delivered through multimedia approach.
Mukherjee (2014) says that instructional design in distance education is usually
used for design, development, delivery and evolution in instructional scheme. According
to Romiszowski, (1984) it as a corner stone to messages and designing materials that
might further efficiently cross the line between Knowledge. It is the method to
improve the worth of learning and teaching. In distance education, the system of
instructional design is made in such manner that various mechanisms might possibly be
supportive to bridge the gap between students and teachers. According to Ricky (2005)
describes that is the science which creates learning and instructional environment to
accomplish certain tasks. Its foundations are the speculative and realistic applications in
the fields of education for solving the learners problems. It is an inter-active path that
needs ongoing assessment and feedback in open learning institutions.
There are numbers of instructional design models which are ADDIE, Dick &
Cary Design Model, Objectives Activities Resource Model, Morrison, Ross & Kemp
Model, Smith & Ragan Model, ARCS and ASSURE are some important models used in
distance education system. ADDIE model is one of the most common models used in
the instructional design. This model help to instructional designers, content developers,
or even teachers to create an efficient and effective teaching design by applying the
5
ADDIE model in any instructional product. The elements made by the ADDIE model
can be used in any educational environment as online, correspondence and face-to-face
learning. The components which are analysis, design, development, implementation, and
evaluation of the model are related and interacted with each other. Edvardsson and
Oskarsson, (2008) view that there are many instructional design models but many
are based on the ADDIE model which has five phases included analysis, design,
development, implementation and evaluation.
Many researchers used ADDIE model in their research design, Morrison, as Ross
and Kemp (2007) research study on “Designing Effective Instruction” has five phases
which are interacted with each other for effective instruction activities. Reiser and
Dempsey (2012) used ADDIE model in their research study on “Trends and Issues in
Instructional Design and Technology” where educational technology is focused to be
used in all phases of instructional design. According to Peterson (2003) research work on
“Bringing ADDIE to Life: Instructional Design at Its Best” develops the teaching
learning environment through co-ordination of different phases in instructional activities.
Onguko, Jepchumba and Gaceri (2013) in their research study on “For us it was a
Learning Experience” and Aldoobie (2015) study on “ADDIE Model” proposed that the
elements made by the ADDIE model can be used in any educational environment as
online, correspondence and face-to-face. Proctor and Robert (1995) research work on
“Critical Role that Computational Models Plan” is based on this model. Burlingame and
Fuhriman (2004) study on “Current Status and Future Directions of Group Therapy” used
ADDIE model in its analysis.
6
This research study is based on the five parameters of ADDIE model, as these parameters
are common in the design of many others models. Brando (2012) says that instructional
design models mostly comprised of five common phases (a) analysis, (b) design, (c)
development, (d) implementation and (e) evaluation. These models present flexible and
vibrant strategies used for efficient and well-organized instructions. In ADDIE model the
analysis stage is the most important phase, where instructional designers do the analysis
before creating, developing, or even implementing the plan. They really save huge
amount of courses effort and time to carry out the analysis of the learners‟ skills, needs,
opportunities to learn and analysis of learning objectives.
In design phase the instructional designer thinks about how design instruction can
really be effective in ways that facilitate learning, interaction with the materials, focuses
on designing assessment of the course and creating their own instructional strategy. The
development phase depends on the first two phases; the instructional designers integrate
the technology with the educational setting and process. Moreover, the instructional
designer starts to develop and create a good quality factual sample for the instruction
design, the materials of the course, and run through of the conduction of the course.
Implementation phase is about transforming of plan into action, where three major steps
are consider which are training, preparing the learners, and organizing the learning
environment (Keller, 2006). The final phase in ADDIE model is evaluation phase, where
formative and summative evaluation is carried out in order to make sure that we have
achieved our goals using the instructional design and materials to meet the learner needs.
The open universities used more than one way of communication i. e. TV, radio and
printed material. These universities frequently prepare their own instructional material for
7
the courses, mostly adopting distance education system for learning activities. According
to Ajmal (2010) instructional material is developed, designed and delivered by using
instructional design system. Different learning activities in distance education institutions
are designed through their own integrated instructional method and approach. Open
Universities are launching various approaches alongside by means of innovative
technology in their distance education system (Muhammad, 2010).
Allama Iqbal Open University has its own instructional design system having
important components such as self learning printed text & supplementary material,
broadcast on tv and radio, assignments, tutorials meetings, study centers & workshops,
library services & use of the multi-media. Instructional design is acknowledged a
significant component of education system, the success of any formal or distance
education system is based on instructional strategies. Interactive instructional strategies
link the in-put and out-put elements of instructional design. Educational developments
stress and provoke us to modify instructional and communication techniques. Traditional
methodologies have been replaced by modern and innovative strategies and all this plead
to change the educational environment. Instructional design needs explorations and
reforms in functioning of its communication strategies. All the stakeholders of
instructional design need further knowledge and skills to improve distance learning
programs. Different instructional design models are existed but there are gaps between
theory and practice, low in standards and strengths, and limited researches on
instructional design in distance education. The researcher reviewed the relevant literature
and designed research work to study the instructional design system of Allama Iqbal
Open University: Practices and Opportunities.
8
1.2 Statement of the Problem
Instructional design has an impact on teaching learning process in any system of
education. Distance education being a flexible and innovative mode of education needs
innovative instructional design, which may cope the demands of the distance students and
the system. Allama Iqbal Open University is adopting instructional design system based
on blended instructional, delivery and evaluation activities. The success of the courses
taught at Allama Iqbal Open University mostly depends on the instructional design
system. There is need to analyze the existing instructional design system and adopt
innovations for learners, so the present research study “Analysis of Instructional Design
System of Allama Iqbal Open University: Practices and Opportunities” is conducted.
1.3 Objectives of the Study
Research objectives of this study are based on the parameters of: “course analysis,
material development, media input, delivery system and evaluation techniques” of the
instructional design system.
1. To analyze the existing instructional design system of Allama Iqbal Open
University.
2. To identify the gaps between theory and practice in instructional design
system of Allama Iqbal Open University .
3. To explore the possibilities of innovations in instructional design system at
Allama Iqbal Open University.
9
1.4 Research Questions
The research questions of this research study are based on the parameters of:
“course analysis, material development, media input, delivery system and evaluation
techniques” of the instructional design system.
1. What instructional practices are carried out for students at Allama Iqbal Open
University?
2. How courses contents are delivered to students at Allama Iqbal Open University?
3. How the standards of evaluation techniques may be improved for instructional
design at Allama Iqbal Open University?
4. What gaps exist in material development process at Allama Iqbal Open
University?
5. How media may play role for improving student‟s interaction and learning
comprehension at Allama Iqbal Open University?
6. What are the gaps between theory and practice in instructional design system of
Allama Iqbal Open University?
7. How innovations may be included to improve instructional design system at
Allama Iqbal Open University?
1.5 Significance of Research Study
Instructional design system is the systematic specification of instructions. The
main purpose of instructional design is to formulate educational objectives, to develop
instructional material and instructional activities, to provide guidance and counseling and
to carry out evaluation techniques. It applies principles and specifications for decisions
10
making about contents of the courses, teaching learning methods, delivery system and
usage of media. The goals of instructional design are make to sure instructional
excellence, effective learning strategies, efficiency and enjoyment for learning
environment. The instructional design system maximizes the values of the instructions for
the learners through interactive activities. This study will be helpful to develop the
quality and standards of learning activities, promote co-ordination links among the
different components of instructional design system and reforms in existing instructional
design system for Allama Iqbal Open University.
This university is developing a blended instructional design format for the
students of various educational programs, print material and electronic support is being
launched for intermediate program students. The admission, instructional and evaluation
criteria of instructional design is similar for all the students whether they are male or
female, urban or rural. The university is also struggling for developing integrated
instructional design system gradually for higher education programs learners. Available
resources are being utilized for learners‟ comprehension and exploration for new
knowledge. This study will provide direction and generalize new ideas of course studies
at this university.
It will be helpful for in-depth investigation of innovative opportunities for
instructional design system, significant for efficient delivery of courseware characteristics
for learners, enhance interactive strategies among students and use of modern evaluation
techniques in distance education system. This study will expand the knowledge and
concept of instructional design system, enhance practices and explore opportunities for
learners. This study may contribute towards establishing over all base of knowledge of
11
instructional design for the education planners to develop functional education activities
and plans. It may be helpful for educational administrators to manage suitable
instructional activities in their institutions It may be helpful to explore the role of course
developing team for developing future vision courses. The beneficiaries of this research
study are course writers for exploring and developing new learning strategies, reviewers to
improve the quality and structure of all the components of instructional design, editors to
enhance skills in production process, tutors to co-ordinate teaching learning activities and
develop contents understanding, students to explore more learning opportunities and
producers to improve delivery system through use of technology. It could be useful
helpful in construction of recommendations for the enhancement of instructional design
with innovations at Allama Iqbal Open University.
1.6 Delimitations of Research Study
The research study was delimited to the:
1. Semester‟s spring & autumn 2013.
2. HSSC Program, selected courses (English-I code 386, English-II code 387,
Urdu-I code 363, Urdu-II code 364, Daftri Urdu-301, Pakistan Studies-317,
Economics-315, Islamiat Compulsory-316, Islamiat Elective-343, General
Science-308, Education-312, History of Subcontinent-321, Crimes-372,
Iqbaliaat-303, Computer Science-360 and Human Rights-376).
3. Course Writers, Course Reviewers, Course Editors and Media Producers of the
selected courses.
4. Course tutors and students of the selected courses of AIOU Regional Campus
Abbottabad (Haripur, Abbottabad, Mansehra, Battagram and Kohistan Districts).
12
CHAPTER 2
REVIEW OF RELATED LITERATURE
2.1 Instructional Design
Education is a continuous learning process throughout the life. It is the highly
significant factor for the elevation of human civilization. Education uplifts human
standards and guides everyone towards the path of progress and prosperity. According to
Satish and Sajjad, retrieved (2012) education is “cradle to grave continuous process as it
describes the extremely significant and a permanent property of every individual”. It
makes our life truly thriving and meaningful. Education is the fundamental need of an
person as it helps to bring the most necessitated and desirable changes and also equips an
individual to negotiate efficaciously with difficult challenges. As investment in
knowledge pays the best interest, the direct impact of education is the gain of knowledge.
Education helps masses to acquire the perspective of looking at life (Hussain and Pervez,
2012).
Education is a powerful agent of seeking out the ultimate truth. Holmberg, (2008)
says education improves mental and physical attributes of human beings so that the
people become able to realize their talents and potentialities. Education is a witting
process of preparing the young learners in a way which is required and desirable.
Education makes them able to fulfill their responsibilities in their social evolution.
According to Butt, (2007) the significant purpose of education is the development of a
balanced personality of an individual and to enable him to go with same pace with the
modern world and in its various walks of life. MacLeod, (2003) remarks that our progress
13
as nation can be swifter than our progress in education; the human mind is actually our
fundamental source. As education formulates and shapes the corner stone of any society.
It is education which is responsible for the social and economical development and
political growth of the society. Education spreads knowledge by doing discoveries and
also their implementation for the possible betterment of society. Satish, et, el (2012)
suggested that the growth of society is based upon the quality of imparted education. The
better quality will produce a better person who will be capable to learn and utilize
acquired skills. Which in return help to reforms, leads to progress and development.
So education is one of the effective tools of national development. Education is
now considered the most effectual agent of bringing changes in socio economic sector.
Education is one of the decisive factors of the development of cultural, social and
economic sectors. Education is the canonic right of every individual. It is education
which guides us to plan societal development of economy. Education makes the nation
and put a society on the path of progress and prosperity. Education paves the route that
leads us towards lustrous future. MacLeod, et, el (2003) says that the successes and
failures of nations are literally based upon a single thing and that is education. Nations
formulates different effective and well designed learning schemes for the development of
multi dimensional aspects of learning‟s. It can‟t take place in isolation so for these
institutions establish various modes and styles through which information, acquirements
and knowledge is delivered. These different modes and styles of education are informal
education, formal education and distance & non-formal education. As formal education
corresponds is a well- structured and defined set of characteristics so when it‟s one and
more of characteristics are missed then we may state in a safe manner that the educational
14
system has possessed the characteristics of non-formal education. The process of
education is endued with a flexible curriculum and methodologies. It bears the capability
to accommodate and adjust the demands and interests of learners, in which time is not
stated but is dependent upon the work pace of learner and does not match with those on
which the formal education is based rather it may suit is called non formal education
(Bradshow and Hinton, 2004). The learners work pace is supported with educational
technology for attainment of objectives. Sabir, (2000) viewed that “any well structured
activities of education out of the boundaries of either functioning severally or having
important characteristics of some all inclusive activities that is designed to function in a
identifiable patronages objectives of learning”. This education system yields encouraging
and successful results to uplift the societal conditions. The author of developing world
Loe and Dale, (2009) remarked that non- formal education included literacy, school
dropouts, out of school youth, and primery education of adults, social development of
youth groups, mobilization of community and impart information regarding democracy
and civil rights.
Distance education is an important mode to deliver information‟s. According to
Holmberg, et, el (2008) distance education is learning process with those teaching
methods which due to the physical separateness of teachers and students are synergetic
and also comprised upon proactive teaching phases which are carried out with the help of
electronic devices. In distance education there is no instant and face to face expression
and interaction between learner and teacher as the teacher is out of the reach of student
for the most of time during teaching learning situation. According to Perrin, (2006) the
speedy adoption of distance education is replacing the correspondence courses which
15
ruminates the induction of media. Distance learners prefer to acquire knowledge and skill
at their own pace and convenience as it is a learner centered approach as it has engrossed
to render information to the learners through an effective utilization and expo of
multimedia system. Holmerg, et, el (2008) viewed that the physical gap of learner and
teacher is covered and colligated with the help of educational technologies. Distance
education renders opportunities to those who had left their formal education but had a
strong inclination and crave to improve and enhance their professional capabilities and
education. Hence distance education system is broad based approach which is
characterized by higher level of variation such as technology or media used.
The instructional design system correspond a systematic process through which
instructional materials are formulated, contrived, and delivered. The terms of educational
technology, instructional design and technology, curricula design and instructional
system design (ISD) are frequently used as convertible. An instructional system analyzes
the needs of learning and its systematic instructional development. Merrill, Drake, Lacy
and Pratt, retrieved on (2014) expresses that instructional technology is often used by
instructional designers to determine and define the methods particularly if espoused will
alleviate the transfer of attitude, skills and knowledge to the receiver of the instruction.
Instructional design is an organized development of instructional strategies for using
learning and instructional theories to insure the qualitative instruction. Parveen, (2014)
viewed that instructional design is an inclusive investigation of learners needs and
objectives for doing well improvements of instructional scheme of courses. Instructional
design comprises upon the evolution of instructional activities and materials so also trial,
test and evaluate the instructional and learner activities. Educational strategies and
16
objectives are contrived with the help of instructional design (Baggaley, 2008). In system
of distance education various kinds of instructional design are employed to present
information to the students. Instructional design system is being used as:
1 Instructional Process
Instructional design scientifically improves the teaching learning specifications by
applying instructional and learning theories to assure the qualitative and quantitative
instructions. It comprehensively analyzes the learner demands, course objectives and
launching of innovative methodologies (Smaldino and Heinich, 2002). The process of
instructional design includes scientific evolution and judgments of instructional
strategies, subject matter and learning activities.
2 Instructional Discipline
Instructional design is the control scheme of different activities. The conceptual
theories are imparted to learners through instructional scheme. Dougles, (2003) says that
it also deals with the planning, development, implementation and evaluation components
of teaching learning system. Different prescribe rules and regulations are followed while
this disciplined design is framed, implemented and evaluated.
3 Instructional Science
Instructional design is an art, science and skills, which deals with the complete
specifications of different activities. It prescribes how to design these activities? How to
develop them? How to make judgments of them? How to implement in teaching learning
17
process? Instructional design removes complex components of contents in short and
long units of courses (Rocci and Haghi, 2012).
4 Instructional Reality
The process of design through instructional design can be initiated from any
stage. The gleam of an idea is often evolved for giving a gist of an instructional situation.
When the process is entirely completed then the designer for the sake of refining it more
checks and evaluates all the component parts of the “science” which have been utilized in
the process of designing. The total process is for the sake of documentation is written in a
fashion as it is taken place systematically (Atul, 2005).
2.2 Parameters of Instructional Design System
Instructional design is an approach which is used to transfer knowledge to
distance students in distance education system. It has significant parameters and
standards which are considered by the instructional design developers. The instructional
design system a comprehensive approach having different components. These
components are integrated and co-ordinate with one another using educational technology
to attain educational objectives (Frey, Faul, and Yankelov, 2003). The instructional
design system of AIOU design, develop and launch different strategies in its delivery
system. The major common parameters of instructional design, which are also delimited
in this research study, are course analysis, material development, media input, delivery
system and evaluation techniques.
18
1. Course Analysis
Course analysis stress on the need assessment of instructional design components.
Local, national and international needs of the courses are analyzed and recommendations
are made to launch courses at different levels. The available human and material
resources are also analyzed, generated and utilized for courses. The students profile is
also analyzed and considered for development of each course of the program.
2. Material Development
Material development refers the process of development of different components
of instructional design system. The print and non-print material is developed through
systematic procedural activities considering the modern standards of development. The
course developing team and other allied authorities develop students learning activities in
courses. Innovative, explorative and interactive activities are designed for effective
learning and educational objectives are achievement (Frey, et, el, 2003).
3. Media Input
Educational technology is used in instructional design components for material
understanding and learner‟s access. Broadcast media, e-learning format, digital libraries
and computer technology is being used in developing, delivery and evaluation of
instructional design components. Students support services and educational environment
is enhanced for distance students. Modern educational technology is used in course
development, evaluation of learner‟s progress and development of administrative
activities (Merrill, et, el, 2014).
19
4. Delivery System
It is also a significant parameter of instructional design, because it considers what
has developed and how it will be delivered to students. The efficient delivery system is
assentional for instructional design components in delivering real knowledge (Atul, et, el,
2005). Courses are developed, strategies are designed and educational technology is used
in delivery of instructional design components. Students‟ interaction, communication
skills and transmission strategies are being enhanced in the form of open learning access
in delivery of instructional design system.
5. Evaluation Techniques
This standard of instructional design proclaims modern evaluation techniques to
be used in students, courses, programs and complete educational system evaluation. The
target objectives are analyzed; opportunities and exploration of new knowledge are
evaluated at different stages. Educational technology is applied for e-assessment during
formative and summative evaluation in components of instructional design system
(Morrison, et, el, 2001).
2.3 Instructional Design System of Distance Education
According to Information Resources Management Association, (2011)
“distance
study is learning supported by those teaching methods in which, because of the physical
separateness of learners and teachers, the interactive, as well as the pre-active phase of
teaching is conducted through print, mechanical or electronic devices”. Instructor
attempts to mark the subjects of teaching, determined learning objectives and integrated
20
activities of teaching and learning in instructional process. Instructional design comes
forth into an action when a teacher seeks to identify the areas of teaching and try to
produce the desired outcome of learning in students. Instructional design process
addresses to these questions i.e. the requirements of educational program ,objectives and
goals of educational program, the learners, the contents of subject, teaching method and
the facility of media to be used and the progress of learner assessment. The instructional
design process has six components which are:
1. Need Assessment
Instructional designs find-out hat why the instructions are necessary. Information
rising from present data, results through techniques, focus groups of learners and
case studies of different education programmes highlighted the learning needs.
Kizlik, retrieved on (2010) views that evaluation is an organized process to
determine the desires in the existing conditions. Current performance of the
instructional design is improved by the need Assessments.
2. Analysis of Learners
Instructional design puts stress that during teaching learning activities the
learner‟s evaluation to be carried out for positive impacts. It is based on students profile
those who taken similar distance education courses. Through analysis students
classification, up gradation for upper classes and effective strategies are selected in
instructional design (Borrowdale, 2000).
21
3. Educational Infrastructure and Environment
Learners and Geographic position is consisted of study of nearly listeners to
learner support services. Students may be considered at the time of course is being
designed. Infrastructure of educational institutions and environment is maintained for
efficient education development.
4. Goals and Objectives
The preferred outcomes and way to the entire process of instructional design
is planned in the preparation of accomplishment. These assist instructors and designers
to spot what are necessary of content for a course (Reigeluth, 2013). Learning objectives
and goals give the route that how to evaluate student‟s skills and ability.
5. Variety of Media
A course will present a range of teaching methods, data and media for learners.
The average option is supposed to appear after the choice of content. The most important
distinction between the distance education & traditional classrooms is in the part of
interaction and communication in distance education system. According to Brandão
(2012) for efficient education a suitable teaching manner must be adopted in the teaching
activities.
6. Evaluation Techniques
The useful evaluation has its foundations on the learning goals. Horton (2006)
views that present assessment methods are employed for correct and ideal
22
outcomes. In the course of assessment, quantitative and qualitative degree is measured.
In-formal and formal, subjective and objective, summative and formative actions are
conducted to evaluate the system of instructional design (Vergis and Hardy, 2010).
2.4 Stages in Instructional Design Development System of Distance
Education
There are stages of instructional design system development in distance
education format.
1. Instructional Goals
According to Shambaug, et el. (2006) instructional goals are the common
declaration of preferred achievements and tasks. It does not identify accurately every step
or mechanism, however every to be attained these determined goals.
2. Instructional Analysis
In this important stage of instructional design instructional material and
instructional activities are organized, framed and analyzed. Learning activities are also
proposed and launched for knowledge or skills enhancement. The mental abilities and
needs of objective oriented process are considered for maximum learning of the distance
students (Shambaugh, et el. 2006). The task analysis process helps out to know that what
to need for learners, their achievement abilities and strength of participation in different
learning activities. Various approaches are formulated for learner‟s outcomes and task
analyses. (Jerome, (2008) views that information processing analysis identifies operations
23
of mental level which is needed to employ by the learner in executions and performance
of that very skill.
3. Identify Entry Behaviors and Learner Characteristics
It is essential to specify the skills & knowledge level that a student has at the
beginning. However, there might be obvious variations from student to student in their
skill and knowledge levels. The teaching and training must be designed largely keeping
in mind the needs and requirements of the learner (Prema, (2011). However the
instructions have to be given according to the learning and attainment capacity of learners
in a much possible way all the time.
4. Development of Performance Objectives
Instructional design converts the targets into objectives during launching process.
According to Muhammad, et, el (2010) „„learning and instruction objectives are being
achieved through a disciplined process”. Instructional technology is provided to facilitate
the process for outstanding learner‟s performance. It renders enough guidance,
counseling and audio-visual aid support in instruction of courses. Besides this, the
specimen should be designed as a source for the evaluation of instruction and learning
which has taken place originally.
5. Select of Instructional Methods
Instructional methods are selected for accomplishing the educational objectives.
Modern significant methods are implied for high achievements of results. Different sort
24
of instructional theories and research activities are framed for functional students in
instructional environment (Stephens and Lazarus, 2007).
6. Organization of Instructional Material
After identification of instructional methodologies for learners understanding
and attainment of educational objectives, it is essential to accumulate required learning
materials for instructions. According to Shambaugh, et, el (2006) the instructions may be
of different kinds for instance audio, video, computer etc. while the essential material
may previously available or in public domain which may be improved or revised.
7. Plan and Conduct Formative Evaluation
It is the outcome of feedback whereas the instructions remain continues
providing the data to modify and advance the instruction material that was used and the
one which has not been used yet. Pelton, (1991) views that from time to time the
strategies that seem of so high-quality on document in fact fall short of success in
performance. Formative evaluation is carried out to check student‟s performance,
suitability of material and effectiveness of teaching learning activities. On-going
activities of instructional design are evaluated then modified for high achievements of
learners. Bearing in mind the instruction method put into practice and the course material
is given for learning of students.
8. Plan and Conduct Summative Evaluation
As a whole it is due to instructions effort which provides data on the success of
instructional endeavor. Assessment provides information on how entire instructional
25
component made possible the student to attain the objectives that was ascertained in
the beginning. Collective assessment assesses the full instructional design outcome
(Holmberg, et, el, 2008).
2.5 Approaches of Instructional Design System
Simonson, Smaldino, Albright, and Zvacek, (2006) describe that there are four
approaches of instructional design which are given below:
1. Linear Approach
This approach is based upon organization module which gives the liberty of
transition to the learners so they can go through from a series of tasks and readings in
specific processions. Learning is organized in a sequence for obtaining educational
objectives.
2. Branch Instruction Approach
This branch gives more flexibility for accomplishing the tasks and readings. This
draft is fundamentally linear regarding providing opportunities to learners for the further
specific areas or to remove students‟ backwardness of instructions towards remedial
areas.
3. Hyper Content Approach
Topics of hyper content designs approach can be studied randomly and in a non-
sequential way. They states additionally that students within their framework and had a
control over the studied topics and they can do this without the direct control of
26
instructor. This type of concepts comprises upon text and multimedia elements like audio,
video, pictures and graphics (Reigeluth, et, el, 2013).
4. Learner Directed Approach
Learner directed design approach gives liberty to students for ascertaining
navigation of courses completely. Learners formulate their own instructional schemes
and even their instructional design as well. It is reckoned as constructivist design model
which completely supports learner compulsive objectives. However, the author warns the
learner that design needs a worthy talented and lots of talents for achieving success
(Simonson, et, el, 2006).
2.6 Instructional Design Models
The models of instructional design system render the procedural framework for the
system development of instruction. It comprises upon the components of instructional
design process which included the determination of objectives and goals and the analysis
of audience to be selected. It describes how the components of instructional strategies are
incorporated to formulate a course of instruction (Morphew, 2000). The effectiveness of
model is based upon the context in which it is employed. The methods of instructional
design are situational specific and or not universally applicable. The models of
instructional design render symmetrical approach for the implementation of instructional
design process for particular initiatives of education. Keller, et, el (2006) remarked,
“models assist us to conceive the representations of reality” and which “models interprets
mode of doing”. Model provides guide line to buildup teaching learning process. The
purposes of the models of instructional design are:
27
1. Models help to envision a symmetrical process and give the liberty to develop
consensus among those who are involved about the process.
2. Models help as a tool for dealing with both the project and process.
3. Models give countenance to test theories by incorporating the theories into a
practical shape which can be applied.
4. Models design and set tasks which can be utilized as a good practice criterion.
Different instructional design models are being developed and practically
launched. These included:
2.6.1 Branson and Rayner ADDIE Model
The model which perhaps used mostly for creating and delivery of the material of
instruction is ADDIE Model. ADDIE Model first appeared in 1975. It was created by the
Branson and Rayner at Center for Educational Technology at Florida State University for
the U.S. Army and then quickly adapted by all the U.S. Armed Forces. The acronym
corresponds to the five different phases of the model which provides flexible and
dynamic guidance for designing effective training and tools for supporting performance.
The stages of model are, to analyze learner characteristics, environment and the tasks
which are to be learned.
Learning objectives are formulated and instructional approach is selected for
delivery of contents. Training material is created and organized, material is presented and
evaluation techniques are applied to check the whole process (Morphew, et, el, 2000).
The steps of the models are planted by adopting generic approach system which itself
bears a systematic nature. Formative evaluation is conducted for evaluating the value of
all five steps separately and revisions is conducted wherever is needed for improvement.
28
The outcome of the each step of this model is taken into consideration upon the
subsequent phase. The rest of new models of instructional design are the variation of this
model although their levels of complexity and specificity varied.
2.6.2 Peters Instructional Development Learning System Model
The instructional development learning system model was primitively formulated
and published by Peter in 1970 which comprises upon the components i. e. to plan task
analysis, develop standard and performance procedures, develop learning and
instructional materials and justification of the interactive instructional materials through
assessment.
2.6.3 Dick and Carey System Approach Model
The Dick and Carey Systems Approach Model was primitively formulated by
Walter Dick and Lou Carey and for the first time released for public in 1968 but later in
1978 it was published in the book of Walter Dick and Lou Carey entitled “The
Systematic Design of Instruction”. The most revision of model was done in 2005.They
both made a significant contribution in the field of design by making a system view of
championing being in opposition of viewing instruction system which is based on the
concept of isolated parts which is focalizing on the interrelatedness of contents, context,
instruction and learning. Dick, and Carey, (1990) view that “it is one of the leading
models of today which is based upon behavioral approach of instruction. The elements of
this model are the learners, instructors, materials, delivery systems and instructional
activities and learning performance act together and work altogether about students”. The
main components of this model are: the identification of the instructional goals,
29
instructional analysis managing, analyzes of the contexts and the learners, determent
objectives of learners performance and development of the instruments for assessment.
2.6.4 George Joeckel Objectives Activities Resource Model
This instructional design model is created for detailed framework of distance
education courses which are delivered through a learning management system (LMS) in
higher education. According to Smith and Ragan, (1993) this model was designed to
encounter four criterions:
1. To maintain careful focus on the framework of learning system.
2. To produce an effortless and simple graphical support and this alleviate
communication among the originating stakeholders.
3. To remain inclusive.
4. To characterize clear operations in the developmental process of online courses in
distance education environment.
4.6.5 Morrison, Ross and Kemp Model
A well organized design process proposed by Ross, Kemp and Morrison model,
which comprises upon nine reciprocally connected steps (Gagné, 2011). These steps
include, identify problems of instructional design and to specify relevant goals, to
examine the characteristics of learner, identify the contents of subject and to analyze task
oriented elements which are relevant of instructional goals, describe instructional
objectives for learners, to arrange the contents in sequence within each unit to maintain
the logical learning, plan the delivery of instructions, develop instruments for evaluation
and selection of supportive learning activities resources.
30
2.6.6 Smith and Ragan’s Model
According to Smith and Ragan (2004) this model is also comprised upon the
systematic designing approach of instruction. It includes three stages which are: (a)
analysis which is related with learners, learning context and tasks of learning for the
sake of the mastery of particular tasks and the levels and nature of knowledge, attitudes
and skills instead of subject knowledge which is needed for the designing material of
instruction. (b) Strategy which includes organizational, management and the strategies
of delivery. (c) evaluation which covers formative evaluation, revisal and required
alterations.
2.6.7 Merril’s Model of Instructional Design
Merrils, et, el, (2014) contribute in the transition of behavioral approaches to
cognitive approaches of instructional design. This model is based upon the first principle
and systematic reappraisal of instructional design theories, research and models. Merrils
purposes five interrelated, coherent and broader perspective of instructional design,
principles of incorporating behaviorists, eclectic perspective, constructivist and cognovits
conceptions. This model is called “five star instructions” as it is problem based model of
instruction and it also offers a simple and comprehensive methods and techniques for the
process of evaluation.
2.6.8 Keller’s ARCS Model
John keller formulated a model which is called ARCS model. The acronym of this
model stands for Attention, Relevance, Confidence and Satisfaction. It helps the
31
educators in a systematic way to analyze the motivation of learner, design tactics of
motivation which are closely related with the particular domains of motivational
problems interrelated with the strategies of teaching and learning. According to Keller,
(2000) the instructional design process is based upon four steps: (a) arousing interest
which means gain attention, (b) creating relevance, (c) developing an expectancy of
success which is simply a confidence, and (d) produce satisfaction via intrinsic or
extrinsic rewards. The motivational intercession of ARCS model enables the teachers to
support efficiently and effectively to the motivational level of students. One the root
cause of students‟ drop out from school is that they easily get bored from traditional
approaches which remain same each day of learning calendar (Gagne, et, el, 2011).
Attention
Attention is to be aroused and gained by exercising inquiry arousal and perceptual
arousal. The perceptual arouses utilizes to proactive quote, uncertainty and surprise.
Inquiry arousal stirs up curiosity by putting challenging questions and challenging
problems to be solved. So once the interest has been successfully stimulated then it
becomes necessary to break boredom and to keep interest maintained by changing the
components and methods of instruction continuously i.e. videos, lectures and group
discussion (Keller, et, el, 2000).
Relevance
Emphasis should be given to the relevancy of new learning activities with the real
life to enhance motivation by utilizing the familiarities of learning and to build positive
attitude of students towards learning. The adults desire about the competence of younger
32
in matters which are valuable and necessary for their personal and professional
development (Keller, et, el, 2006).
Confidence
It is to make sure that learners are aware about performance requirements and the
criteria of evaluation. It helps to enhance their potency of success within the range of
learning environment. The amount of control over their learning and assessment should
be felt by the learners. They should be helped in strengthening the belief that their
success is only the outcome of their put in efforts.
Satisfaction
Satisfaction is closely associated with confidence and is dependant of motivation
whether intrinsic or extrinsic. It renders opportunities to utilize the newly learnt skill or
knowledge in a stimulated or real setting. The positive reinforcement and feedback
should be given to maintain the behavior which has to be desired. If it is felt well about
result by learner it will enhance their motivational, confidence and satisfaction level.
2.6.9 Robert Gages ASSURE Model
The ASSURE model incorporates Robert Gagne's events of instruction to assure
effective use of media in instruction. It Analyze learners, State standards & objectives,
Select strategies, technology, media & materials, Utilize technology, media & materials,
Require learner participation and Evaluate & revise(ASSURE). The ASSUR Model
comprises upon six steps of instructional guide which assists in planning and delivering
technological supported lessons and it greatly focus to address the needs of learners. This
33
model presumes that instructions should not be delivered by lecture method. It is helpful
particularly in designing online courses. It lays emphasis upon to teach students by using
different styles of learning and to constructivist such a learning which conducts
interaction with environment and not to leave them to remain just a passive receiver. The
Acronym of ASSURE stands for Analyze leaner, State learner, Select methods, media
and materials, Utilize media and materials, Require learner participation and Evaluate
and revise (Smaldino, et, el, 2002).
2.6.10 Hannifin Peck Design Model
The model of Hannifin Peck is different from the model of Dick and Carey model
of instructional design, in which it uses approach of three phases. First phase involves
assessment of being performed needs. The second phase is a design phase and third
phase is instructional development and implementation phase. These all phases
incorporate evaluation process. It is appropriate for creating stimulation. Analysis of
needs identifies objectives and goals of the program (Taylor, retrieved on 2010). The
program of design depends upon the outcomes of need analysis. The development stage
implies that how program will set about and implement in the actual execution of
program. The process of evaluation and revision is remained continued. It is one of the
models which can be used by both a beginner and experienced designer.
2.6.11 Knirk and Gustafson Design Model
It is also a model which also comprises upon design, determination of problem
and development. The determination of problem involves the problem identification and
goal setting. Objectives development and strategic specifications are included in the stage
34
of design. In development stage material is developed. It is one of the good models of
arising stimulation particularly the scenario of development (Reigeluth, et, el, 2013).
2.6.12 Jerold Kemp Design Model
It is a model which adopts a holistic approach of instructional design which rivets
on discoveries and analogical type of learning. Kemps employs all the factors of learning
such as subject analysis, learner characteristics, learning objectives, instructional
activities and resources those will be used and required support services and evaluation as
well. This model gives the liberty of continuous revision (Simonson, et, el, 2006).
2.7 Instructional Design Systems in Open Universities
Education system is a comprehensive and systematic process, having formal and non-
formal modes of education. These modes are structured, organized and functional parallel to
one another. Each mode has its own components and instructional design practices for
learners‟ achievements. Practices are such actual activities which are carried out practically in
instructional design system. These practices are reframed, reshaped and lunched with
innovations for the future vision of the instructional design. The existing practices of
instructional design at open universities are: Self study material that is study guides, allied
material and miscellaneous material is provided to learners. Face to face learning facilities like
tutorials, workshops, library and laboratories support is provided. Broadcast media, e-learning
programmes, research projects and centre for instructional design are being enhanced.
Regional services are being enriched for distance learners. Distance learners evaluation
through assignments and semesters exams is carried out; certificates and degrees are awarded
to students.
35
According to Schneller and Holmberg, (2014) there is a great linkage in design, development
and delivery of study material in instructional design system of various universities. Mostly
open universities design strategies, develop distance learner based material and applied multi-
media approach. Print material is delivered, assignments are corresponded, face to face
learning opportunities and educational technology is used for effective learning. Students
access and co-ordination of instructional design system components are promoted. E-learning
and e-assessment facilities are projected in distance education environment. Innovative
reforms and researches support learners in their comprehensive learning. Quality of education,
good management practices, use of technology, increasing enrollment, up-dated material and
modern evaluation techniques are common efforts of open universities in their instructional
design system. The open universities of the world develop and implement their own
instructional design system, considering their demographic conditions and needs. The major
universities are:
2.7.1 Open Universities in Developed Countries
2.7.1.1 United Kingdom Open University
United Kingdom is considered the hub of education and learning of all fields.
Therefore the universities and other educational institutes have developed international
standards not only to attract the international students but other entities too i.e.
researchers, scholars, tutors and teachers etc. Therefore, to meet the international
standards the United Kingdom Open University utilizes a range of means for distance
learning that include printed material, disc-based software, DVDs, TV programs based on
the courses and broadcasts by the BBC, other audio and video materials. In-house and
36
external academic contributors prepare these materials and United Kingdom Open
University students also use third-party licensed materials. Tutors or Associate Lecturers
assist the students in most modules, they give feedback on the students‟ work, and the
students may meet them for the face-to-face tutorials and may be contacted on telephone
or through internet i.e. Skype, Email etc. OU offers several short courses of ten credits
having no assigned tutor however online conferencing service known as Internet Forum
is offered for advice and assistance through conferencing Moderators. Few courses at OU
have compulsory day schools and are of a daylong sessions that a student have got to be
present in so as to pass the course. (The Open University, retrieved on 2014).
Due to large number of students, United Kingdom Open University produced
radio and television programs in order to bring the learning. Quality Assurance Agency
for Higher Education has rated the teaching at OU Excellent and the university twice got
first place in the English national survey of student satisfaction too. It is important that
„supported open learning‟ is a unique technique of United Kingdom Open University
through which the teaching is done and is very much flexible, all-inclusive and social.
2.7.1.2 Open University of China
China has also attracted the world‟s eyes in its role of education, especially has a
substantial contributions in the Medical, and Engineering fields. Like other open
universities of the world, Open University of China (OUC) was established with a
mission to educate the Chinese people, therefore shoulders the responsibility of spreading
education, skills and knowledge. The university uses various methods to arrange the
transmission of audio and visual courses, Web-based courses and to print of a range of
37
media teaching text. For the large number of learners registered in compulsory courses
internet and satellite TV are used to transmit the courses all over the country (Jonassen,
2011). Open University of China makes available teaching texts for the compulsory
courses to the provincial RTVUs that have been given the responsibility to broadcast the
instructional material and texts locally. To perform the teaching functions and activities
learning centers may utilize these materials and facilities (Thurmond and Wambach,
retrieved on 2014). Special attention is given to while the teaching of compulsory courses
and other course delivery. Students of Open University of China are taught through
correspondence, live broadcasting classrooms, Vertical Blanking Interval, component of
a TV signal that hold information, telephone and internet tools, online discussion forum
and e-mail. Further, in provincial RTVUs of the Open University of China guiding
principles and assistance for face-to-face discussion and teaching resources for these
face-to-face tutorials is given to the students (Jung, and Belawati, 2013).
2.7.1.3 Athabasca University of Canada
Like United Kingdom and China, Canada is also one of those countries that have
given a keen attention to its education sector and has attracted international communities
to come to Canada for higher education. Athabasca University makes use of a extensive
range of distance learning ways and depends upon a diversity of instructional technology
to convey instructional and course material to its learners. It included printed materials,
multi-media, online and web activities, Internet and email, computer soft ware‟s,
audio/video conferencing and tapes, TV and radio. Combination of delivery methods may
be used for a particular course. The registered students need computer and internet
facility for on-line courses (Athabasca University retrieved on 2012).
38
Most of the courses at AU are based on individual learning strategy; students receive a
learning resource pack by post or online and develop study independently or with
assistance of instructions. Students have to work according to learning schedule within
the six to twelve months time permitted to complete the course. On the other hand, some
courses are also obtainable for group study, a student in a grouped study. A group of
learners concurrently receives instructions from instructor, as he is in a traditional
university atmosphere. Such courses are taught and instructed in a classroom and online
at collaborating bodies from one corner to other corner of Canada and overseas
(Athabasca University, et, el, 2014).
2.7.1.4 Open University of Japan
The Open University of Japan televises lecture and managerial broadcast
programs. It possesses global radio and television stations at the headquarters in Chiba
City for broadcasting purposes. Recording and editing of programs is done in the
headquarters while transmitting is conducted from the Tokyo Tower through FM radio
and UHF television. Communications Satellite broadcasting channels are hired for the
nation (Davis, 2008). The medium of instruction in these broadcasts is Japanese
language. Broadcasting of commercial messages is prohibited broadcasting act. The
government subsidies broadcasting system‟s cost from the annual budget and this is not
associated with any other broadcasting network however in the early days Tokyo TV
station provided some assistance for such purposes (The Open University of Japan,
retrieved on 2013).
39
2.7.1.5 Accra Institute of Technology USA
Studying and getting higher education from United States of America is the dream
of almost every student of a university in the world. According to Luan and Teo, (2009)
USA is one of those very few countries that consider its educational institutions back
bone of their prosperity. Therefore, any government in USA spends more than any other
previous governments on education. That is why most of the universities of USA are in
the top 50 universities of the world and no other university can beat their ranking in near
future. Although getting higher education in USA is little expensive as compared to other
countries but the universities in USA offer more than the payments they receive. Top
class experts give students up to date knowledge, they have access to modern technology
and search engines for instance (Accra Institute of Technology, retrieved on 2014). Apart
of fulltime study, USA did not ignore distance-learning education in order to promote
education, knowledge and skills. For example, Accra Institute of Technology which was
established, among other objectives distance learning is also the part of university‟s
mission.
Delivery modes: Instructions in AITs for Open and Online Programs are given through
Printed Learning Resources and materials, Platform and Resources, Internet, or Web
Delivery System.
Resources: AIT offer number of resources to its students that include libraries, online
learning, workshops, writing research and media centre, Campus email and computing
(Accra Institute of Technology, et, el, 2014).
40
2.7.2 Open Universities of the Developing Countries
2.7.2.1 Open University of Malaysia
The Open University Malaysia (OUM) is the largest Malaysian Open and
Distance Learning University that discharge the people‟s desire to raise the access of
higher education, in particular employed citizens. With reference to learning and
teaching, the institution uses the mixed approach that joins written learning resources as
the most important learning basis increased by online learning through a particularly
developed Learning Management System (LMS) and by face-to-face communications at
various regional centers. Asynchronous forum board is one of the significant
characteristic included into the LMS. The asynchronous forum board provision permits to
empower a geographically discrete students and learners to take part in a mutual learning
environment with peers and tutors (Abdullah, Hanafi, and Cheah, 2005).
The mission statements reveal that the university will be the primary provider in
the democratization of learning; it will widen excellent teaching by means of
multidimensional learning technology, and increase learning experience to encourage the
growth of a knowledge-based society. Reiser and Dempsey (2007) say that the
universities‟ teaching and learning system is based on mixed pedagogy whereby printed
texts provide organized contribution alongside online and face-to-face tutorials for
learning. The learning online stipulations entail to deliver the course online through
certain tools of Learning Management System. This system is home-based allowing
integrating number of characteristics i.e. instructor & instructional tools and features,
technical assistance and administrative tools and other managerial characteristics (Low,
41
and Koo, 2003). The integration of the management operation and multimedia learning
system was established with an objective of not only to enhance the effectiveness as well
as empower dispersed groups of students, administrators and educators to take part in an
energetic learning institute, and hence improve education through attractive activities.
The Centre for Instructional Design and Technology (CIDT) develops Open
Distance Learning (ODL) texts for University and other sister establishments. Its function
is to develop a variety of course resources i.e. multimedia content, web-based materials
and printed modules. The centre narrowly works with other disciplines. Further, it also
produces experts to generate the learner-centered resources. These resources are not only
meet the basic needs of the learner within the university but also are engaging and
interesting due to their basis on OUM‟s mixed pedagogical approach. To support the
institutional requirements of offering consoling support, multimedia courseware and
audio and video recording of events are also the functions of the CIDT. The learning and
course materials that were developed are easy to get and include tutorials, lectures, and
multimedia, learning objects, audio books, radio learning segments, digital modules and
online support (Centre for Instructional Design and Technology, retrieved on 2014).
Courseware: The centre generates CD-ROMs containing multimedia learning resources
which enable learner to organize and manage the pace of his learning. The purpose of the
CD-ROMs is to combine the audio video, animations, graphics, and texts.
Services: CIDT offers the various services that include tutor support, radio as a
webcasting service, access to the University‟s wide digital libraries and online learning
assistance. The facilities and staff in the regional campuses have the facilities of up to
42
date computer labs with free access, libraries and tutorial rooms (Centre for Instructional
Design, et, el, 2014).
Blended learning methodology: It includes e-learning, mobile-learning, digital
collection, face-to face-learning, self-managed learning module, internet and radio
station.
2.7.2.2 Open University of Sri-Linka
The Open University of Sri Lanka (OUSL) was established in 1980, as a first
Open and Distance learning institute in Sri Lanka with an objective that the students may
continue and pursue their studies through Open and Distance Learning (ODL) methods.
The OUSL has the ability to serve more than 35,000 students across the country studying
at the OUSL. Therefore, for this purpose there are nineteen Study Centers and six
Regional Centers across country. There are four Faculties in the university: Engineering
Technology, Education, Natural Sciences and Humanities & Social Sciences (OUSL,
online source 2013). Subject knowledge of the course is given to the students through
printed materials of the course. They obviously summarize the course objectives i.e. what
the students will achieve after studying the course materials. Self-evaluation activities
and questions are incorporated in the course materials that will facilitate the students to
constantly evaluate themselves as they progress. When a student registers himself for a
course or a program he is given printed course materials (Open University of Sri Lanka,
retrieved on 2013).
Multimedia system is being used by the OUSL for teaching, and emphasis on the basic
objective of the university. The students are assisted through various means that include
43
printed texts, audios & videos, day schooling, discussions, labs, tutor clinics, field works,
study trips of industry and internet. Constant evaluation and final examinations are
primary elements of the study system at OUSL. Study package is primarily consisted of
printed course material. To improve and develop the reading skills in the students and
learners is also important therefore OUSL also focuses on this issue. Students are also
provided other helping material regarding a course that include practical and study guide,
audio and video materials but this depends on the needs and requirements of the student.
It is important to note that written course texts in the OUSL are very vigilantly arranged
to go with self study and independent learning (Biasutti, 2011).
2.7.2.3 Indira Gandhi National Open University
Indira Gandhi National Open University of India was established in 1985 through
parliament act has constantly endeavored to construct broad knowledge society by
comprehensive teaching instructions and methods. It increases the enrollment ratio
through high quality of teaching and using modern distance learning methods. The
university is serving the educational ambitions and objectives of more than 3 million
students of India and other states with a network of 67 regional centers and 21 Schools of
Studies. There are 29 overseas partner institutions and 2,667 learner support centers
(IGNOU, 2014).
Indira Gandhi National Open University is serving with the objectives: to give
educational access to higher education to all society, offer innovative and high-quality
and need-based programs at various levels. The university promotes the standards and
values of education through open and distance learning and to get the goals of amplifying
44
access for people and giving persistent expert training and development in the all sectors
of the country (Parveen, et, el, 2014).
This university utilizes a range of latest educational technology in spreading the
education. This reflects in the devised vision of the university having a focus on its
objectives which states that Indira Gandhi National Open University is the National
Resource Centre for Open and Distance Learning, with international recognition and
presence shall provide seamless access to sustainable and learner-centric quality
education, skill up-gradation and training to all by using innovative technologies and
methodologies and ensuring convergence of existing systems for large-scale human
resource development, required for promoting integrated national development and
global understanding (Wellman, 1999).
Indira Gandhi National Open University has done a substantial contribution in the
areas community education, professional development and most important the higher
education moreover it has developed links with other public and private institutions for
the enhancement of educational opportunities. It is important that Commonwealth of
Learning Canada (COL) has conferred awards of excellence several times. The IGNOU
is dedicated to provide quality research, teaching, extension activities and training as
national resource centre for expertise and infrastructure in the open distance learning
system. Further, to accomplish its objectives IGNOU established the National Centre for
Disability Studies, Centre for Extension Education and National Centre for Innovation in
Distance Education. Distance Education Council of IGNOU assists in standardizing and
maintenance of Open Distance Learning in India.
45
2.7.2.4 Cyprus Open University
The method of teaching of OUC is known as Open and Distance Learning and the
students have the opportunities of learning without going to the university and are able to
attend labs, seminars and lectures. The OUC offer opportunities of education and imposes
no limitation on place and time. Further, the university provides the opportunity of higher
education by means of eminent academic programs at under & postgraduate level and
utilizes a committed distance education model (Open University of Cyprus, retrieved on
2014).
According to Gibson, (2001) distance education in Cyprus assists to utilize the up
to date technology and educational methodology of constant knowledge. At OUC tutors
and faculty members render high quality of teaching while using technological ways to
support and monitor the student advancement in the course and learning. The students of
the university have access to an electronic portal; e-learning platform for practical
knowledge and other information i.e. course materials and workload with reference to
their courses, and relevant rules and procedures are posted on the website of the
university. Open University of Cyprus uses educational methodology and pedagogic
model, the tutorial system as a part of learning i.e. collective consultative meeting
between students and tutor has large importance due to its personalized and face-to-face
learning and assessment opportunities (Open University of Cyprus, et, el. 2014).
46
2.7.3 Open Universities in Pakistan
2.7.3.1 Allama Iqbal Open University
The main objective of Allama Iqbal Open University establishment is to provide
educational opportunities to people and to those who are not able to go away from jobs
and homes. It has unlocked opportunities to get education the working class and access at
the doorsteps for the females too (Rashid, M. 2000). This university has four faculties,
which are Faculty of Science, Education, Social Sciences & Humanities and Faculty of
Arabic & Islamic Studies. AIOU has developed and possess its own instructional design
process. There are committees of courses at the departmental level to develop the courses
and same nature of committees‟ exists at faculty level, known as faculty board. The
monetary decision of these committees is forward to the APDC (academic planning and
development committee) and the decisions concerning research and media is forward to
RTC (research and technology committee). After due course the decision is sent to
academic and executive councils for final sanction and execution. According to Bandura,
(2001) the university is based upon distance education and uses multi-media approach.
The most important parts of its instructional design are: self-learning printed text and
supplementary material, broadcast on TV and Radio, seminar instructions, course
assignment and use of educational technology.
Centre for Instructional Design
The Allama Iqbal Open University is a distance education body that provides
variety of teaching from general to professional level to the people in the whole country.
Instructional design of AIOU is a methodical way to formulate course instructions for the
47
students. In May 2011 the centre for Instructional Design was established with an
objective to develop technology integrated instructions and evaluation approach,
reconsider the course to mirror technology well-off environment and increasing media for
web based instructional functions. To develop a high quality instructional material not
contrary to standard and needs of local constraints is the main task of the centre. It also
organizes training of media developers, tutors, academicians, course writers, scholars and
researchers with reference to new developments of instructional design. Further, to
formulate the policy guidelines and integration of print materials into technology based
learning is the objective and function of the centre. The AIOU‟s instructional design
system modifies along with modern technology based tools in order to facilitate distance
learners in their environments (Allama Iqbal Open University, retrieved on 2012).
2.7.3.2 Sarhad University of Science and Technology
Today the world is a global village and distance learning through various means
has spread all over the world. In 2001 the Sarhad University was established with a
slogan Education for All and has started distance learning programs. The SU has
systematic and an integrated learning structure for the distance-learning students in
different fields. The university has a very systematic instructional design system for the
delivery of information, skills and knowledge for its students. Pervaiz, Kanwal, and
Muhammad, et, el,s 2010) viewed instructional design system of the university relies
greatly interact with fellow learners, experts and teachers, to instruct, guide and counsel
in time, to use the latest technology and other tools sharing information, to make
available journals, books and other texts, to improve and develop the learning
environment, cost-effectives of the programs, distance education through online,
48
assessments, delivery and course development and through Seminars, conferences and
workshops.
2.7.3.3 Virtual University
Virtual University was established for the purposes of spreading education and
enhancing skills across the country to meet the modern requirements. VU educates by
means of well-judged mixture of Internet and TV broadcasts and well-known experts and
researchers of the concerned field design the courses. Recorded Lessons and Lectures
after insertion of movie clips, slides and other texts are prepared for transmission. To
broadcast the course lectures television and multimedia CDs are used. They are also
available through the streaming media from the VU‟s servers. Taylor, et, el, (2010) views
that various designs allow for a maximum flexibility to the students and they may watch
the lectures any time of their choice within a 24-hours period. Besides the recommended
texts, broad lecture notes and reading materials consisted of web-enabled contents are
given via comprehensive Learning Management System (LMS) that is available on Web
Servers of the university and may be accessed through internet. Hyperlinks are utilized to
make the online practice strictly powerful one. The system also gives discussion boards
for interaction within the VU community and e-mail facility to all of its students (Best of
Our Universities/Institutions, retrieved on 2014).
One of the interesting characteristic of the Learning Management System is a
Question/Answer board where students may ask the questions regarding the subject and
lectures and VU faculty or teachers provide answers to questions. This board is also
called Moderated Discussion Board and is exceptionally well grained where separate a
49
session for each lecture of each course is provided. Written assignments are given and
submitted through the same methods. Apart of as afore mentioned Practice tests and pop-
quizzes, mid & final examinations for every semester are conducted through LMS
moreover these are conducted in a very official proctored environment at exam centers
that are used for this purpose all over the country (Accra Institute of Technology, et, el,
2014).
2.8 Practices with Parameters of Instructional Design System
Universities Analysis Development Delivery Implementation Evaluation
United
Kingdom
Open
University
Need
assessment of
resources and
infrastructure.
material, soft-
ware,
methodology,
Media
support.
Correspondence,
workshops,
tutorials,
students support
services, multi
media.
Education
programs,
training,
practices,
Plans and
policies.
Exams:,
assignments,
e-assessment
and
researches
Open
University
of
Sri Lanka
Objectives,
resources,
vision and
technology
Hardware &
software
material,
media access
e-mail,
seminars,
student support
services
Training,
practices and
projects.
Exams and
e-assessment
Open
University
of Malaysia
Resources
and demands.
Print & soft
packages and
multimedia.
Multimedia and
correspondence
and services.
Plans, projects
and training.
Labs, exams
and
evaluation
trips.
Allama
Iqbal Open
University
Resources
and future
vision.
Print,
software and
CID
Correspondence,
tutorials and
multimedia.
Programs,
courses, policies
and training.
Assignments,
exams and
evaluation.
(Best of Our Universities/Institutions, retrieved on 2014).
50
Comparison of Instructional Deign System at HSSC Program
AIOU Non-Formal System KPK Formal System
Self learning printed text/Study
Guides
Text Books
Supplementary material Supporting Books
Scheduled Broadcast programs Partial media support
Library & Laboratory Library & Laboratory
Assignments, tutorials, study
centers & workshops
Formal teaching, Formal face to
face interaction & Written Notes
Centre for Instructional Design Directorate of curriculum and
teacher education
Teaching methods Teaching methods
Evaluation system Evaluation system
Limited co-curriculum activities
and learning environment
Co-curriculum activities, study
tours and environment
(Allama Iqbal Open University & KPK Secondary Education, retrieved on 2014).
2.9 Educational Technology for Instructional Design System
The meaning of educational technology is to utilize various kinds of technology in
order to assist and enhance learning and teaching. Scholars have identified certain
varieties of educational technologies that the world is utilizing for learning and
instructional purposes. For Example, mobile phones computers, CDs, DVDs, social
51
networks, audio/visual cassettes, , wiki, blogs, TV/LCD, radio, emails, one way video
conferences, internet and discussion forums which are known as web Blogs are used in
China for students sharing of ideas. According to Zamzam, (2012) educational
technology is the ethical practice and study to facilitate learning and developing
performance by managing and utilizing suitable technological resources and processes.
Instructional theory and learning theory are some time included and associated with the
term educational technology and on the other hand, instructional technology is the theory
and practice of design, development, utilization, management, and evaluation of
processes and resources for learning. Association for Educational Communications and
Technology (AECT) defines that educational technology includes software, hardware, as
well as Internet applications, such as wiki's and blogs, and activities other systems that
are utilized in the process of developing human capability (Parker, 1999).
1. Information Technology
Information technology has the possibilities to increase access and to improve the
significance and eminence of education. Consequently it is representing a possibly to
equal the strategies for emerging economies. According to Moore and Tait (2002)
“information technology created wealth of information that was never possible in the
classical model.” Moreover, they added that due to latest and advance technology there is
an increased communication process between the instructors and the students that helps
instructors to be inventive to develop fascinating course material using e-courseware
developments. According to Information Resources Management Association, (2011)
“the uses of technology potentially increasing high market value, the students access to
improve their education and pedagogical innovation.” By pedagogical innovation means
52
to use the learner-centered method in social constructive atmosphere of learning where
the students get new knowledge in a collaborative manner and construct a universal
learned society to construct understanding using of multimedia resources. Perfection in
the effective communication and quality based on learners‟ needs and learning process is
compulsory. James and Taylor, (2012) viewed that IT increase the access, expanded the
opportunities to learn that the people are capable of learning anytime, anyplace of their
choice and it will decrease the space in education by getting to underdeveloped, faraway
and marginalized people of the world.
2. Instructional Technology
It means tele-conferencing, compact disc, computers, interactive media and
satellite etc. as a mode of technology are used to support the learning and instructional
process. Instructional technology has given a methodology to train in a well-organized &
systematic manner. Moore and Tait, (2002) states that “instructional technology is the
systemic and systematic application of strategies and techniques derived from behavioral,
cognitive, and constructivist theories to the solution of instructional problems”.
Instructional design is now develop due to the use of instructional technology.
3. Instructional Design and Technology
It is essential that instructional design system and delivery technologies such as
audiotapes, printed materials, videotapes etc. instruction and simple package information
provide students access to instructive experience. Therefore, it is essential to note that the
quality of the instructions rather than any intrinsic distinctiveness of the instructional
medium used matters a lot. Shannon, Jason and Helen, (2008) highlighted the need in
53
education to distinguish without any doubt between the message and medium and pointed
out that educational technology is "supporting bridge in distance environment, students
understanding and comprehension enhancement". It is completely reasonable to have a
leader with a team of computing specialists, graphic artists, and audio-visual technicians
to change the style in delivering the educational message not including the production of
a major enhancement in pedagogical effectiveness. The courses of instructional design
organize knowledge based allied material with cognitive skills, which provide the basis
of professionalism in a specific field (Escobar and Monge 2012).
2.10 Classification of Educational Technology
Educational technology is classified into two categories i. e. hardware and
software technology.
2.10.1 Hardware Educational technology
1. Educational Radio
According to Frayer, (2003) in early 1920s, developed countries of the world
introduced the radio as an instructional medium and it brought a massive interest,
inspiration and practical characteristics in the distance learners. In the instructional design
system, it is playing an important role in improving the services in instructional methods.
Many subjects i.e. Social Studies, Music, English Literature, etc and the study thereof is
being enriched by the use of radio as a supplementary means as it‟s a fast and economical
communication means of tutoring. Bearing in mind that radio is a fast source of
communication Open Universities in the world such as China, Pakistan, India, Japan, UK
54
etc. have established their own radio channels and links to deliver education and
instructions for distance learning students and have enhanced their educational services
(Quint, 2001).
2. Educational Television
Television is the most influential, multipurpose, vibrant and cost-effective means
of communications. Educational television symbolizes the use of television to educate the
people at a large scale. Any person who has access to television may have benefits of
knowledge irrelevant of the fact that what course, or discipline are being taught as audio
and video materials are used for instruction on this machine. ChanLin, Hong, Horng,
Chang and Chu, (2006) view that Franklin states television is unique in its ability to bring
many other aids into class room, current events can be brought in class as they happen.
This facility is used by the universities as one of their main sources to deliver the
instructional materials for their students in distance learning. The educational channels on
TV are playing a vital role in promoting innovative learning techniques and motivation in
the students. It is one of the main parts of instructional design system, and provides
education, entertainment and information to the learners students at their doorsteps.
3. Cable Television
Cable television is also a source of instructions for learners of any form. As
compared to regular telephone wires, it may transmit instructional material and
information in a small distance using coaxial cables, which spread messages in high
fidelity (Gunawardena, Wilson, and Nolla, 2003). For the transmission of their signals
55
Local radio & television stations, basic & pay cable services use cable wire. The signals
of cable television are received through an antenna an d satellite by cables and then these
signals are strung on telephone poles or positioned in a buried cable in the ground passed
through homes or and then connected to a television. To receive the signals people have
to pay the set amount in shape of fee (Gross, 2003). There is a universal recognition of
cable television and it must be noted that to disseminate instructional materials Japan
uses this facility. Wedemeyer, (2006) viewed that two-way audio and one-way video is a
structure where TV pictures are broadcasted to a specific site that people may respond to
the transmission with a telephone call-in system. TV pictures may be broadcasted in two
tracks at the same time using telephone lines in order to gather students and teachers at
one place that they may listen and watch one another and students and teachers in other
places, these processes are also known as video conferencing. It not only develops the
use of the internet services but also is under the use of university level students and
businesses in the California Distance Learning Project.
4. Projectors
The projectors are used in seminars, workshops and classrooms to enrich
educational activities and environment. The use of projectors in distance education has its
vital role. The projectors that are used in such education include overhead projectors,
filmstrip projectors and slide projectors and these enlarge the slide information on the
screen. For projecting script and images, transparencies are used. To import original
vision to the students, educational technology is used in instructional design. Horton, et,
el, (2006) viewed that “projectors put greater impact on the students understanding,
56
comprehension and application of the knowledge”. This suitable support may be utilized
anytime in the classroom.
5. Print Material
In distance education, mostly the mode of instruction is through print media. It
includes manuals, study guides, textbooks and course notes. As compared to other forms
of instructions in distance education, these are economical to develop and distribute
(Moore, et, el, 2002). The printed material is used by every single distance education
institution for the courses apart from what else they use.
6. Computer-Based Instruction
Computer based instructions are used in every distance learning institute; this tool
has achieved maximum learning processes. It has number of advantages as suitable
learning, smart medium, lessens the time of learning and enhances preservation, flexible,
present drill, practice and problems solving method. Shelly, Cashman, and Gunter (2006)
say that “it gives instant outcomes, inter-faced with video tape and may correspond above
digital time and phone”. To produce the positive results distance learners use it in
designing, understanding and interaction for their studies. Moore, et, el. (2002) states
that Computer-Based Instructions pass on to instructional program that learners use on
their own on a personal computer. The programs in computer are normally provided in
various modes such as CD-ROM, in multimedia format. It must be noted that CD-ROM-
based instructions give helpful production and economical medium, it was not frequently
57
employed in distance education unless it provided energetic contents and required
communication between the tutor and students.
2.10.2 Software Educational technology
1. Internet
In distance education, mature basic education is being modified extensively from
a low technology video based instructional design system to interactive internet.
computer conferences on the internet, where the students and teachers may present
pictures, videos, audios and text is now being conducted in distance learning.
Communications tools i.e. chat, video, audio, file sharing and conferencing are
fundamental to the internet model. Jung, and Rha, (2000) say that today modern
universities are offering degrees and other courses to any learner in any part of the world,
on the other hand that student needs an internet facility to access the data and receive
instructional material”.
2. Electronic Mail
E-mail is a kind of Tele-text and is a commonly named for electronic broadcasts
of messages in which the messages are passed on digitally. According to Poling, (1994)
electronic mail for the teaching is an effective methods it answers the direct questions
of learners, class assignments, quizzes, general class announcements, direct
communication, posting grades, upcoming quizzes, giving clues on home work,
introducing text, counseling, and out ruling justification for absent classes. Through e-
mail registration questions, advising to the students, personal matters questions on
58
instructional materials, and scheduling may be done. The National Center for Education
Statistics in their statistics for the year 2006-2007, confirmed that the instructions that
award postsecondary degree through distance education used e-mail as a technology to
deliver the instructional material (Parsad and Lewis, 2008). Through this technology
students send instant messages and communicate their fellow students or instructor
(Edvardsson and Oskarsson, 2008). There is another useful source in which
learner/instructor conferences and parent/teacher meetings are done is called voice mail
(Yoakam, 2001).
3. Weblog
Weblog is used for instant messages, video-conferencing, chat rooms, e-mail,
internet phones, weblogs net meeting and several other methods of communications.
According to Perrin, et, el, (2006) for information resources and learning support webs
are mostly used by the students. Weblog is intended to direct and coordinate various
activities. Learners‟ alert instruments and their companion such as videocassette and
multimedia podcast permit very economical or free personalized publishing and access of
contents shaped by anyone. To use weblog is very easy because of its customized nature,
hyperlinks, target audience and other contents on the internet (Cameron and Anderson,
2006). More than one modal, or to deliver media presentation and presentation style is
involved in Web-based multimedia. According to Molenda, and Sullivan, (2003) a lot of
universities offer the videotape content of various instructions to broaden their classes
outside the campus. Blog space or Conference space or blog space may be used in a
computer conference for the presentation all sorts of writings. To empower and
encourage tutors, instructors and to make students thoughtful and linked practitioners in
59
new knowledge environments weblogs are being utilized by the Distance education
system (Cameron, et, el, 2006).
4. Microwave
This is a wireless type of transmission and is extremely alike to satellite sharing,
but there are certain limitations on it such as signals are sent and received via line-of-
sight from one microwave to another and to avoid stumbling blocks against sent and
received signals earth dish is positioned on a high towers (Gross, et, el, 2003). A study
Boise State University in Idaho America was conducted to investigate the methods of
delivery of instructional material and the researched proved more than double
enrollments between 1995 -2000 for distance learning credits and courses. The methods
to deliver the instructional material include the Knowledge Network (live transmission to
restricted sharing sites and houses through wired cables and wireless by microwave),
tele-courses the radio, Internet, videotape the Higher Education Network (transmission
using the statewide analog microwave system) and video conferencing (Belcheir
and Atkinson, 2000).
5. Interactive Video
For referencing and instructional purposes, optical videodisc is an ideal
instrument; moreover combination of cable television and microcomputer provides an
interactive visual teaching structure through which student may interact from home to the
station broadcasting the information. Meadow, Singleton, and Gordon, (2008) viewed
that interactive video display and creates the chances for the learner or the students to
deal with the issues within a computer program and to discover required information to
60
answer to the students‟ queries. According to Dal, Knowlton, and Chaffin, (2007)
interactive video conferencing is consisted of synchronous, live audio & video contact
using phone or computer set-up between sites in various places. It offers an enhanced
student motivation, learning possibilities and opportunities and a two-way teacher and
student contact and communication.
6. Tele-text and Videotext
These two systems are used for sending graphic materials and electronic text
messages. According to Wedemayer, et, el, (2006) there is two types of transmissions:
one and two-way delivery methods. The first one is called teletext also termed as
broadcast videotext. These graphics and delivery text methods of transmission are used
over the unused port of TV signals. This is a beneficial system because it provides
various services such as bulletin, bibliographic search tool and encyclopedia. On the
other hand, to deliver the graphics and text is called view data, interactive videotext and
Videotext. Moreover, message may be sent over telephone lines through this system.
7. Electronic Book and Electronic Library
Open textbooks or E-books are open educational source in which written
materials are digitalized and are accessible and provided available to all distance learning
students. Usually publisher along with written or printed text provide it (Loe and Dale,
2009). An essential feature of a distance education system is to have multimedia, search
engines, computer networks and E-libraries particularly in the medical universities
(Rokni, 2005).
61
8. Audio- and Video Cassettes
As compared to the above-mentioned forms of instructions, Audio- and
Videocassettes are normally costly and need specific skills i.e. to record, edit and direct.
Various distance learning offer video-based instruction where video tapes are used as a
medium of instructions and information for their students and learners (ChanLin, 2007).
9. Universal Serial Bus and Mobile Memory Cards
Universal Serial Bus (USB) and memory cards are also known as data traveler. It
is used to transfer the heavy data such as audio, video, books in soft copies, pictures, and
other instructional material. Initially these tools came up with 112 and 56 mega bytes
respectively and due to technological advancement; their storage capacity has gone up to
64 gaga bites that has enhanced the learning opportunities, and transferring instructional
materials for the students of all forms (Katsamani, Retalis and Boloudakis, 2012).
10. Audio Compact-Disc & Read-Only Memory
Barron, Orwig, Ivers, and Lilavois, (2002) state that the new type of audio media
is CD that is being used as a self-sufficient source or in combination with online or web
based learning. This portable device is helpful in delivery and transmission of knowledge.
According to Notar, Restauri, Wilson, and Friery, (2002) the audio material is recorded in
a playback and digital mode; Voice in the CD is listened in a very clear and sound
reproduction manner. ROM is 43/4 inch discs that allow storage space of huge amount of
video and audio information and shrinks the expenditure of storage, distribution and
production of written material..
62
11. Telephone
To answer the criticism on computer and television learning on the grounds of no
human communication is the Telephone, which fills the gap between the tutor and the
students and brings them together. This tool is very useful particularly for home bound,
disabled, isolated, blind and culturally deprived students (Stephens, and Lazarus, 2007).
As the mobility of the mobiles or cell phones have the flexibility and their functions are
similar to telephone but the telephone is economical. Poling, et, el, (1994) stated that “at
Clemenson University through a modem, any learner at home is able to dial her/his
telephone to the computer system on campus, using this system reduces telephone calls”.
All learners are given an account on university‟s main computer and they can be in
contact with their professors whenever they wish.
12. Cell-Phone/Mobile
Cell phones have replaced the Telephone as it is an advanced form to overcome
the lack of direct contact between the student and teacher or tutor however, universally it
may not be adopted. Baggaley, et, el, (2008) says that in Asia cell phone is being used
widely and educators have suggested the design and logistical principles for its use in
educational systems.
13. Audio-Text
Baggaley, et, el, (2008) views that this is a type of technology where providing
text material to the students, mostly hypertext and e-word processing with pictures and
sounds are probable through the telecommunication and computer network.
63
Mandermach, (2009) described a task employing modern telephone with computer biased
audio-text response in which tele-medicine is used.
14. Video Technology and Media
Cable television, television, microwave, asynchronous and synchronous, satellite,
closed-circuit television, direct broadcast satellite, electronic mail, tele conferencing,
teletext, computer internet, interactive Video, videotext, weblogs (blogs), chartroom, and
multimedia are certain practical media and technologies used in distance education.
According to the American Psychological Association, (2002) in a survey report stated
that the uses of range of medium of instruction in distance education are computer and
television in their most modern shapes such as microwave, computer, satellite, interactive
television, cable-television, TV and direct broadcast satellite.1 Moreover, film has also
been used commonly for instructional purposes (California Distance Learning Project
2005). Videos have also been employed in therapy teacher training and in teacher
education as self-confrontation where the learners and students recorded and played them
for further studying as and when required and at the time of their choice.
15 Satellite
According to California Distance Learning Project, et, el (2005) satellite
television networks are utilized to deliver vocational training millions of learners
including employees enrolled in television courses that are produced by their respective
colleges and universities. According to Gross, et, el, (2003) that in State University
System of Florida satellite is an economical, flexible and easy way to transmit knowledge
64
and information to a long distance. Wedemeyer, et, el, (2006) states that it may be
utilized for the transmission of knowledge and information including video, data and
voice and can assemble speedy growth of television, telephone, teleconferencing,
communication, email, data and others. A space station is used for satellite transmission
to relay signals and to send and receive signals to and from satellite; station dishes are
fixed and placed to the ground (Boettcher and Conrad, 2004). It is interesting to know
that the number of student enrollment in all campuses of Tiffin University has risen by
more than 50% between the years 2003 and 2008 due to the use of satellite. Direct
satellite transmission is anticipated to broadcast information directly receivers at home
however currently people may obtain signals by insertion of a satellite dish on their
particularly designed computers for huge storage devices or their backyard of their
homes.
2.11 Benefits of Educational Technology
The fundamental purpose of educational technology is to advance and enhance
education for the twenty first century‟s students. Today students are measured "Digital
Natives" who were born & grown up in a digital era naturally assume different due to this
disclosure to technology. Although there are a lot of benefits of educational technology
but few of them are:
Easy-to-access: Students may study at any place and time of their choice and may
obtain the study material very quickly which is posted by their course instructors or tutors
on the web site of the institution or blog.
65
Student inspiration: According to James, et, el, (2012) the benefits of computers to
give instructions for learners it takes less time to learn when they obtain computer based
instructional material, guidelines and assistance from their tutors which brings positive
results and attitude for such sort of instructions. It is important for a teacher that he must
be aware of his student‟s attitude and behavior to execute the technological advancement
in the classrooms. The technology also helps to motivate the students that they are
interested in the subject that helps them to learn more effectively. The use of technology
has enhanced aforementioned benefits in the classroom, to target the needs for digital
materials and screens (Edvardsson, et, el, 2008).
More opportunities: Educational technology gives learners to use instructional
materials at home and engage with the various resources available online to them. By
using the computers at home having internet facility, the students may conduct research,
email, play and stream educational videos (Lipnack, and Stamps, 2000).
Broad involvement: Instructional text may be utilized and accessible to a broad
audience for learning from a long distance. Educational technology helps in exploration
of innovative learning opportunities and broadens access in instructions for learners.
Improving writing skills: To improve the quality of writing this is easy for students
to correct their written work using word processors. Various studies have concluded the
technology also enhances in editing, writing and critiquing skills of the learners
(Katsamani, et, el, 2012).
66
Distinguish instruction strategies: It means to focus on the on the going
participation of the learner and to give distinguished questioning strategies are the
outcome of technology. It has broadened the individual instructions and encouraged
growth of personal learning plans in various computer programs available to the tutors,
instructors and teachers (Abrami, Bernard, Bures, Borokhovski, and Tamim, 2011). To
employ multimedia students are encouraged to add the information they got in innovative
ways. Technology provides progress individually to students for higher level of thinking
through applying various concepts of creatively and to create simulation from low
ordered skills acquired through drill and practice activities.
There are positive results and impacts of internet on teachers, instructors, tutors,
educational system, learners and students. It should be noted that countless opportunities
in the world have been opened due to internet, in past to share the idea or information it
was very difficult to convey but today due to the development in the technology this
issue is one click away. Berge, and Huang, (2004) viewed that learners may
communicate, learn and share their thoughts, ideas and knowledge to a large extant. The
use of computers or other types of technology provides practices on central instructional
material and skills whereas the teacher can work with others, conduct assessments, or
perform other tasks. The use of technology by the teachers in the classrooms allows them
to present and organize the lectures and lessons effectively. Using technology in the
classroom can allow teachers' to effectively organize and present lessons such as using
multimedia presentations that make the instructions engaging and helpful. Hofstede,
(2001) says that the use and impact of technology in schools is considerable such as there
is a massive increase in student learning, teaching methodology and other result oriented
67
student services. Study concluded in computer intensive settings create increase in
solving problems, cooperative and higher order learning, using technology, student
centers and students writing skills. Moreover, parents, teachers and students have an
improved and positive attitude towards the use of technology.
2.12 Gaps in Prevalent Researches on Instructional Design System
The researcher reviewed the available literature and researches relevant to the
study on instructional design. The case studies and researchers remained under
observations that there are gaps between existing practices of instructional design and
opportunities for proper modification to educational objectives achievements. Although
open universities make need assessment of innovative instructional design, develop and
implement methodologies for delivery of instructional design system and evaluate all
components of instructional design system to overcome deficiencies and to suggest
measure of improvement. Case studies and researches stress the need of a comprehensive
instructional design in open learning. The distance between tutor ant learners is removed
or bridged through modern techniques and multimedia approach in open learning
environment.
The available literature and researches proposed reforms in instructional activities
but did not produce procedural work of such reforms to enhance the function of
instructional design. It is proposed in researches that educational technology to be used
and systematic approach may be lunched but actual conceptual frame work of such
studies is not provided that what and how to be designed such activities in instructional
design. Researches also proclaim the use of modern evaluation resources in instructional
68
design. But still some concerns and loopholes are exists in the ways to utilized these
resources. To develop guide lines and skills development is still provoked by researches
(Kim, Kwon, and Cho, 2011).
Researches also suggested the rapid and real-time delivery system in instructional
design system. How to impart actual information to distance learners. Delivery system is
still under observation. There is intense need to study such observations and conduct
studies to find out measures to reform the instructional design. Multi researches have
been conducted on instructional design, but there is also need of continuous research
work on instructional design. Fresh researches could be analyzed different aspects by
considering their prevailing situation and future vision of instructional design.
Misanchuk, and Anderson, (2006) say that there is need of objective oriented
instructional design, which could be composed and structured having all its elements.
There is need of reforms in instructional design, need to update and modified the
educational activities. There is need to make modern equipped delivery system, analyze
existing instructional design systems and take benefits of opportunities to re-design and
re-structured the instructional process for future vision. That is why the researcher selects
this comprehensive research study analysis of the instructional design system of
Allama Iqbal Open University; practices and opportunities.
69
2.13 Summary of the Related Literature
The literature was reviewed to understand what researchers have published about
the instructional design systems in distance education. For this purposes the researcher
studied related research material through available traditional and on-line sources. The
researcher focused research objectives and analyzed researches. The important
components of the study that is education and its different modes, instructional design
and its components in distance education, instructional design models and instructional
design of open universities, and use of educational technology in instruction design were
reviewed to analyses the instructional design system of Allama Iqbal Open University,
its practices and opportunities for future vision.
This huge body of literature remained helpful for the researcher in designing the
research methodology. The strengths of this literature also helpful in research tool
development, analysis of data, to draw-out findings and to propose recommendations for
future vision of instructional design system at Allama Iqbal Open University. As
education is a continuous learning process throughout the life. It is the highly significant
factor for the elevation of human civilization. Education uplifts human standards and
guides everyone towards the path of progress and prosperity. Different modes of
education included formal, non-formal, in-formal and distance education are used to
delivered knowledge. An instructional design corresponds to a systematic process
through which instructional materials are formulated, contrived, and delivered.
Instructional design is an organized development of instructional strategies for using
learning and instructional theories to insure the qualitative instruction. As instructional
design is a comprehensive analysis of learning needs and objectives for the successful
70
development of instructional system, while distance study is learning supported by those
teaching methods in which, because of the physical separateness of learners and teachers,
the interactive, as well as the pre-active phase of teaching is conducted through print,
mechanical or electronic devices.
The instructional design system has six components which are: need assessment,
audience analysis, educational infrastructure and environment, goals and objectives,
verity of media and evaluation techniques. The models comprises upon the components
of instructional design process which included the determination of objectives and goals
and the analysis of audience to be selected. The stages of model are to analyze learner
characteristics, environment and the tasks which are to be learned. To design and develop
the objectives of learning and also select the instructional approach. To develop and
create instructional materials. To implement, distribute, deliver and evaluation of this
instructional material.
The major models were reviewed included ADDIE, Dick and Carry, OAR, MRK,
Smith and Ragans model, ARCS, ASSURE and Jerold Kemp design model. There are
common elements and similarities in these models. The instructional design systems of
open universities were reviewed and role of educational technology in instructions was
analyzed to proposed future vision for Allama Iqbal Open University instructional design
enhancement.
71
CHAPTER 3
METHODOLOGY OF THE STUDY
This chapter deals with the method of study that covers population, selection of
the sample, development and validation of the tool, administration of tool and statistical
techniques used for data analysis. Keeping in view the associated literature in chapter 2
and objectives of the research study; questionnaires were developed, administrated to
sample population and analyzed.
3.1 Design of the Study
Keeping in view the nature of this study a descriptive survey, qualitative and
quantitative research methodologies were adopted to complete the research work. It deals
with the analysis of the instructional design system of Allama Iqbal Open University;
practices and opportunities in organized and arranged manners. For this study six
questionnaires were developed for the population. Questionnaires for course writers,
course reviewers, course editors and media producers of the Allama Iqbal Open
University and questionnaire for course tutors and students of regional campus of Allama
Iqbal Open University Abbottabad.
3.2 Instruments Development
Questionnaire was used as instrument for data collection. Questionnaires having
parameters of course analysis, material development, media input, delivery system and
evaluation techniques in general consist of number of statements for the measurement of
subject variables regarding the analysis of the instructional design system of Allama Iqbal
72
Open University: practices and opportunities. All the respondents of this research study
had affiliation/ experiences of distance education system. They were given questionnaire
in isolation for their free and secret responses for this research study.
For this study six questionnaires were used as questionnaire for course writers of
the Allama Iqbal Open University, questionnaire for course reviewers, questionnaire for
course editors, questionnaire for tutors, questionnaire for students and questionnaire for
media producers of the selected courses of HSSC program at Allama Iqbal Open
University. All statements of the questionnaires were closed ended except the last two‟s.
Each closed statement provided descriptions of five levels namely strongly agree, agree,
uncertain, disagree and strongly disagree, so that qualitative and quantitative judgment
might be made. Respondents have to check one of the given levels which he/she thought
to be most suitable and appropriate.
3.3 Validity and Reliability of Instruments
After development of the instrument, pre-test was carried out to determine the
effectiveness of the instrument. After initial construction of the questionnaires editing
was made, each questionnaire of course writers and tutors was presented to five experts
for professional validation, questionnaire for course reviewers and course editors was
served to three experts, questionnaire for producers was presented to one expert, while
questionnaire for students was served to five experts. These experts were well
experienced in instrument development techniques, working or retired from education
institutions with high academic profile. These experts were asked for comments and give
73
feedback on the instrument concerning any unclear wording or vagueness. So content and
face validity of constructs was made accommodating the comments of these experts.
Pilot testing was carried out to estimate the reliability of the instrument. The
questionnaires were presented to the respondents who were part of the population but not
part of the sample population to analyze the consistency, accuracy and co-relation of the
statements. For his purpose instructions were placed, the statements of each questionnaire
were developed in clear and legible manner. Appropriate space was provided for
“marking” the levels to respondents. Last two statements of every questionnaire were
open ended, therefore respondents could write a free response in his/her words. The
questionnaires of course writers and course tutors were presented to three respondents,
each questionnaire for course reviewers and editors was administered to two respondents,
where as questionnaire for producers was presented to one producer, while questionnaire
for students was served to five students of HSSC program at Allama Iqbal Open
University.
For estimating reliability i. e. internal consistency and co-relation/coefficient
among statements Cronbach Alpha was used through SPSS Version. The accepted cut-off
value for reliability was equal or greater to 0.7-0.9. Results showed all the constructs
exceeded the threshold value of 0.70, except in some statements of the parameters of
media input, evolution techniques and deliver system which scored 0.59, 0.60, 0.64, 0.65,
0.61, 0.67, 0.62,0.63 and 0.66, which is still considered an adequate level of reliability.
These statements were re-phrased, re-shaped and re-constructed, and then the required
score of reliability was obtained. Consequently range between the values of 0.7-0.9,
showed that the items had internal consistency, reliable and ready for the main research
74
study. The observations about contents and language in instruments were accommodated
before actual launch.
3.4 Population
The population for research study was comprises of course writers, course
reviewers, course editors and media producers of main campus AIOU. The immediate
passed-out students and part time tutors of regional campus AIOU Abbottabad of selected
courses (English-I & II, Urdu-I & II, Pakistan Studies, Islamiat compulsory & elective,
General Science, Education, Daftri Urdu, Economics, History of Sub-Continent, Crimes,
Iqbaliat, Computer Science and Human Rights) of HSSC program, semester spring &
autumn 2013 of Allama Iqbal Open University were taken in sampling process.
The population is comprised of the following:
1. Course writers of selected HSSC courses. 75
2. Course reviewers of selected HSSC courses. 25
3. Course editors of selected HSSC courses. 05
4. Media producers of selected HSSC courses. 10
5. Course tutors of selected HSSC courses at regional campus
AIOU, Abbottabad. 223
6. Students of selected HSSC courses at regional campus
AIOU, Abbottabad. 1031
75
3.5 Sample
1. Random sampling procedure was adopted for course tutors and students. 112 part
time tutors and 516 students of selected courses of Regional Campus AIOU
Abbottabad were selected for data collection for this research study.
Category Population Sample Sample Size Sampling
Technique
Course tutors 223 112 50% Random
Sampling
Students 1031 516 50% Random
Sampling
2. Through census sampling technique the whole population of the selected courses
was taken as sample i. e. 75 course writers, 25 course reviewers, 05 course editors
and 10 media producers‟ of selected HSSC courses for data collection.
Source:- Gay. R. L (2005). Educational Research: Computer for Analysis and
Application
3.6 Administration of the Instruments
The researcher personally and through pre-paid postage administered the
instrument to the sample population. The filled questionnaires were collected back
personally and through postal mail from the sample population. 63 questionnaires (84%)
from course writers were received back. While 91 questionnaires (81%) from tutors, 21
questionnaire (84%) from course reviewers, 4 questionnaires (80%) from course editors,
397 (77%) from students and 10 (100%) from media producers were received back.
76
3.7 Statistical Analysis of Data
The questionnaires of research study were consisted of rating scale, to analyze the
data, weight age was given to different options i. e. SA=5, A=4, UNC=3, DA=2 and for
SDA=1. Data from all the six groups was grouped, coded and analyzed by using
statistical techniques of Percentage, Mean Score, Variance, One way Analysis of
Variance, Post Hoc Test for Comparative Analysis and Duncan Test for Homogeneous
Analysis through Excel and SPSS Version 16.4. (The Mean Score could range from 1 to
5, the score 3 and above was taken as favorable). The scale value was assigned in the
Variance i. e. extremely favour=0 – 0.5, strongly favour=0.6 – 1.0, moderately
favour=1.1 – 1.5, average favour=1.6 – 2.0 and poor favour=2.1 & above (Score 0-1.5
was taken as favorable).
77
CHAPTER 4
ANALYSIS AND INTERPRETATION OF DATA
4.1. Analysis of the Responses (Course Analysis)
Table 4.1.1 Analysis of Opinion of Writers for Course Analysis N=63
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
1 Need assessment is
carried out for course
development.
f
%
15
23.9
21
33.4
13
20.6
08
12.7
03
4.8
3.5 1.3
2 Course objectives are
measureable for
students.
f
%
10
15.8
30
47.6
12
19.1
08
12.7
03
4.8
3.5
1.1
3 Course objectives
reflect educational
needs of the students.
f
%
08
12.7
25
39.7
18
28.6
06
9.6
04
6.4
3.4 1.0
4 Learning activities are
appropriate in the
course for students.
f
%
07
11.2
22
34.8
25
39.7
07
11.1
02
3.2
3.4 0.9
5 Course contents are
placed in logical
order.
f
%
21
33.4
30
47.6
11
17.5
00
0.0
00
0.0
4.1 0.5
6 Instructional
strategies of courses
are stated.
f
%
15
23.9
21
33.4
15
23.9
08
12.7
02
3.2
3.6 1.2
1. Statement No 1 indicates that 57.3% respondents are agreed that need
assessment of the course is carried out for course development, 20.6% were
undecided, while 17.5% were disagreed. The calculated mean score is 3.5
which favour this statement and variance is 1.3 which moderately favours to
this statement.
78
2. Statement No 2 presents that 63.4% respondents agreed that course objectives
are measureable for students, 19.1% respondents were undecided, while
17.5% respondents disagreed to this statement. The calculated mean score
was 3.5 which favour this statement with variance of 1.1 which moderately
favours this statement.
3. Statement No 3 indicates 52.4% writers agreed that course objectives reflect
educational needs of the students, 28.6% undecided, while 16% were
disagreed. The calculated mean score is 3.4 which favour, while variance is
1.0 which moderately favours to this statement.
4. Statement No 4 shows 46% writers are agreed that learning activities are
appropriate in the course for students, 39.7% were undecided, while 14.3%
respondents were disagreed with this statement. The calculated mean score is
3.4 which favour, while variance is 0.9 which strongly favours to this
statement.
5. Statement No 5 indicates 81% respondent agreed that course contents are
placed in logical order, while 17.5% were undecided. The mean score is 4.1
which favour to this statement and variance is 0.5 which strongly favours with
this statement.
6. Statement No 6 views 57.3% respondents are agreed that instructional
strategies of courses are stated in realistic manners, 23.9% were undecided,
while 15.9% were disagreed with this statement. The mean is 3.6 which
favour, while variance is 1.2 which moderately favours to statement.
79
Table 4.1.2 Analysis of Opinion of Reviewers for Course Analysis N=21
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
1 Need assessment is
carried-out for
reviewing the courses.
f
%
03
14.2
12
57.2
04
19.0
01
4.8
01
4.8
3.7 0.9
2 Course objectives are
seen in review
process.
f
%
02
9.6
14
66.7
02
9.6
02
9.6
00
0.0
3.8 0.5
3 Course objectives
reflect educational
needs of the students.
f
%
04
19.0
10
47.7
04
19.0
01
4.8
01
4.8
3.6 1.1
4 Learning activities are
appropriate in the
courses for students.
F
%
06
28.6
11
52.4
02
9.6
00
0.0
02
9.6
3.9 1.3
5 Course contents were
found in logical order.
F
%
07
33.4
06
28.6
04
19.0
02
9.6
00
0.0
3.9 0.9
6 Instructional
strategies of courses
are realistic.
f
%
04
19.0
07
33.4
06
28.6
02
9.6
02
9.6
3.4 1.4
7 All activities are
objective oriented.
F
%
07
33.4
07
33.4
03
14.2
02
9.6
00
0.0
4.0 0.9
1. Statement No 1 indicates 71.4% respondents were agreed that need assessment is
carried-out for reviewing the courses, 19% were undecided, while 9.6%
respondents disagreed with the statement. The mean score is 3.7 which favour the
statement, while variance is 0.9 which strongly favour to this statement.
2. Statement No 2 indicates majority 76.3% respondent were agreed that objectives
are seen in review process, 9.6% respondents were undecided, while 9.6%
80
disagreed with this statement. The mean score is 3.8 which favour the statement,
and variance is 0.5 which extremely favour to this statement.
3. Statement No 3 presents 66.7% respondent were agreed that the course objectives
reflect educational needs of the students, 19% respondents were undecided, while
9.6% were disagreed with statement. The mean score is 3.6 which favour and
variance is 1.1 which moderately favours with this statement.
4. Statement No 4 shows 81% respondent were agreed that learning activities are
appropriate in the courses for students, 9.6% were undecided, while 9.6%
respondents were disagreed with this statement. The mean score is 3.9 which
favour, while variance is 1.3 which moderately favours to this statement.
5. Statement No 5 indicates 62% respondents are agreed that course contents were
found in logical order, 19% respondents were undecided, while 9.6% were
disagreed with the statement. The mean score is 3.9 which favour to this
statement and variance is 0.9.
6. Statement No 6 indicates 52.4% respondents were agreed that instructional
strategies of courses are realistic, 28.6% were undecided, while 19.2%
respondents were disagreed with statement. The calculated mean is 3.4 which
favour statement, and variance is 1.4 which moderately favours the statement.
7. Statement No 7 indicates 66.8% respondents were agreed that all activities of the
course design are objective oriented, 14.2% were undecided, while 9.6 %
respondents disagreed with this statement. The mean score is 4.0 which favour the
statement; variance is 0.9 which strongly favour to this statement.
81
Table 4.1.3 Analysis of Opinion of the Editor for Course Analysis N=4
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
1 Need assessment is
carried out for editing
courses.
f
%
03
75
01
25
00
00
00
00
00
00
4.7 0.2
2 Course objectives are
seen in editing
process.
f
%
02
50
01
25
01
25
00
00
00
00
4.5 0.3
3 Course objectives
reflect educational
needs of the students.
f
%
01
25
02
50
01
25
00
00
00
00
4.0 0.6
4 Learning activities are
appropriate in the
courses for students.
f
%
01
25
01
25
01
25
00
00
00
00
4.0 0.6
5 All activities of the
course design are
objective oriented.
f
%
00
00
02
50
01
25
01
25
00
00
4.0 0.6
6 Editors have
knowledge for editing
the course.
f
%
02
50
01
25
00
00
00
00
00
00
4.5 0.3
7 Course editors are
selected keeping their
specialization.
f
%
01
25
02
50
00
00
01
25
00
00
4.5 0.3
1. Statement No 1 indicates 100% respondent agreed that need assessment is carried
out for editing the courses. The mean score is 4.7 which favour to this statement,
while variance is 0.2 which extremely favour with this statement.
2. Statement No 2 presents 75% respondents were agreed that course objectives are
seen in editing process, while 25% respondents were undecided. The mean score
is 4.5 which favor and variance is 0.3 which extremely favour this statement.
82
3. Statement No 3 indicates 75% respondents were agreed that course objectives
reflect educational needs of the students, while 25% were undecided. The
calculated mean score is 4.0 which favour and variance is 0.6 which strongly
favour to this statement.
4. Statement No 4 indicates 50% respondents were agreed that learning activities are
appropriate in the courses for students, while 25% respondents were undecided.
Its mean score was 4.0 with variance of 0.6.
5. Statement No 5 indicates 50% respondents were agreed that all activities of the
course design are objective oriented, 25% were undecided, while 25% disagreed
with this statement. The mean score is 4.0 which favour and variance is 0.6 which
strongly favour to this statement.
6. Statement No 6 indicates 75% respondents were agreed that editor have
knowledge about the editing the course. The mean score is 4.5 which favour to
this statement with variance of 0.3.
7. Statement No 7 shows 75% respondents agreed that course editors are selected
keeping their specialization, while 25% disagreed with the statement. The mean
score is 4.5 which favour the statement and variance is 0.3 which extremely
favour the statement.
83
4.1.4 Analysis of the Opinion of Tutors for Course Analysis N=91
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
1 Need assessment is
carried-out before
tutor nomination.
f
%
20
21.9
35
38.5
17
18.7
10
10.9
06
6.6
3.6 1.3
2 I am appointed tutor
on my specialization.
f
%
41
45.0
20
22.0
14
15.4
08
8.8
08
8.8
3.8 1.7
3 Course objectives are
measureable.
f
%
13
14.3
40
44.0
20
22.0
12
13.2
05
5.5
3.4 1.1
4 Learning activities are
appropriate in the
course for students.
f
%
11
12.0
32
35.2
35
38.5
10
10.9
01
1.1
3.4 0.7
5 Instructional design
system is based on
distance format.
f
%
24
26.4
29
1.9
18
19.8
12
13.2
08
8.8
3.5 1.5
1. Statement No 1 indicates 60.4% respondents were agreed that need assessment is
carried-out before tutor nomination, 18.7% were undecided, while 17.5%
disagreed with this statement. The mean score is 3.6 which favour, while variance
is 1.1 which moderately favours with this statement.
2. Statement No 2 present‟s that majority 67% respondent agreed that tutors are
appointed on their specialization, 15.4% were undecided, while 17.6% were
disagreed with this statement. The calculated mean score is 3.8 which favour and
variance is 1.7 which averagely favours to this statement.
3. Statement No 3 indicates 58.3% respondents agreed that course objectives are
measureable, 22% were undecided, while 18.7% were disagreed with statement.
84
The mean score is 3.4 which favour, while variance is 1.1 which moderately
favours with this statement.
4. Statement No 4 shows 47.2% respondents agreed that learning activities are
appropriate in the course for students, 38.5% were undecided, while 12% were
disagreed with statement. The mean score is 3.4 which favour and variance is 0.7
which strongly favour to this statement.
5. Statement No 5 indicates 28.3% respondents agreed that the instructional design
is based on distance education format, 19.8% were undecided, while 22 % were
disagreed with the statement. The mean score is 3.5 which favour and variance is
1.5 which averagely favours this statement.
Table 4.1.5 Analysis of Opinion of Students for Course Analysis N=397
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
1 Courses of AIOU
fulfill my needs.
f
%
101
25.5
198
49.9
30
7.6
54
13.7
10
2.6
3.8 1.0
2 Learning objectives in
my courses are
measureable.
f
%
70
17.7
190
47.9
87
22.0
28
7.0
20
5.0
3.6 1.0
3 Courses of AIOU are
according to my
mental level.
f
%
63
15.9
180
45.4
64
16.2
44
11.0
43
10.9
3.4 1.4
4 Learning activities are
appropriate in the
courses.
f
%
41
10.4
161
40.6
97
24.5
32
8.0
65
16.4
3.2 1.5
5 The courses fee is less
than other
universities.
f
%
110
27.8
182
45.9
83
21.0
10
2.6
09
2.3
3.9 0.8
85
1. Statement No 1 indicates that majority 75.4% respondents agreed that courses of
AIOU fulfill our needs, 7.6% were undecided, while 16.3% were disagreed with
this statement. The mean score is 3.8 which favour, while variance is 1.0 which
moderately favours to this statement.
2. Statement No 2 presents that majority 65.6% respondent agreed that learning
objectives in courses are measureable, 22% were undecided, while 12% were
disagreed with statement. The mean score is 3.6 which favour, while variance is
1.0 which moderately favours to this statement.
3. Statement No 3 indicates that majority 61.3% respondents agreed that courses of
AIOU are according to our mental level, 16.2% were undecided, while 21.9%
were disagreed with statement. The collected mean score is 3.4 which favour and
variance is 1.4 which moderately favours to this statement.
4. Statement No 4 shows 51% respondents agreed that learning activities are
appropriate in the courses, 24.5% were undecided, while 24.4% were disagreed
with this statement. The mean score is 3.2 which favour, while variance is 1.5
which averagely favours with this statement.
5. Statement No 5 indicates that majority 73.7% respondents agreed that the courses
fee is less than other universities, 21% were undecided, while 4.9% were
disagreed with this statement. The calculated mean score is 3.9 which favour and
variance is 0.8 which strongly favour to this statement.
86
Table 4.1.6 Analysis of Opinion of Producers for Course Analysis N=10
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
1 Need assessment is
carried-out.
f
%
02
20.0
06
60.0
01
10.
00
0.0
00
0.0
4.1 0.3
2 Course objectives
reflect educational
needs of the students
f
%
03
30.0
05
50.0
01
10.0
01
10.0
00
0.0
4.0 0.8
3 The production
process is suitable for
course objectives.
f
%
00
0.0
07
70.0
01
10.0
02
20.0
00
0.0
3.5 0.7
4 Producers have the
information‟s for
target students.
f
%
02
20.0
04
40.0
02
20.0
00
0.0
01
10.0
3.7 1.3
5 Learning activities are
appropriate in the
course for students.
f
%
02
20.0
02
20.0
04
40.0
01
10.0
01
10.0
3.2 1.9
6 Course objectives are
measureable.
f
%
02
20.0
04
40.0
02
20.0
00
0.0
00
0.0
4.0 0.4
7
Courses are developed
according to students‟
level.
f
%
03
30.0
03
30.0
00
0.0
03
30.0
00
0.0
3.8 1.7
1. Statement No 1 indicates that majority 80% respondents agreed that need
assessment is carried-out for transmission of courses, while 10% were undecided
with statement. The mean score is 4.1 which favour, while variance is 0.3 which
extremely favour with the statement.
2. Statement No 2 presents that majority 80% respondent agreed that course
objectives of the AIOU courses reflect educational needs of the students, 10%
87
were undecided, while 10% were disagreed with this statement. It means score
was 4.0 with variance of 0.8 which strongly favour to this statement.
3. Statement No 3 indicates that majority 70% respondents agreed that production
process is suitable to achieve course objectives, 10% were undecided, while 20%
were disagreed with this statement. The mean score is 3.5 which favour, while
variance is 0.7 which strongly favour to this statement.
4. Statement No 4 indicates 60% respondents agreed that producers have the
information‟s for target students, 20% were undecided, while 10% were disagreed
with this statement. The mean score is 3.7 which favour, while variance is 1.3
which moderately favours to this statement.
5. Statement No 5 indicates 40% respondents agreed that learning activities are
appropriate in the course for students, 40% were undecided, while 20% were
disagreed with the statement. The mean score is 3.2 which favour the statement
and variance is 1.9 which averagely favours to this statement.
6. Statement No 6 indicates that majority 60% respondents agreed that course
objectives are measurable, while 20% were undecided. The mean is 4.0 which
favour and variance is 0.4 which extremely favour to statement.
7. Statement No 7 shows 60% respondents agreed that courses are developed
according to student‟s level, while 30% disagreed with the statement. The mean
score is 3.8 which favour and variance is 1.7 which averagely favours to this
statement.
88
4.2. Analysis of the Responses for Material Development
4.2.1 Analysis of the Opinion of Writers for Material Development N=63
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
7 Course team is
selected, keeping their
specialization.
f
%
20
31.7
21
33.4
09
14.3
09
14.3
04
6.4
3.7 1.5
8 All activities of the
course design are
objective oriented.
f
%
19
30.2
29
46.1
06
9.6
04
6.4
03
4.8
3.9 1.1
9 Courses are developed
with standardized
techniques.
f
%
20
31.7
18
28.6
12
19.0
07
11.2
06
9.6
3.6 1.7
10 The instructional
design is based on
distance format.
f
%
10
15.9
29
46.0
06
9.6
13
20.7
04
6.4
3.4 1.3
11 Creativity is
maintained in course
development process.
f
%
06
9.6
20
31.7
12
19.0
14
22.3
10
15.9
2.9 1.5
12 Resources are used to
design instructional
design model.
f
%
19
30.2
20
31.7
10
15.9
06
9.6
07
11.2
3.6 1.7
7. Statement No 7 indicates 65.1% respondents agreed that course team is selected
keeping their specialization, 14.3% were undecided, while 20.7% were disagreed
with statement. The mean score is 3.7 which favor, while variance is 1.5 which
moderately favors with the statement.
8. Statement No 8 indicates that majority 76.3% respondents agreed that all
activities of the course design are objective oriented, 9.6% were undecided, while
89
11.2% disagreed with the statement. The mean score is 3.9 which favor and
variance is 1.1 which strongly favours this statement.
9. Statement No 9 presents 60.3% respondent are agreed that courses are developed
with standardized techniques of instructional design, 19% were undecided, while
19.8% were disagreed with this statement. The mean score is 3.6 which favor,
while variance is 1.7 which averagely favours to this statement.
10. Statement No 10 indicates 61.9% respondents agreed that instructional design
system is based on distance education format, 9.6% were undecided, while 27.1%
respondents disagreed with this statement. The mean score is 3.4 which favour
and variance is 1.3 which moderately favours to this statement.
11. Statement No 11 indicates 41.3% respondents agreed that creativity is maintained
in course development process, 19% respondents were undecided, while 38.2%
respondents disagreed with this statement. The calculated mean score is 2.9 which
do not favor the statement and variance is 1.5 which averagely favours the
statement.
12. Statement No 12 indicates 61.9% respondents agreed that resources are used to
design instructional design model, 15.9% were undecided, while 20.8% were
disagreed with this statement. The mean is 3.6 and variance is 1.7.
90
4.2.2 Analysis of Opinion of Reviewers for Material Development N=21
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
8 Reviewers are
selected, keeping their
specialization.
F
%
02
9.6
03
14.2
07
33.4
04
19.0
02
9.6
2.9 1.1
9 Reviewers are
provided appropriate
time.
F
%
04
19.0
06
28.6
08
38.0
03
14.3
00
0.0
3.5 0.9
10 Courses are developed
with standardized
techniques.
F
%
06
28.6
08
38.0
03
14.3
02
9.6
01
4.8
3.8 1.2
11 Contents of the
courses are
appropriate.
F
%
05
23.9
06
28.6
06
28.6
02
9.6
02
9.6
3.4 1.5
12 The instructional
design is based on
distance format.
f
%
03
14.3
04
19.0
06
28.6
05
23.9
03
14.3
2.9 1.6
13 Creativity is
maintained in course
development process.
f
%
06
28.6
07
33.4
03
14.3
02
9.6
01
4.8
3.8 1.2
8. Statement No 8 indicates 23.8% respondents were agreed that course reviewers
are selected, keeping their specialization, 33.4% were undecided, while 28.6%
respondents are disagreed with statement. The collected mean is 2.9 which do not
favour the statement, while variance is 1.1 which moderately favours to this
statement.
9. Statement No 9 indicates 47.6% respondents agreed that appropriate time is
provided for review process, 38% were undecided, while 14.3 % respondents
91
were disagreed with the statement. The mean score is 3.5 which favour and
variance is 0.9 which strongly favour this statement.
10. Statement No 10 presents that majority 66.6% respondent agreed that courses are
developed with standardized techniques of instructional design, 14.3% were
undecided, while 14.4% disagreed with this statement. The mean is 3.8 which
favour this statement and variance is 1.2 which moderately favours with this
statement.
11. Statement No 11 indicates 52.5% respondents agreed that contents of the courses
are appropriate for learners needs, 28.6% were undecided, while 19.2%
respondents are disagreed with statement. The mean score is 3.4 which favour this
statement, while variance is 1.5 which moderately favours to this statement.
12. Statement No 12 indicates 33.3% respondents are agreed that instructional design
system is based on distance education format, 28.6% were undecided, while
38.2% were disagreed with statement. The calculated mean is 2.9 which do not
favour this statement and variance is 1.6 which averagely favours to statement.
13. Statement No 13 indicates 62% respondents agreed that creativity is maintained in
course development process, 14.3% were undecided, while 14.4% respondents
disagreed with to this statement. The collected mean score is 3.8 which favour the
statement, while variance is 1.2 which moderately favours with this statement.
92
4.2.3 Analysis of the Opinion of Editors for Material Development N=4
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
8 Courses are developed
with standardized
techniques.
f
%
03
75
01
25
00
0.0
00
0.0
00
0.0
4.7 0.2
9 Contents of the
courses are
appropriate
f
%
01
25
02
50
01
25
00
0.0
00
0.0
4.0 0.6
10 Course contents are
placed in logical
order.
f
%
02
50
01
25
01
25
00
0.0
00
0.0
4.2 0.9
11 Courses posses‟
varieties of learning
activities.
f
%
02
50
01
25
00
0.0
00
0.0
00
0.0
4.7 0.2
12 Creativity is
maintained in course
development process.
f
%
00
0.0
03
75
01
25
00
0.0
00
0.0
3.7 0.2
13 Editors ensure the
language easy to
understand.
f
%
01
25
02
50
01
25
00
0.0
00
0.0
4.0 0.6
14 Instructional
strategies of courses
are stated.
f
%
02
50
01
25
01
25
00
0.0
00
0.0
4.2 0.9
8. Statement No 8 indicates that 100% respondents are agreed that courses are
developed with standardized techniques of instructional design. The calculated
mean score is 4.7 which favour the statement, while variance is 0.2 which
extremely favour the statement.
9. Statement No 9 indicates that majority 75% respondents were agreed that contents
of the courses are appropriate for student‟s needs, while 25% respondents were
93
undecided. The calculated mean score is 4.0 which favour the statement and
variance is 0.6 which strongly favour the statement.
10. Statement No 10 indicates that majority 75% respondents were agreed that course
contents are placed in logical order, while 25% respondents were undecided. The
calculated mean score is 4.2 which favour the statement and variance is 0.9 which
strongly favour the statement.
11. Statement No 11 indicates that majority 75% respondents are agreed that courses
posses varieties of learning activities. The calculated mean score is 4.7 which
favour the statement and variance is 0.2 which extremely favour the statement.
12. Statement No 12 indicates that majority 75% respondents were agreed that
creativity is maintained in course development process, while 25% respondents
were undecided. The calculated mean score is 3.7 which favour the statement,
while variance is 0.2 which extremely favour the statement.
13. Statement No 13 indicates that majority 75% respondents are agreed that editors
ensure the language easy to understand for students, while 25% respondents were
undecided. The calculated mean score is 4.0 which favour the statement, while
variance is 0.6 which strongly favour the statement.
14. Statement No 14 indicates that majority 75% respondents agreed that instructional
strategies of courses are stated, while 25% respondents were undecided. The
calculated mean score is 4.2 which favour the statement and variance is 0.9 which
strongly favour the statement.
94
4.2.4 Analysis of the Opinion of Tutors for Material Development N=91
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
6 Tutor‟s briefing
workshop of the
course is organized.
f
%
25
27.5
21
23.0
10
11.0
30
33.0
03
3.3
3.4 1.7
7 Tutor file is provided
along with
instructional material.
f
%
23
25.3
19
20.9
26
28.6
10
11.0
13
14.3
3.3 1.8
8 Appropriate study
material is provided.
f
%
19
20.9
27
29.7
09
9.9
30
33.0
06
6.6
3.2 1.6
9 Students follow
instructions in
assignments.
f
%
20
22.0
34
37.4
24
26.4
03
3.3
07
7.7
3.6 1.2
10 All activities of the
course design are
objective oriented.
f
%
15
16.5
26
28.6
13
14.3
19
20.9
18
19.8
2.9 1.9
11 Instructional design is
innovative.
f
%
21
23.0
29
31.9
12
13.2
10
11.0
17
18.7
3.3 2.0
6. Statement No 6 indicates 50.5% respondents are agreed that tutor‟s briefing
workshop is organized, 11% were undecided, while 36.3% disagreed with this
statement. The mean score is 3.4 which favour this statement, while variance is
1.7 which averagely favours with this statement.
7. Statement No 7 indicates 46.2% respondents were agreed that tutor file is
provided along with instructional material, 28.6% were undecided, while 25.3%
disagreed with statement. The calculated mean is 3.3 which favour, while
variance is 1.8 which averagely favours with this statement.
95
8. Statement No 8 indicates 50.6% respondents agreed that appropriate study
material is provided to students in time, 9.9% were undecided, while 36.6%
respondents disagreed with statement. The mean score is 3.2 and variance is 1.6
which averagely favours this statement.
9. Statement No 9 indicates 59.4% respondents were agreed that students follow
instructions in preparing assignments, 26.4% were undecided, while 11% were
disagreed with this statement. The mean score is 3.6, while variance is 1.2 which
moderately favours to this statement.
10. Statement No 10 indicates 45.1% respondents agreed that all activities are
objective oriented, 14.3% were undecided, while 40.7% respondents are disagreed
with statement. The mean score is 2.9 which do not favour this statement, while
variance is 1.9 which averagely favours with this statement.
11. Statement No 11 indicates 54.9% respondents are agreed that instructional design
is innovative, 13.2% were undecided, while 29.7% are disagreed with the
statement. The mean score is 3.3 which favour this statement, while variance is
2.0 which poorly favour with statement.
96
4.2.5 Analysis of Opinion of Students for Material Development N=397
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
6 The instructional
material is helpful to
me.
f
%
60
15.2
105
26.5
96
24.2
84
21.2
48
12.0
3.1 1.5
7 Supporting print
material is provided.
f
%
128
32.2
141
35.6
80
20.2
31
7.9
17
4.3
3.8 1.2
8 CD is provided along
with study package.
f
%
20
5.0
32
8.0
61
15.4
143
36.0
141
35.6
2.1 1.2
9 Tutors are helping in
learning process.
f
%
70
17.7
167
42.0
103
26.0
37
9.4
18
4.6
3.6 1.0
10 The material has
intellectual clarity.
f
%
30
7.6
61
15.4
117
29.5
145
36.6
44
11.0
2.7 1.1
11 Tutors are
experienced in their
subjects.
F
%
38
9.6
92
23.2
72
18.2
117
29.5
76
19.2
2.7 1.6
6. Statement No 6 indicates 41.7% respondents are agreed that the instructional
material is helpful for students, 24.2% were undecided, while 33.2% disagreed
with the statement. The mean is 3.1 which favour this statement, while variance is
1.5 which averagely favours to the statement.
7. Statement No 7 indicates that majority 67.8% respondents are agreed that
supporting material is provided, 20.2% were undecided, while 12.2% were
disagreed with statement. The mean score is 3.8 which favour to this statement
and variance is 1.2 which moderately favours to this statement.
97
8. Statement No 8 indicates 13% respondents agreed that CD is provided along with
study package, 15.4% were undecided, while majority 71.6% respondents were
disagreed with statement. The calculated mean is 2.1 which do not favour this
statement, while variance is 1.2 which moderately favours to this statement.
9. Statement No 9 indicates that majority 59.7% respondents are agreed that tutors
are helping in learning process, 26% were undecided, while 14% disagreed with
this statement. The mean score is 3.6 which favour this statement and variance is
1.0 which moderately favours to this statement.
10. Statement No 10 indicates 23% respondents are agreed that study material has
intellectual clarity, 29.5% respondents were undecided, while 47.6% respondents
disagreed with the statement. The mean score is 2.7 which do not favour to this
statement, while variance is 1.1 which moderately favours with statement.
11. Statement No 11 indicates 32.8% respondents agreed that tutors are well
experienced in their subjects, 18.2% were undecided, while 48.7% respondents
are disagreed with statement. The calculated mean is 2.7 which do not favour this
statement, while variance is 1.6 which averagely favours to the statement.
98
4.2.6 Analysis of Opinion of Producers for Material Development N=10
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
8 Producers apply
systematic production
approach for learning
activities.
f
%
02
20.0
05
50.0
01
10.0
01
10.0
01
10.0
3.6 1.6
9 All activities of the
course design are
objective oriented.
f
%
04
40.0
02
20.0
00
0.0
04
40.0
00
0.0
3.6 2.0
10 Creativity is
maintained in course
production process.
f
%
03
30.0
05
50.0
01
10.0
00
0.0
01
10.0
3.9 1.4
11 The language is
suitable for students.
f
%
03
30.0
04
40.0
02
20.0
00
0.0
00
0.0
4.0 0.6
12 Audio-visual material
is supporting the
course production.
f
%
03
30.0
03
30.0
02
20.0
00
0.0
01
10.0
3.8 1.5
8. Statement No 8 indicates that majority 70% respondents are agreed that producers
apply systematic production approach for learning activities, 10% s were
undecided, while 10% were disagreed with this statement. The mean score is 3.6
which favour to this statement, while variance is 1.6 which averagely favours the
statement.
9. Statement No 9 indicates that majority 60% respondents agreed that all activities
of the course design are objective oriented, while 40% disagreed with statement.
The calculated mean is 3.6 which favour to the statement and variance is 2.0
which poorly favour the statement.
99
10. Statement No 10 indicates that majority 80% respondents were agreed that
creativity is maintained in course production process, 10% were undecided, while
10% were disagreed with statement. The calculated mean is 3.9 which favour this
statement, while variance is 1.4 which moderately favours the statement.
11. Statement No 11 indicates that majority 70% respondents agreed that language is
suitable for students, while 20% were undecided. The calculated mean score is 4.0
which favour to this statement and variance is 0.6 which strongly favour this
statement.
12. Statement No 12 indicates that majority 60% respondents agreed that audio-visual
material is supporting the course production process, 20% were undecided, while
10% respondents were disagreed with this statement. The calculated mean score is
3.8 which favour to this statement, while variance is 1.5 which averagely favours
to the statement.
100
4.3. Analysis of the Responses for Media Input
4.3.1 Analysis of the Opinion of Course Writers for Media Input N=63
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
13 Media support is
provided in the
courses.
f
%
04
6.4
10
15.9
15
23.9
10
15.9
23
36.6
3.7 1.0
14 Courses are being
provided on e-
learning format.
f
%
04
6.4
10
15.9
16
25.4
10
15.9
23
36.9
2.7 1.7
15 Instructional design of
AIOU is innovative.
f
%
27
42.9
25
39.7
06
9.6
03
4.8
00
0.0
4.0 0.6
16 Educational
technology increase
students‟
comprehension.
f
%
20
31.8
30
47.6
10
15.9
02
3.2
00
0.0
4.1 0.6
17 Courses possess
varieties of learning
activities for students.
f
%
07
11.2
17
27.0
06
9.6
20
31.8
13
20.7
2.7 1.8
13. Statement No 13 indicates 22.3% respondents are agreed that media support is
provided in the courses, 23.9% were undecided, while 52.5% respondents are
disagreed with statement. The calculated mean is 3.7 which favour to this
statement; variance is 1.0 which moderately favours the statement.
14. Statement No 14 indicates 22.3% respondents are agreed that courses are also
provided on e-learning format, 25.4% were undecided, while majority 52.8%
respondents disagreed with statement. The calculated mean score is 2.7 which do
101
not favour to this statement, while variance is 1.7 which averagely favours the
statement.
15. Statement No 15 indicates that majority 82.6% respondents agreed that
instructional design of AIOU is innovative, 9.6% were undecided, while 4.8%
respondents are disagreed with statement. The mean score is 4.2 which favour
with the statement, while variance is 0.6 which extremely favour the statement.
16. Statement No 16 indicates that majority 79.4% respondents agreed that
educational technology increase students‟ comprehension, 15.9% were undecided,
while 3.2% respondents disagreed with this statement. The calculated mean score
is 4.1 which favour to this statement and variance is 0.6 which strongly favour the
statement.
17. Statement No 17 indicates 38.2% respondents agreed that courses possess
varieties of learning activities for students, 9.6% were undecided, while 52.5%
respondents disagreed with this statement. The mean is 2.7 which do not favour to
this statement and variance is 1.8 which averagely favours the statement.
102
4.3.2 Analysis of the Opinion of Reviewers for Media Input N=21
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
14 Media support is
provided in the
courses.
F
%
02
9.6
07
33.4
05
23.9
06
28.6
01
4.8
3.1 1.2
15 Courses are being
provided on e-
learning format.
F
%
03
14.3
03
14.3
02
9.6
08
38.0
05
23.9
2.0 1.9
16 Educational
technology increase
students‟
comprehension.
F
%
08
38.0
08
38.0
02
9.6
02
9.6
00
0.0
4.1 0.9
17 Instructional design of
AIOU is innovative.
F
%
08
38.0
08
38.0
03
14.3
01
4.8
00
0.0
4.1 0.8
18 Courses possess
varieties of learning
activities for students.
F
%
04
19.0
07
33.4
06
28.6
04
19.0
00
0.0
3.5 1.0
14. Statement No14 indicates 43% respondents are agreed that media support is
provided in the courses, 23.9% were undecided, while 33.4% respondents were
disagreed with this statement. The mean score is 3.1 which favour to this
statement and variance is 1.2 which moderately favours the statement.
15. Statement No 15 indicates 28.6% respondents are agreed that courses are also
provided on e-learning format, 9.6% were undecided, while 61.9% were disagreed
with statement. The collected mean is 2.5 which do not favour statement and
variance is 1.9 which averagely favours the statement.
16. Statement No 16 indicates that majority 76% respondents agreed that educational
technology increase students‟ comprehension, 9.6% were undecided, while 9.6%
103
respondents were disagreed with statement. The collected mean is 4.1 which
favour to this statement, and variance is 0.9 which strongly favour the statement.
17. Statement No 17 indicates that majority 76% respondents are agreed that
instructional design of AIOU is innovative, 14.3% were undecided, while 4.8%
were disagreed with statement. The calculated mean score is 4.1 which favour to
this statement and variance is 0.8 which strongly favour the statement.
18. Statement No 18 indicates 52.4% respondents were agreed that courses possess
varieties of learning activities for students, 28.6% were undecided, while 19%
respondents disagreed with statement. The mean is 3.5 which favour to this
statement, while variance is 1.0 which strongly favours the statement.
4.3.3 Analysis of the Opinion of Course Editors for Media Input N=4
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
15 Media support is
provided in the
courses.
f
%
00
0.0
02
50.0
01
25.0
01
25.0
00
0.0
3.2 0.9
16 Courses are beig
provided on e-
learning format.
f
%
00
0.0
01
25.0
02
50.0
01
25.0
00
0.0
3.0 0.6
17 Instructional design of
AIOU is innovative.
f
%
01
25.0
02
50.0
01
25.0
00
0.0
00
0.0
4.0 0.6
18 Educational
technology increase
student‟s
comprehension.
f
%
02
50.0
01
25.0
00
0.0
00
0.0
00
0.0
4.7 0.2
104
15. Statement No 15 indicates 50% respondents were agreed that media support is
provided in the courses, 25% were undecided, while 25% were disagreed with this
statement. The calculated mean is 3.2 which favour to this statement and variance
is 0.9 which strongly favour the statement.
16. Statement No 16 indicates 25% respondents are agreed that courses are also
provided on e-learning format, 50% respondents were undecided, while 25% are
disagreed with this statement. The mean score is 3.0 which favour statement,
while variance is 0.6 which strongly favour the statement.
17. Statement No 17 indicates that majority 75% respondents agreed that instructional
design of AIOU is innovative, 25% were undecided with the statement. The
calculated mean is 4.0 which favour to this statement and variance is 0.6.
18. Statement No 18 indicates that majority 75% respondents agreed that educational
technology increase student‟s comprehension. The mean score is 4.7 which favour
to this statement and variance is 0.2 which extremely favour the statement.
105
4.3.4 Analysis of the Opinion of Tutors for Media Input N=91
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
12 Students use available
resources for
assignments
development.
f
%
18
19.8
34
37.4
18
19.8
12
13.2
06
6.6
3.5 1.3
13 Student‟s responses
are satisfactory in
tutorial meetings.
f
%
08
8.8
33
36.3
18
19.8
12
13.2
20
22.0
2.9 1.7
14 I facilitate students to
progress at their own
pace.
f
%
12
13.2
24
26.4
32
35.2
13
14.3
10
11.0
3.1 1.3
15 I encourage the group
discussion in tutorial
meeting.
f
%
20
22.0
23
25.3
14
15.4
16
17.6
18
19.8
3.1 2.1
16 Educational facilitates
are provided by AIOU
in the study centers.
f
%
17
18.7
17
18.7
20
22.0
17
18.7
18
19.8
3.1 1.9
12. Statement No 12 indicates that majority 57.2% respondents agreed that students
use available resources for assignments development, 19.8% were undecided,
while 19.8% were disagreed with statement. The calculated mean is 3.5 which
favour to this statement, while variance is 1.3 which moderately favours the
statement.
13. Statement No 13 indicates 45.1% respondents agreed that students responses are
satisfactory in tutorial meetings, 19.8% were undecided, while 35.2% were
disagreed with statement. The calculated mean is 2.9 which do not favour this
statement and variance is 1.7 which averagely favours the statement.
106
14. Statement No 14 indicates 39.6% respondents agreed that tutors facilitate students
to progress at their own pace, 35.2% were undecided, while 25.3% respondents
were disagreed with statement. The mean score is 3.1 which favour to this
statement, while variance is 1.3 which moderately favours the statement.
15. Statement No 15 indicates 47.3% respondents are agreed that we encourage the
group discussion in tutorial meeting, 15.4% were undecided, while 37.4%
disagreed with statement. The mean score is 3.1 which favour this statement,
while variance is 2.1 which poorly favour the statement.
16. Statement No 16 indicates 37.4% respondents are agreed that educational
facilitates are provided by AIOU in the study centers, 22% were undecided, while
38.5% were disagreed with the statement. The mean score is 3.1 which favour
statement, while variance is 1.9 which averagely favours the statement.
4.3.5 Analysis of the Opinion of the Students for Media Input N=397
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
12 E-learning support is
provided
f
%
98
24.7
180
45.4
101
25.5
09
2.3
07
1.8
3.9 0.7
13 The contents of the
courses have detailed
information.
f
%
20
5.0
89
22.5
78
19.7
104
26.2
106
26.8
2.5 1.5
14 Media support is
integrated with
instructional material.
f
%
60
15.2
120
30.3
96
24.2
78
19.7
40
10.0
3.2 1.4
15 Courses of AIOU
helped me to change
my attitude.
f
%
52
13.0
111
28.0
139
35.0
53
13.4
40
10.0
3.2 1.3
107
12. Statement No 12 indicates that majority 70.1% respondents are agreed that e-
learning support is provided, 25.5% were undecided, while 4.1% were disagreed
with this statement. The mean score is 3.9 which favour this statement, while
variance is 0.7 which strongly favour the statement.
13. Statement No 13 indicates 27.5 % respondents are agreed that contents of courses
have detailed information, 19.7% were undecided, while 53% respondents were
disagreed with statement. The mean score is 2.5 which do not favour to this
statement, while variance is 1.5 which averagely favours the statement.
14. Statement No 14 indicates 45.5% respondents were agreed that media support is
integrated with instructional material, 24.2% were undecided, while 29.7% were
disagreed with statement. The mean is 3.2 which favour to this statement, while
variance is 1.4 which moderately favours the statement.
15. Statement No 15 indicates 41% respondents agreed that courses of AIOU helped
to change attitude, 35% were undecided, while 23.4% respondents were disagreed
with statement. The mean is 3.2 and variance is 1.3 which moderately favours the
statement.
108
4.3.6 Analysis of the Opinion of Media Producers for Media Input N=10
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
13 Words and illustration
are blended in
courses.
f
%
02
20.0
06
60.0
00
0.0
01
10.0
00
0.0
4.0 0.6
14 Appropriate media is
selected for courses
transmission.
f
%
02
20.0
08
80.0
00
0.0
00
0.0
00
0.0
4.2 0.1
15 Audio-visual
recording is up-dated.
f
%
03
30.0
02
20.0
02
20.0
02
20.0
01
10.0
3.4 2.0
16 Producers ensure the
media quality in
course production.
f
%
03
30.0
04
40.0
00
0.0
01
10.0
01
10.0
3.8 1.7
17 Educational
technology increase
comprehension.
f
%
04
40.0
03
30.0
00
0.0
00
0.0
01
10.0
4.3 1.5
13. Statement No 13 indicates that majority 80% respondents agreed that words and
illustration are blended in courses, while 10% respondents are disagreed with the
statement. The calculated mean is 4.0 which favour statement, while variance is
0.6 which strongly favour the statement.
14. Statement No 14 indicates that 100% respondents are agreed that appropriate
media is selected for transmission of courses. The calculated mean score is 4.2
which favour the statement, while variance is 0.1 which extremely favour the
statement.
109
15. Statement No 15 indicates that 50% respondents are agreed that audio-visual
recording is up-dated, 20% were undecided, while 30% were disagreed. The mean
is 3.4 which favour and variance is 2.0 which poorly favour the statement.
16. Statement No 16 indicates that majority 70% respondents are agreed that
producers ensure the media quality in course production, while 20% respondents
are disagreed with statement. The mean is 3.8 which favour, while variance is 1.7
which averagely favours the statement.
17. Statement No 17 indicates that majority 70% respondents were agreed that
educational technology increase student‟s comprehension, while 10% disagreed
with statement. Mean is 4.3 and variance is 1.5.
4.4. Analysis of the Responses for Delivery System
4.4.1 Analysis of the Opinion of Writers for Delivery System N=63
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
18 Communication
strategies are up-
dated.
f
%
18
28.5
20
31.8
13
20.7
06
9.6
06
9.6
3.6 1.6
19 Communication skills
of the students are
developed .
f
%
22
35.0
17
27.0
10
15.9
08
12.7
05
7.8
3.7 1.7
20 The material
presentation is
interesting.
f
%
07
11.2
13
20.7
14
22.3
14
22.3
13
20.7
2.8 1.7
21 Study material is
mailed in time .
F
%
10
15.9
17
27.0
23
36.6
10
15.9
03
4.8
3.3 1.1
110
18. Statement No 18 indicates that majority 60.3% respondents are agreed that
communication strategies are up-dated, 20.7% were undecided, while 19.2%
disagreed with the statement. The calculated mean is 3.6 which favour statement
and variance is 1.6 which averagely favours to this statement.
19. Statement No 19 indicates that majority 62% respondents were agreed that
communication skills of the students are developed by instructional design, 15.9%
were undecided, while 20.5% disagreed with the statement. The calculated mean
is 3.7 which favour to this statement, while variance is 1.7 which averagely
favours the statement.
20. Statement No 20 indicates 31.9% respondents agreed that material presentation is
interesting, 22.3% were undecided, while 43% respondents disagreed with
statement. The calculated mean is 2.8 which do not favour to this statement; and
variance is 1.7 which averagely favours the statement.
21. Statement No 21 indicates 42.9% respondents are agreed that study material is
mailed in time to students, 36.6% were undecided, while 20.7% disagreed with
statement. The calculated mean is 3.3 which favour to this statement and variance
is 1.1 which moderately favors the statement.
111
4.4.2 Analysis of the Opinion of Reviewers for Delivery System N=21
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
19 Communication
strategies are up-
dated.
f
%
07
3.4
07
33.4
03
14.3
02
9.6
00
0.0
4.0 0.9
20 Communication skills
of the students are
developed at AIOU.
f
%
07
33.4
06
28.6
06
28.6
01
4.8
01
4.8
4.3 2.3
21 The material
presentation is
interesting.
f
%
03
14.3
04
19.0
03
14.3
08
38.0
03
14.3
2.8 1.6
22 Resources are used
for proper delivery of
study material.
F
%
08
38.0
06
28.6
04
19.0
01
4.8
02
9.6
3.8 1.6
19. Statement No 19 indicates 36.8% respondents are agreed that communication
strategies are up-dated, 14.3% were undecided, while 9.6% disagreed with
statement. The calculated mean is 4.1 which favour statement, while variance is
0.9 which strongly favour the statement.
20. Statement No 20 indicates that majority 62% respondents were agreed that
communication skills of the students are developed by instructional design, 28.6%
were undecided, while 9.6% were disagreed with statement. The calculated mean
is 4.3 which favour this statement and variance is 2.3 which poorly favour the
statement.
21. Statement No 21 indicates 33.3% respondents were agreed that material
presentation is interesting for students, 14.3% were undecided, while 52.3%
112
disagreed with statement. The calculated mean is 2.8 which do not favour to this
statement and variance is 1.6 which averagely favours the statement.
22. Statement No 22 indicates that majority 66% respondents are agreed that
resources are used for proper delivery of study material, 19% were undecided,
while 14.4% disagreed with statement. The mean score is 3.8 which favour to this
statement, while variance is 1.6 which averagely favours to this statement.
4.4.3 Analysis of the Opinion of Editors for Delivery System N=4
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
19 Communication
strategies are up-
dated.
f
%
01
25.0
02
50.0
01
25.0
00
0.0
00
0.0
4.0 0.6
20 Resources are used to
design instructional
design model.
f
%
01
25.0
02
50.0
01
25.0
00
0.0
00
0.0
4.0 0.6
21 Instructional design is
based on distance
education format.
f
%
02
50.0
01
25.0
01
25.0
00
0.0
00
0.0
4.2 0.9
22 Communication skills
are developed by
instructional design.
f
%
02
50.0
01
25.0
00
0.0
00
0.0
00
0.0
4.7 0.2
23 The material
presentation is
interesting.
f
%
01
25.0
01
25.0
01
25.0
00
0.0
00
0.0
4.2 0.9
19. Statement No 19 indicates that majority 75% respondents agreed that
communication strategies are up-dated, while 25% were undecided with the
statement. The calculated mean is 4.0 which favour this statement, while variance
is 0.6 which strongly favour the statement.
113
20. Statement No 20 indicates that majority 75% respondents are agreed that
resources are used to design instructional design model, while 25% were
undecided with statement. The calculated mean is 4.0 which favour this statement
and variance is 0.6 which strongly favour the statement.
21. Statement No 21 indicates that majority 75% respondents agreed that instructional
design is based on distance education format, while 25% were undecided with
statement. The calculated mean is 4.2 which favour this statement and variance is
0.9 which strongly favour the statement.
22. Statement No 22 indicates that majority 75% respondents are agreed that
communication skills of the learners should be developed by instructional design.
The calculated mean is 4.7 which favour this statement and variance is 0.2 which
extremely favour with the statement.
23. Statement No 23 indicates that majority 75% respondents agreed that material
presentation is interesting for students, 25% were undecided with the statement.
The calculated mean is 4.2 which favour to the statement, while variance is 0.9
which strongly favour to this statement.
114
4.4.4 Analysis of the Opinion of Tutors for Delivery System N=91
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
17 I make students
groups for research
activities.
f
%
12
13.2
19
20.9
20
22.0
34
37.4
06
6.6
2.9 1.3
18 Educational
technology is
strengthening.
f
%
20
22.0
24
26.4
25
27.5
18
19.8
02
2.2
3.4 1.2
19 I co-ordinate the
students in learning
problems.
f
%
17
18.7
27
29.7
14
15.4
13
14.3
20
22.0
3.1 2.0
20 I help the students to
generate new ideas.
f
%
17
18.7
24
26.4
11
12.0
26
28.6
11
12.0
3.1 1.8
21 Educational
technology increases
comprehension.
f
%
22
24.2
18
19.8
14
15.4
12
13.2
25
27.5
3.1 2.4
22 Educational technology is used in
up-dating the courses.
f
%
18
19.8
30
33.0
13
14.3
11
12.0
17
18.7
3.2 1.9
17. Statement No 17 indicates 34.1% respondents are agreed that tutors made the
students groups to develop research activities, 22% were undecided, while 44%
disagreed with statement. The calculated mean is 2.9 which favour this statement,
while variance is 1.3 which moderately favours the statement.
18. Statement No 18 indicates 48.4% respondents agreed that educational technology
is strengthening the instructional design system, 27.5% were undecided, while
22% were disagreed with statement. The calculated mean is 3.4 which favour this
statement and variance is 1.2 which moderately favours the statement.
115
19. Statement No 19 indicates 48.4% respondents are agreed that we
co-ordinate the students in learning problems, 15.4% were undecided, while
36.3% were disagreed with statement. The calculated mean is 3.1 which favour to
this statement, while variance is 2.0 which poorly favour the statement.
20. Statement No 20 indicates 45.1% respondents agreed that we help the students to
generate new ideas, 12% respondents were undecided, while 40.6% disagreed
with statement. The calculated mean is 3.1 which favour with the statement and
variance is 1.8 which poorly favours the statement.
21. Statement No 21 indicates 44% respondents were agreed that use of educational
technology increase students comprehension, 15.4% were undecided, while
40.7% were disagreed with statement. The mean is 3.1 which favour to this
statement, while variance is 2.4 which poorly favour the statement.
22. Statement No 22 indicates 52.8% respondents agreed that educational technology
is used in up-dating the courses, 14.3% were undecided, while 30.7% were
disagreed with statement. The calculated mean is 3.2 which favour to this
statement and variance is 1.9 which averagely favours the statement.
116
4.4.5 Analysis of the Opinion of Students for Delivery System N=397
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
16 I received study
material in time.
f
%
61
15.4
114
28.8
106
26.8
47
11.9
64
16.2
3.1 1.6
17 Educational
technology helps me
in my studies.
f
%
71
17.9
133
33.6
144
36.3
13
3.3
37
9.4
3.4 1.2
18 Courses are
interesting for me.
f
%
23
5.8
99
25.0
81
20.5
115
29.0
76
19.2
2.6 1.4
19 The course contents
are of practical
application.
f
%
73
18.4
82
20.7
96
24.2
103
26.0
40
10.0
3.1 1.6
16. Statement No 16 indicates 44.2% respondents are agreed that they received study
material in time, 26.8% were undecided, while 28.1% disagreed with statement.
The calculated mean is 3.1 which favour to this statement, while variance is 1.6
which averagely favours the statement.
17. Statement No 17 indicates 51.5% respondents were agreed that use of educational
technology help us in our studies, 36.3% were undecided, while 12.7% were
disagreed with statement. The calculated mean is 3.4 which favour to this
statement and variance is 1.2 which moderately favours the statement.
18. Statement No 18 indicates 30.8% respondents were agreed that courses are
interesting, 20.5% were undecided, while 48.2% respondents were disagreed with
statement. The calculated mean is 2.6 which do not favour to this statement, while
variance is 1.45 which moderately favours the statement.
117
19. Statement No 19 indicates 39.1% respondents agreed that course contents are of
practical application, 24.2% were undecided, while 36% respondents disagreed
with statement. The mean is 3.1 which favour to this statement, while variance is
1.6 which averagely favours the statement.
4.4.6 Analysis of the Opinion of Producers for Delivery System N=10
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
18 The recording voice
matched with script
requirements.
f
%
03
30.0
04
40.0
01
10.0
01
10.0
00
0.0
4.1 0.9
19 Communication skills
of the students are
developed at AIOU.
f
%
05
50.0
01
10.0
02
20.0
01
10.0
01
10.0
3.8 2.1
20 Producers ensure
written scripts with
the course objectives.
f
%
01
10.0
06
60.0
00
0.0
01
10.0
00
0.0
3.9 0.5
21 The recording voice is
being understood for
students.
f
%
03
30.0
05
50.0
00
0.0
02
20.0
00
0.0
3.9 1.2
18. Statement No 18 indicates that majority 70% respondents were agreed that
recording voice matched with script requirements, 10% were undecided, while
10% disagreed with statement. The calculated mean is 4.1 which favour to this
statement, while variance is 0.9 which strongly favour the statement.
19. Statement No 19 indicates that majority 60% respondents agreed that
communication skills of students are developed, 20% were undecided, while 20%
118
respondents disagreed with statement. The mean score is 3.8 which favour to this
statement and variance is 2.1 which poorly favour the statement.
20. Statement No 20 indicates that majority 70% respondents agreed that producers
ensure written scripts with the course objectives, while 10% disagreed with
statement. Mean score=3.9 and V= 0.5.
21. Statement No 21 indicates that majority 80% respondents were agreed that
recording voice is being understood for students, while 20% respondents were
disagreed with this statement. M= 3.9, and V= 1.2.
4.5. Analysis of the Responses for Evaluation Techniques
4.5.1 Analysis of the Opinion of Writers for Evaluation Techniques N=63
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
22 Evaluation system is
Suitable.
f
%
06
9.6
11
17.5
13
20.7
21
33.4
10
15.9
2.6 1.4
23 Evaluation process is
transparent at AIOU.
f
%
08
12.7
18
28.6
24
38.0
07
11.2
06
9.6
3.2 1.2
24 E-assessment
techniques are used in
the courses.
f
%
20
31.8
19
30.2
15
23.9
05
7.8
02
3.2
3.8 1.1
25 Professional
development
opportunities...
f
%
07
11.2
12
19.0
14
22.3
20
31.8
09
14.3
2.8 1.5
22. Statement No 22 indicates 27.1% respondents were agreed that evaluation system is
suitable according to open and distance learning, 20.7% were undecided, while
119
49.3% disagreed with statement. The calculated mean is 2.6, which favour to
statement and variance is 1.4 which moderately favour the statement.
23. Statement No 23 indicates 41.3% respondents are agreed that evaluation process is
transparent, 38% were undecided, while 20.8% respondents were disagreed with
statement. The calculated mean is 3.2 which favour to the statement, while variance
is 1.2 which moderately favours the statement.
24. Statement No 24 indicates that majority 62% respondents were agreed that e-
assessment techniques are used in the courses, 23.9% were undecided, while 11%
disagreed with statement. The calculated mean is 3.8 which favour to this statement,
while variance is 1.1 which moderately favours the statement.
25. Statement No 25 indicates 30.2% respondents are agreed that professional
development opportunities are available for writers, 22.3% were undecided, while
46.1% respondents were disagreed with statement. The mean score is 2.8 which
do not favour to the statement and variance is 1.5 which averagely favours the
statement.
120
4.5.2 Analysis of Opinion of Reviewers for Evaluation Techniques N=21
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
23 Evaluation system
is suitable
F
%
03
14.3
04
19.0
07
33.4
04
19.0
03
14.3
3.0 1.6
24 Evaluation process is
transparent.
F
%
03
14.3
05
23.9
06
28.6
02
9.6
03
14.3
3.1 1.5
25 E-assessment
techniques are used in
the courses.
F
%
05
23.9
06
28.6
06
28.6
01
4.8
02
9.6
3.5 1.4
26 Professional
development
opportunities
F
%
04
19.0
03
14.3
04
19.0
05
23.9
03
14.3
3.0 1.8
23. Statement No 23 indicates 33.3% respondents are agreed that evaluation system is
suitable according to open and distance learning, 33.4% were undecided, while
33.3% disagreed with statement. The collected mean is 3.0 which favour to this
statement and variance is 1.6 which averagely favours the statement.
24. Statement No 24 indicates 38.2% respondents agreed that evaluation process is
transparent, 28.6% were undecided, while 23.9% disagreed with statement. The
collected mean score is 3.1 which favour with the statement and variance is 1.5
which moderately favours the statement.
25. Statement No 25 indicates that majority 52.5% respondents are agreed that e-
assessment techniques are used in the courses, 28.6% were undecided, while 14.4%
respondents were disagreed with statement. The collected mean is 3.5 which favour
to this statement, while variance is 1.4 which moderately favours the statement.
121
26. Statement No 26 indicates 33.3% respondents are agreed that professional
development opportunities are available for reviewers, 19% were undecided, while
38.2% respondents were disagreed with statement. The calculated mean is 3.1 and
variance is 1.8.
4.5.3 Analysis of the Opinion of Editors for Evaluation Techniques N=4
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
24 E-assessment
techniques are used in
the courses.
f
%
02
50.0
01
25.0
01
25.0
00
0.0
00
0.0
4.2 0.9
25 Evaluation system of
is suitable.
f
%
00
0.0
02
50.0
01
25.0
01
25.0
00
0.0
3.2 2.6
26 Evaluation process is
transparent.
f
%
00
0.0
01
25.0
00
0.0
01
25.0
00
0.0
3.0 0.6
27 Professional
development
opportunities ….
f
%
01
25.0
01
25.0
02
50.0
00
0.0
00
0.0
3.7 0.9
24. Statement No 24 indicates that majority 75% respondents agreed that e-
assessment techniques are used in the courses, 25% were undecided with
statement. The calculated mean is 4.2 which favour to this statement and variance
is 0.9 which strongly favour the statement.
25. Statement No 25 indicates 50% respondents are agreed that evaluation system of
AIOU is suitable according to open and distance learning, 25% were undecided,
while 25% respondents disagreed with statement. The calculated mean is 3.2
122
which favour with the statement, while variance is 0.9 which strongly favour the
statement.
26. Statement No 26 indicates 25% respondents are agreed that evaluation process is
transparent, while 25% disagreed with statement. The calculated mean is 3.0
which favour to this statement and variance is 0.6 which strongly favour the
statement.
27. Statement No 27 indicates 50% respondents were agreed that professional
development opportunities are available for editors, 50% were undecided with
statement. The calculated mean is 3.7 which favour with statement, while
variance is 0.9 which strongly favour the statement.
123
4.5.4 Analysis of the Opinion for Tutors for Evaluation Techniques N=91
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
23 I submit result reports
in the given time.
f
%
31
34.0
17
18.7
20
22.0
09
9.9
10
11.0
3.5 1.7
24 Evaluation system is
suitable.
f
%
15
16.5
23
25.3
13
14.3
19
20.9
21
23.0
2.9 2.6
25 E-assessment
techniques are used in
the courses
f
%
13
14.3
34
37.4
22
24.2
12
13.2
10
11.0
3.3 1.4
26 I remain impartial
during the apprising
of assignments.
f
%
13
14.3
27
29.7
18
19.8
19
20.9
14
15.4
3.1 1.7
27 I keep proper students
record for grooming.
f
%
18
19.8
21
23.0
10
11.0
13
14.3
28
30.8
2.9 2.4
28 I diagnose students‟
problems.
f
%
13
14.3
27
29.7
14
15.4
12
13.2
22
24.2
2.9 2.0
23. Statement No 23 indicates 52.7% respondents agreed that we submit result to
AIOU in given time, 22% respondents was undecided, while 20.9% disagreed
with statement. The calculated mean is 3.5, which favour to this statement and
variance is 1.7 which poorly favours the statement.
24. Statement No 24 indicates 41.8% respondents are agreed that evaluation system is
suitable according to open and distance learning, 14.3% were undecided, while
43.9% respondents disagreed with statement. The calculated mean is 2.9 which do
not favour with statement and variance is 2.6 which poorly favour the statement.
124
25. Statement No 25 indicates 51.7% respondents agreed that e-assessment
techniques are used in the courses, 24.2% were undecided, while 24.2% disagreed
with statement. The calculated mean is 3.3 which favour to the statement, while
variance is 1.4 which moderately favours the statement.
26. Statement No 26 indicates 44% respondents were agreed that we remain impartial
during the apprising of assignments, 19.8% were undecided, while 36.3%
respondents disagreed with statement. The mean score is 3.1 which favour to this
statement, while variance is 1.7 which averagely favours the statement.
27. Statement No 27 indicates 42.8% respondents were agreed that tutors keep
students record for further grooming, 11% were undecided, while 45%
respondents were disagreed with statement. The calculated mean is 2.9 which
favour to this statement and variance is 2.4 which poorly favour the statement.
28. Statement No 28 indicates 44% respondents agreed that we diagnose students
problems in subject background, 15.4% were undecided, while 37.4%
respondents disagreed with statement. The calculated mean is 2.9 which favour
with the statement, while variance is 2.0 which poorly favour the statement.
125
4.5.5 Analysis of Opinion of Students for Evaluation Techniques N=397
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
20 The assignments are
properly marked with
remarks by tutors.
f
%
40
10.0
74
18.7
163
41.0
36
9.0
81
20.5
2.9 1.5
21 The course results are
announced in time.
f
%
60
15.2
78
19.7
115
29.0
71
17.9
70
17.7
2.9 1.6
22 Evaluation process is
transparent.
f
%
70
17.7
80
20.2
141
35.6
82
20.7
24
6.0
3.2 1.3
23 Educational technology
is used in up-dating.
f
%
141
35.6
121
30.5
60
15.2
46
11.6
25
6.3
3.7 1.5
24 Evaluation system is
suitable.
f
%
36
9.0
78
19.7
115
29.0
112
28.3
53
13.4
2.8 1.3
25 E-assessment
techniques are used in
the courses.
f
%
94
23.7
147
37.0
87
22.0
35
8.9
31
7.9
3.6 1.3
20. Statement No 20 indicates 28.7% respondents are agreed that assignments are
properly marked with remarks by tutors, 41% were undecided, while 29.5%
respondents were disagreed with statement. The calculated mean is 2.9 which do
not favour with the statement, while variance is 1.5 which moderately favours the
statement.
21. Statement No 21 indicates 34.9% respondents were agreed that course results are
announced in time by AIOU, 29% were undecided, while 35.6% respondents
126
were disagreed with statement. The calculated mean is 2.9 which do not favour
with the statement and variance is 1.6 which averagely favours the statement.
22. Statement No 22 indicates 37.9% respondents agreed that evaluation process is
transparent, 35.6% were undecided, while 26.7% respondents were disagreed with
statement. The mean score is 3.2 which favour to this statement, while variance is
1.3 which moderately favours the statement.
23. Statement No 23 indicates that majority 71.1% respondents were agreed that
educational technology is used in up-dating the courses, 15.2% were undecided,
while 17.9% respondents were disagreed with statement. The calculated mean is
3.7 which favour the statement and variance is 1.5 which averagely favours the
statement.
24. Statement No 24 indicates 28.7% respondents were agreed that evaluation system
is suitable according to open and distance learning, 29% respondents were
undecided, while 41.7% disagreed with statement. The calculated mean is 2.8
which do not favour with the statement and variance is 1.3 which moderately
favours the statement.
25. Statement No 25 indicates that majority 60.7% respondents were agreed that e-
assessment techniques are used in the courses, 22% were undecided, while 16.8%
respondents were disagreed with statement. The calculated mean is 3.6 which
favour with the statement, while variance is 1.3 which moderately favours the
statement.
127
4.5.6 Analysis of Opinion of Producers for Evaluation Techniques N=10
S.NO STATEMENTS SA A UNC DA SDA M V
5 4 3 2 1
22 Modern evolution
techniques are used in
course production.
f
%
01
10.0
05
50.0
02
20.0
02
20.0
00
0.0
3.5 0.9
23 The instructional
design based on
distance format.
f
%
03
30.0
03
30.0
03
30.0
00
0.0
00
0.0
4.0 0.6
24 Evaluation system is
suitable as ODL
f
%
00
0.0
04
40.0
04
40.0
01
10.0
01
10.0
3.1 0.9
25 Evaluation strategy is
out-lined for courses.
f
%
00
0.0
03
30.0
03
30.0
01
10.0
01
10.0
3.2 1.0
26 Appropriate producers
activities are
important for course.
f
%
06
60.0
02
20.0
00
0.0
00
0.0
00
0.0
4.8 0.1
22. Statement No 22 indicates that majority 60% respondents were agreed that
modern evolution techniques are used in course production process, 20% were
undecided, while 20% respondents were disagreed with statement. The calculated
mean is 3.5 which favour the statement, while variance is 0.9.
23. Statement No 23 indicates that majority 60% respondents were agreed that
instructional design process is based on distance education format, while 30%
respondents were undecided with statement. The calculated mean is 4.0 which
favour the statement and variance is 0.6.
24. Statement No 24 indicates 40% respondents agreed that evaluation system is
suitable according to open and distance learning, 40% were undecided, while 20%
128
respondents disagreed with statement. The calculated mean is 3.1 which favour
with statement and variance is 0.9 which strongly favour the statement.
25. Statement No 25 indicates 30% respondents agreed that evaluation strategy is out-
lined for courses, 30% were undecided, while 20% respondents were disagreed
with statement. The calculated mean is 3.2, while, variance is 1.0 which
moderately favour the statement.
26. Statement No 26 indicates that majority 80% respondents agreed that appropriate
producer‟s activities are important for course success. The mean score is 4.8
which favour with statement and variance is 0.1 which extremely favour to the
statement.
129
4.6 Analysis of Qualitative Data
Table 4.6.1 Identification of Problems in Instructional Design N=136
S. No Problems Frequency Percentage
01 Lack of human and material resources. 19 14%
02 Lack of professional skills for edu: technology. 11 8%
03 Financial constraints for instructional design. 13 9.5%
04 Lack of modern evaluation system 25 18%
05 Slow production process for blended courses. 13 9.5%
06 Late material delivery to students. 23 17%
07 Insufficient students support services. 20 15%
08 Limited training opportunities. 12 9%
Table 4.6.1 shows deficiencies in instructional design of Allama Iqbal Open
University. The questionnaire with open ended statement for problems in instructional
design system administered to 743 respondents of six categories of sample population.
586 questionnaires were collected back, where 136 respondents (23%) filled this
statement. This table presents problems, frequency and percentage, 14% respondents
viewed that there are lack of human and material resources for the development of the
instructional design, while 8% opined about the lack of professional skills in the use of
educational technology. The 9.5% respondents expressed financial constraints for
instructional design, 18% viewed lack of modern evaluation techniques in instructional
design. 9.5% opined that there is slow production process for blended courses, 17%
130
agreed that there is late delivery system of material to students, 15% for insufficient
student support services at study centre‟s and 9% respondents viewed limited training
opportunities for all stakeholders of instructional design system of Allama Iqbal Open
University.
Table 4.6.2 Suggestions to Improve Instructional Design System N=127
S No Suggestions Frequency Percentage
01 Innovative learning strategies may be introduced. 17 13%
02 Evaluation system may be enhanced. 23 18%
03 Learner‟s comprehension/exploration may be created. 25 20%
04 Learning facilities may be provided. 15 12%
05 Regular on-job training/incentives may be increased. 13 10%
06 Resources may be generated. 19 15%
07 Information technology may be increased. 15 12%
Table 4.6.2 presents suggestions given by respondents to improve the
instructional design system of Allama Iqbal Open University. The questionnaire having
open ended statement for suggestions was administered to 743 respondents of six
categories of sample population. 586 questionnaires were collected back, where 127
respondents (21.7%) filled this statement. This table presents suggestions, frequency and
percentage, 13% respondents are agreed that innovative learning strategies to be
introduced. 18% responded are in the favour of enhancement of evaluation system, 20%
viewed that learner‟s comprehension and exploration may be created and 12%
131
respondents are agreed that learning facilities may be provided. 10% respondents agreed
that regular training and incentives may be increased, 15% viewed that resources may be
generated and 12% opined that information technology may be increased.
4.7 Analysis of Responses for Significance in Results
Analysis of variance (ANOVA) is a statistical technique, which is used to
determine whether the mean of a dependent variable is the same in two or more
unrelated, independent groups. However it is used when there are three or more
independent and unrelated groups. As the data is available in various groups and has
several means, then this test is used to check that how the results of different categories
are significant to each others. It also checks significance or effectiveness of variables
with objectives and research questions of the research study.
Table 4.7.1 Analysis of Variance at 0.05 significant levels
Variables (One way
ANOVA)
Sum of
Squares Df Mean F Sig.
Course Analysis Between Groups 4.0 5 0.8 0.72 0.60
Within Groups 651.8 580 1.1
Total 655.9 585
Material
Development
Between Groups 4500.7 5 0.1 1.89 0.00
Within Groups 777.0 580 1.3
Total 5277.8 585
Media Input Between Groups 13.0 5 2.6 1.92 0.08
Within Groups 786.6 580 1.3
Total 799.6 585
Delivery System Between Groups 20.1 5 4.0 2.78 0.01
Within Groups 839.5 580 1.4
Total 859.6 585
Evaluation
Techniques
Between Groups 4.1 5 0.8 0.58 0.71
Within Groups 819.1 580 1.4
132
Variables (One way
ANOVA)
Sum of
Squares Df Mean F Sig.
Course Analysis Between Groups 4.0 5 0.8 0.72 0.60
Within Groups 651.8 580 1.1
Total 655.9 585
Material
Development
Between Groups 4500.7 5 0.1 1.89 0.00
Within Groups 777.0 580 1.3
Total 5277.8 585
Media Input Between Groups 13.0 5 2.6 1.92 0.08
Within Groups 786.6 580 1.3
Total 799.6 585
Delivery System Between Groups 20.1 5 4.0 2.78 0.01
Within Groups 839.5 580 1.4
Total 859.6 585
Evaluation
Techniques
Between Groups 4.1 5 0.8 0.58 0.71
Within Groups 819.1 580 1.4
Total 823.3 585
Source: Calculated by Author using SPSS 16.4
Table 4.7.1 shows one way analysis of variance results of the categories i. e.
course writers, course reviewers, course editors, course tutors, students and media
producers respectively. Results are computed through least significant difference (LSD)
with respect to variables such as course analysis, material development, media input,
delivery system and evaluation techniques. Table contains the computed values of F-
Statistics, sum of square, mean square and degree of freedom of each variable with
respect to each category. table shows that the results of the variable material development
(0.00) is highly significance and the results of delivery system (0.01) are significant at
5% level of significance, while the results of variables i.e. course analysis (0.60), media
input (0.08) and evaluation techniques (0.71) are insignificant.
133
4.8 Comparative Analysis of the Categories
Post Hoc Test is used to compare the results where significance is pointed out in
the variables of the instructional design through least significance difference (LSD).
Table 4.8.1 Comparative Analysis of Categories on Material Development
(Sig: level=0.05)
Category
(I)
Category
(J)
Mean Diff:
(I-J)
Std: Errors Sig.
(a) Course
Writers
Reviewers
Editors
Tutors
Students
Producers
-14.3
-0.72
0.20
0.69
-0.25
0.29
0.59
0.18
0.15
0.39
0.00
0.22
0.27
0.00
0.52
(b) Course
Reviewers
Writers
Editors
Tutors
Students
Producers
14.3
13.5
14.5
15.0
14.0
0.29
0.63
0.28
0.25
0.44
0.00
0.00
0.00
0.00
0.00
(c) Course
Editors
Writers
Reviewers
Tutors
Students
Producers
0.72
-13.5
0.93
1.42
0.47
0.59
0.63
0.59
0.58
0.68
0.22
0.00
0.11
0.01
0.49
Table 4.8.1 presents results for multiple comparison of the variable material
development through Post Hoc Test.
134
(a). The variable material development of course writers is compared with reviewers,
editors, tutors, students and producers, the generated results presents that two
categories i.e. course reviewers (0.00) and students (0.00) are significance with
course writers. While course editors, tutors and media producers results are non-
significance with course writers for the material development of instructional
design system at Allama Iqbal Open University.
(b). Course reviewers results are compared with writers, editors, tutors, students and
producers. The generated results shows that all categories results are highly
significance i.e. (0.00) with course reviewers for material development.
(c). Course editors results are compared with writers, reviewers, tutors, students and
producers. The generated results show that reviewers 0.00 are highly significance,
while students 0.01 are significance with course editors. The results of writers
0.22, tutors 0.11 and producers 0.49 are insignificance with editors for material
development of instructional design system at Allama Iqbal Open University.
135
Table 4.8.2 Comparative Analysis of Categories on Material Development
(Sig: level=0.05)
Category
(I)
Category
(J)
Mean Diff:
(I-J)
Std: Errors Sig.
(a) Course
Tutors
Writers
Reviewers
Editors
Students
Producers
-0.20
-14.5
-0.93
0.48
-0.46
0.18
0.28
0.59
0.13
0.38
0.27
0.00
0.11
0.00
0.23
(b) Students Writers
Reviewers
Editors
Tutors
Producers
-0.69
-15.0
-1.4
-0.48
-0.95
0.15
0.25
0.58
0.13
0.37
0.00
0.00
0.01
0.00
0.01
(c) Course
Producers
Writers
Reviewers
Editors
Tutors
Students
0.25
-14.00
-0.47
0.46
0.95
0.39
0.44
0.68
0.38
0.37
0.52
0.00
0.49
0.23
0.01
Table 4.8.2 shows results of multiple comparison of the variable of material
development,
(a) Course tutors results are compared with writers, reviewers, editors, students and
producers. The generated results shows that reviewers 0.00 and students 0.00 are
136
highly significance, while writers 0.27, editors 0.11 and producers 0.23 results are
insignificance with course tutors for material development.
(b) Student‟s results are compared with writers, reviewers, editors, tutors and
producers. The generated results shows that writers 0.00, reviewers 0.00 and
tutors 0.00 are highly significance, while editors 0.01 and producers 0.01 results
are significance with students for material development.
(c) Course producer‟s results are compared with writers, reviewers, editors, tutors
and students. The generated results show that reviewers 0.00 are highly
significance, while students 0.01 are significance with producers. The results of
writers 0.52, editors 0.49 and tutors 0.23 are not significance with producers for
material development of instructional design.
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Table 4.8.3 Comparative Analysis of Categories on Media Input
(Sig: level=0.05)
Category
(I)
Category
(J)
Mean Diff:
(I-J)
Std: Errors Sig.
(a) Course
Writers
Reviewers
Editors
Tutors
Students
Producers
0.30
-0.02
0.41
0.40
-0.21
0.29
0.60
0.19
0.15
0.39
0.29
0.96
0.02
0.01
0.59
(b) Course
Tutors
Writers
Reviewers
Editors
Students
Producers
-0.41
-0.10
-0.44
-0.01
-0.63
0.19
0.28
0.59
0.13
0.38
0.02
0.69
0.45
0.91
0.10
(c) Students
Writers
Reviewers
Editors
Tutors
Producers
-0.40
-0.09
-0.42
0.01
-0.61
0.15
0.26
0.58
0.13
0.37
0.01
0.72
0.46
0.91
0.09
Table 4.8.3 indicates results of multiple comparison of the variable of the media
input,
(a) Course writer‟s results are compared with reviewers, editors, tutors, students and
producers. The generated results shows that tutors 0.02 and students 0.01 results
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are significance with writers, while reviewers 0.29, editors 0.96 and producers
0.59 are insignificant with writers for media input.
(b) Course tutors results are compared with writers, reviewers, editors, students and
producers. The generated results shows that writers 0.02 results are significance
with tutors, while reviewers 0.69, editors 0.45, students 0.91 and producers 0.10
results are insignificant with tutor‟s results for media input.
(c) Student‟s results are compared with writers, reviewers, editors, tutors and
producers. The generated results shows that writers 0.01 results are significance
with student‟s results, while reviewers 0.72, editors 0.46, tutors 0.91 and
producers 0.09 results are not significant with student‟s results for media input.
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Table 4.8.4 Comparative Analysis of Categories on Deliver System
(Sig: level=0.05)
Category
(I)
Category
(J)
Mean Diff:
(I-J)
Std: Errors Sig.
(a) Course
Reviewers
Writers
Editors
Tutors
Students
Producers
0.31
-0.55
0.55
0.58
-0.22
0.30
0.65
0.29
0.26
0.46
0.29
0.40
0.05
0.03
0.62
(b) Course
Tutors
Writers
reviewers
Editors
Students
Producers
-0.23
-0.55
-1.1
0.03
-0.77
0.19
0.29
0.61
0.13
0.40
0.23
0.05
0.07
0.81
0.05
(c) Students
Writers
Reviewers
Editors
Tutors
Producers
-0.26
-0.58
-1.1
-0.3
-0.81
0.16
0.26
0.60
0.13
0.38
0.10
0.03
0.06
0.81
0.03
(d) Course
Producers
Writers
Reviewers
Editors
Tutors
Students
0.54
0.22
-0.32
0.77
0.81
0.40
0.46
0.71
0.40
0.38
0.18
0.62
0.64
0.05
0.03
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Table 4.8.4 shows results of multiple comparison of the variable of the delivery
system,
(a) Course reviewer‟s results are compared with writers, editors, tutors, students and
producers. The generated results shows that tutors 0.05 and students 0.03 results
are significance with reviewer‟s results, while writers 0.29, editors 0.40 and
producers 0.62 results are insignificant with reviewer‟s results for delivery
system.
(b) Tutors results are compared with writers, reviewers, editors, students and
producers. The generated results shows that reviewers 0.05 and producers 0.03
results are significance with tutor‟s results, while writers 0.23, editors 0.07 and
students 0.81 results are insignificant with tutor‟s results.
(c) Student‟s results are compared with writers, reviewers, editors, tutors and
producers. The generated results shows that reviewers 0.03 and producers 0.03
results are significance with student‟s results, while writers 0.10, editors 0.06 and
tutors 0.81 are insignificant with student‟s results for delivery system.
(d) Course producer‟s results are compared with writers, reviewers, editors, tutors,
and students. The generated results shows that tutors 0.05 and students 0.03
results are significance with producers results, while writers 0.18, reviewers 0.62
and editors 0.64 results are insignificant with producers results for delivery
system of instructional design system at Allama Iqbal Open University.
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4.9 Analysis of Responses for Homogeneous Results
Homogenous sub-set test (Duncan Test) is used to calculate homogeneity among
the results of the categories.
Table 4.9.1 Analysis of the Homogeneity in the Variables of Categories
Variables‟ Categories N I II Sig:
alpha=(0.05)
(a) Course
Analysis
Students
Tutors
Writers
Reviewers
Producers
Editors
397
91
63
21
10
04
3.5
3.5
3.6
3.6
3.7
4.3
0.08
(b) Material
Development
Students
Tutors
Writers
Reviewers
Producers
Editors
397
91
63
21
10
04
2.8
3.3
3.5
3.3
3.5
3.7
4.2
4.3
0.13
0.05
(c) Media Input Students
Tutors
Writers
Reviewers
Producers
Editors
397
91
63
21
10
04
3.3
3.3
3.4
3.7
3.7
3.9
0.21
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(d) Delivery
System
Students
Tutors
Writers
Reviewers
Producers
Editors
397
91
63
21
10
04
3.1
3.1
3.3
3.6
3.9
3.3
3.6
3.9
4.2
0.11
0.08
(e) Evaluation
Techniques
Students
Tutors
Writers
Reviewers
Producers
Editors
397
91
63
21
10
04
3.1
3.1
3.2
3.3
3.5
3.7
0.25
Source: Calculated by Author using SPSS 16.4
Table 4.9.1 presented the results of homogeneous test for the six categories with
respect to their respective sample size. Means for categories are calculated in
homogeneous subsets for alpha at 0.05 level of significant.
(a). Results of course analysis shows that the results of all categories such as students,
tutors, writers, reviewers, producers and editors are 8% significantly
homogeneous. Population‟s means for groups are in one homogenous subset.
Results also indicates that values of categories such as students (3.5), tutors (3.5),
writers (3.6), reviewers (3.6), producers (3.7) and editors (4.3) respectively are
significantly homogeneous.
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(b). Results of material development are presented category wise with their respective
sample sizes are homogeneous with two subsets. In first subset students, tutors
and writers are homogeneous and having 13% significantly homogeneous,
because values of first subset are 2.8, 3.3, 3.5 respectively. The second subset
includes tutors, writers, producers and editor‟s respectively. These are 5%
significantly homogeneous such as 3.3, 3.5, 3.7,4.2 and 4.3 subset values.
(c). results of media input presented that tutors, students, writers, editors and
producers with their respective sample sizes showing 21% homogeneity in their
group means such as 3.3, 3.3, 3.4, 3.7, 3.7 and 3.9 respectively.
(d). Results of delivery system of categories are indicated with their respective sample
sizes showing 11% homogeneity in their group means such as 3.1, 3.1, 3.3, 3.6
and 3.9 respectively in first subset and 8% significant homogeneity in second
subset with group means such as 3.3, 3.6, 3.9 and 4.2.
(e). Results of evaluation techniques presented category wise in their group means
such as 3.1, 3.1, 3.2, 3.3, 3.5 and 3.7 respectively, all the categories are 25%
significantly homogeneous.
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CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS, DISCUSSION &
RECOMMENDATIONS
5.1 Summary
Instructional design is an approach, methodology and philosophy, which has been
utilized to transfer knowledge, skills and courseware characteristics to learners (Miriam
& Kathleen. 2002). Instructional design is a systematic process through which
instructional material is formulated and delivered to learners. Allama Iqbal Open
University has developed its own instructional design process based on distance
education format. Its instructional design is comprises on self-learning printed material,
broadcast media i. e TV and radio, tutorial meetings, course assignments and use of the
educational technology at intermediate level. This study is focused to analyze the existing
instructional design system of Allama Iqbal Open University, to identify the gaps
between existing practices and opportunities of instructional design system of
Allama Iqbal Open University and to explore the possibilities of innovations in
instructional design system at Allama Iqbal Open University.
After reviewed of related literature six questionnaires were developed on five
point rating scale, reliability of the instrument was estimated and these were administered
to the sample population of course writers, course reviewers, course editors, tutors,
students and media producers personally and through mail. Questionnaires were collected
personally and through postal mail services. Data from all the six categories was grouped,
coded and analyzed by using statistical techniques of Percentage, Mean Score, Variance,
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One way Analysis of Variance, Post Hoc Test for Comparative Analysis and Duncan Test
for Homogeneous Analysis through Excel and SPSS Version 16.4. Main findings of the
research study are: The respondents viewed that course objectives are measureable and
need assessment is carried-out for reviewing the courses. Majority of the respondents
accepted that contents of the courses are appropriate for students needs. The respondent‟s
opined that evaluation system of Allama Iqbal Open University according to ODL and
instructional design process is based on distance education format. Media support is
provided in the courses, while respondents do not favour the statement that courses are
being provided on e-learning format. Majority of the writers agreed that instructional
design may be more innovative, modern educational technology is used in instructional
design, communication skills of the learners are developed by instructional design and e-
assessment techniques is in the courses.
On the basis of the findings of this research study conclusions have been drawn
as: it was concluded in the research study that objectives of the courses are determined
and measurable at intermediate level at Allama Iqbal Open University. It was also
concluded that evaluation strategies are design, develop, implement and enhanced,
creativity and variety of courses is being improved in instructional design. Educational
technology is used, e-learning and e-assessment format may be introduced for innovative
instructional design at AIOU. The conclusions are that print material, i. e. study guides
and allied material to be illustrated with graphs, maps, diagrams and update knowledge
for improving comprehension, interest and motivation of distance students at
intermediate level of Allama Iqbal Open University. It is also recommended that use of
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educational technology, learning opportunities, e-learning and e-assessment strategies,
delivery system and research activities may be enhanced.
5.2 Findings of the Research Study
The findings on the basis of results are obtained through the questionnaires are
reported below:
Findings related to Objective 1: To analyze the existing instructional design
system of Allama Iqbal Open University.
1. It was found in the research study, majority 57.3% writers were agreed that need
assessment of the courses is carried out for course development, 20.6% were
undecided, while 17.5% were disagreed with statement. The calculated mean was
3.5 which favour to this statement and variance was 1.3 which moderately favours
the statement. Reviewers mean score was 3.7 and variance is 0.9, editors mean
score=4.7 while variance=0.2, tutors M=3.6 & V=1.1, students mean score was
3.8 while variance is 1.0 and produces M=4.1 & V=0.3. (Tables 4.1.1-4.1.6).
2. It was also found that majority 63.4% writers were agreed that course objectives
are measureable for students, 19.1% were undecided, while 17.5% respondents
were disagreed with statement. The mean was 3.5 which favours to this statement
with variance of 1.1 which moderately favours the statement. 76.3% of reviewers
mean score was 3.8 and variance was 0.5, editors M=4.5 & V=0.3, tutors mean
score was 3.4 and variance was 1.1, students M=3.6 & V=1.0 and producers mean
was 4.0 & variance was 0.4. (Tables 4.1.-4.1.6)
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3. It was found that majority 66.7% reviewers are agreed that course objectives
reflect educational needs of the students, 19% were undecided, while 9.6% were
disagreed with this statement. The collected mean was 3.6 which favour the
statement and variance was 1.1 which moderately favours the statement. The
writer‟s calculated mean score was 3.4 which favour the statement, while variance
was 1.0 which moderately favours the statement. Editors M=4.0 & V=0.6 and
80% of producers means score was 4.0 with variance of 0.8 which strongly favour
the statement. (Tables 4.1.1-4.1.3 & 4.1.6).
4. Majority 46% of the writers were agreed that learning activities are appropriate in
the course for students, 39.7% were undecided, while 14.3% were disagreed with
statement. The calculated mean was 3.4 which favour the statement, while
variance was 0.9 which strongly favours the statement. Reviewers mean score
was 3.9 while variance was 1.3; editors mean score was 4.0 with variance of 0.6,
tutors M=3.4 & V=0.7, students M=3.2 & V=1.5 and producers mean score was
3.2 which favour the statement and variance was 1.9. (Tables 4.1.1-4.1.6).
5. It was found that majority 65.1% writers were agreed that course team is selected
keeping their specialization, 14.3% were undecided, while 20.7% were disagreed
with the statement. The mean was 3.7 which favor the statement, while variance
was 1.5 which moderately favors the statement. Reviewers M=2.9 & V=1.1 and
tutors mean score was 3.8 while variance was 1.7. (Tables 4.1.4, 4.2.1 & 4.2.2).
6. It was found that majority 52.5% of the reviewers were agreed that contents of the
courses are appropriate for learners needs, 28.6% were undecided, while 19.2%
were disagreed with this statement. The calculated mean was 3.4 which favours to
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the statement, while variance was 1.5 which moderately favours the statement.
Editors mean score was 4.0 and variance was 0.6, tutors M=.2 & V=1.6, students
mean score was 3.1 while variance was 1.6. (Tables 4.2.2-4.2.4 & 4.4.5).
7. Majority 66.6% reviewers were agreed that courses are developed with
standardized techniques of instructional design, 14.3% were undecided, while
14.4% disagreed with this statement. The calculated mean was 3.8 which favour
and variance was 1.2 which moderately favours the statement. Writers mean score
was 3.6 while variance was 1.7. (Tables 4.2.1, 4.2.2).
8. It was found that 61.9% writers were agreed that instructional design system of
AIOU is based on distance education format, 9.6% were undecided, while 27.1%
disagreed with statement. The calculated mean was 3.4 which favour with the
statement and variance was 1.3 which moderately favours the statement. Tutors
mean score was 3.5 which favour the statement and variance was 1.5, reviewers
M=2.9 & V=1.6, editors mean score was 4.2 and variance was 0.9, while
producers M=4.0 & V=0.6. (Tables 4.1.4, 4.2.2, 4.4.3, 4.5.1 & 4.5.6).
9. It was found that 22.3% writers were agreed that media support is provided in the
courses 23.9% were undecided, while 52.5% disagreed with statement. The
calculated mean was 3.7 which favours to the statement; variance was 1.0 which
moderately favours the statement. Reviewers mean score was 3.1 and variance
was 1.2, editors M=3.2 & V=0.9. Students mean score was 3.2 while variance was
1.4 and producers M=4.2 & V=0.1. (Tables 4.3.1-4.3.6).
10. It was found that 27.1% of the writers were agreed that evaluation system is
suitable according to open and distance learning, 20.7% were undecided, while
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49.3% respondents were disagreed with statement. The calculated mean was 2.6,
which favours this statement and variance was 1.4 which moderately favours the
statement. Reviewers mean score was 3.0 which favour the statement and
variance was 1.6, editors M=3.2 & V=0.9, tutors mean score was 2.9 and variance
was 2.6, students mean score was 2.8 which do not favour the statement and
variance was 1.3 which moderately favours the statement. (Tables 4.5.1-4.5.5)
11. 38.2% reviewers agreed that evaluation process is transparent at AIOU, 28.6%
were undecided, while 23.9% disagreed with the statement. The collected mean
was 3.1 which favour to this statement and variance was 1.5 which moderately
favours the statement. Writers mean score was 3.2, while variance was 1.2,
students M+3.2 & V=1.3 and mean score was 3.0 while variance was 0.6. (Tables
4.5.1-4.5.3 & 4.5.5).
12. It was found that 41.7% students were agreed that the instructional material is
helpful for students, 24.2% were undecided, while 33.2% disagreed with this
statement. The calculated mean was 3.1 which favour with the statement, while
variance was 1.5 which averagely favours the statement. (Table 4.2.5).
13. It was found that majority 81% of the writers were agreed that course contents are
placed in logical order, while 17.5% were undecided. The calculated mean score
was 4.1 which favour the statement and variance was 0.5 which strongly favours
the statement. Reviewers mean score was 3.9 and variance was 0.9, while 75%
editors agreed and 25% respondents were undecided. The calculated mean score
is 4.2 which favour the statement and variance is 0.9 which strongly favour the
statement. (Tables 4.1.1-4.1.1).
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14. 67.8% students agreed that supporting material is provided, 20.2% were
undecided, while 12.2% were disagreed with this statement. The calculated mean
was 3.8 which favour this statement and variance was 1.2 which moderately
favours the statement. (Table 4.2.5).
15. It was found that 13% students agreed that CD is provided along with study
package, 15.4% were undecided, while 71.6% disagreed with statement. The
calculated mean was 2.1 which do not favour to this statement, while variance
was 1.2 which moderately favours the statement. (Table 4.2.5).
16. Majority 70% producers were agreed that production process is suitable to
achieve course objectives, 10% were undecided, while 20% were disagreed with
statement. The calculated mean was 3.5 which favours to this statement, while
variance was 0.7 which strongly favour the statement. (Table 4.1.6).
17. 41% students agreed that courses of AIOU helped to change attitude, 35% were
undecided, while 23.4% disagreed with statement. The calculated mean was 3.2
and variance was 1.3 which moderately favours the statement. (Table 4.3.5).
18. Majority 47.6% reviewers were agreed that appropriate time is provided for
review process, mean score was 3.5 and variance was 0.9. 44.2% students agreed
that they received study material in time with mean score 3.1 and variance 1.6.
(Tables 4.2.2, 4.4.5).
19. Majority 75% editors were agreed that editor have knowledge about the editing
the course, the calculated mean score is 4.5 which favour the statement with
variance of 0.3. 60% producers agreed that producers have the information‟s for
target students, with mean score 3.7 and variance 1.3. (Tables 4.1.3, 4.1.6).
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20. It was found that majority 61.3% students agreed that courses of AIOU are
according to our mental level, 16.2% were undecided, while 21.9% disagreed
with statement. The collected mean was 3.4 which favours with the statement and
variance was 1.4 which moderately favours the statement. Producers mean score
was 3.8 and variance was 1.7. (Tables 4.1.5, 4.1.6).
21. Majority 75% editors were agreed that editors ensure the language easy to
understand for students, while 25% respondents were undecided. The calculated
mean score was 4.0 which favour the statement, while variance was 0.6 which
strongly favour the statement. Majority 70% producers agreed that language is
suitable for students, with mean score 4.0 and variance 0.6. (Tables 4.2.3, 4.2.6).
22. It was found that 70% producers agreed that recording voice matched with script
requirements, 10% respondents were undecided, while 10% disagreed with the
statement. The calculated mean score 4.1 which favours this statement, while
variance was 0.9 which strongly favour the statement. Producers ensure written
scripts with the course objectives, with mean score=3.9 and V= 0.5, recording
voice is being understood for students, M= 3.9, and V= 1.2. (Tables 4.4.6).
23. Majority 59.4% tutors were agreed that students follow AIOU instructions in
preparing assignments, 26.4% were undecided, while 11% were disagreed with
statement. The calculated mean was 3.6, while variance was 1.2 which
moderately favours the statement. (Table 4.2.4).
24. It was found that 80% producers were agreed that words and illustration are
blended in courses, while 10% were disagreed with statement. The calculated
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mean was 4.0 which favours to this statement, while variance was 0.6 which
strongly favour the statement. (Table 4.3.6).
25. 50% producers agreed that audio-visual recording is up-dated, 20% were
undecided, while 30% were disagreed with statement. The calculated mean was
3.4 which favours with the statement and variance was 2.0 which poorly favour
the statement.
26. Majority 45.1% tutors agreed that they help the students to generate new ideas,
12% were undecided, while 40.6% were disagreed with the statement. The
calculated mean was 3.1 which favour to this statement and variance was 1.8
which poorly favours the statement. (Table 4.4.4).
27. Majority 50.5% tutors agreed that tutor‟s briefing workshop is organized, 11%
were undecided, while 36.3% were disagreed with statement. The mean was 3.4
which favours with this statement, while variance was 1.7 which averagely
favours the statement. (Table 4.2.4).
28. 46.2% tutors agreed that tutor file is provided along with instructional material,
28.6% were undecided, while 25.3% disagreed with this statement. The mean was
3.3 which favours to this statement, while variance was 1.8 which averagely
favours the statement. (Table 4.2.4).
29. 73.7% students agreed that the courses fee is less than other universities, 21%
were undecided, while 4.9% disagreed with statement. The calculated mean was
3.9 which favour to the statement and variance was 0.8 which strongly favour the
statement. (Table 4.1.5).
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30. Majority 80% producers agreed that appropriate production activities are
important for course success. The mean score was 4.8 which favour the statement
and variance was 0.1 which extremely favour the statement. (Table 4.5.6).
Findings of the objective-II: To identify the gaps between theory and practice in
instructional design system of Allama Iqbal Open University.
31. It was found gap that 41.3% writers were agreed that there is not much creativity
maintained in course development process, 19% were undecided, while 38.2%
were disagreed with statement. The calculated mean was 2.9 which do not favor
to this statement and variance was 1.5 which averagely favours with the
statement. Reviewers mean score was 3.8 while variance was 1.2, editors M=3.7
& V=0.2 and producers mean score was 3.9 while variance was 1.4. (Tables 4.2.1,
4.2.3 & 4.2.6).
32. There is gap that 22.3% writers were agreed that some courses are being provided
on e-learning format, 25.4% were undecided, while 52.8% were disagreed with
the statement. The calculated mean was 2.7 which do not favour to this statement,
while variance was 1.7 which averagely favours this statement. Reviewers mean
score was 2.5 and variance was 1.9, editors M=3.0 & V=0.6, students mean score
was 3.9 while variance was 0.7. (Tables 4.3.1-4.3.5).
33. It was found gap that 31.9% writers agreed that material presentation is
interesting, 22.3% were undecided, while 43% disagreed with statement. The
calculated mean was 2.8 which do not favour and variance was 1.7 which
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averagely favours the statement. Reviewers mean score was 2.8 and variance was
1.6. (Tables 4.4.1-4.4.5).
34. There are gaps that sufficient professional development opportunities are not
available, 22.3% were undecided, while 46.1% disagreed with this statement. The
calculated mean was 2.8 which do not favour with the statement and variance was
1.5 which averagely favours the statement. Reviewers mean score was 3.1 and
variance was 1.8. (Tables 4.5.1-4.5.3).
35. It was found that 28.7% students agreed that assignments are properly marked
with remarks by tutors, 41% were undecided, while 29.5% disagreed with the
statement. The calculated mean is 2.9 which do not favour, while variance is 1.5
which moderately favours the statement. 34.9% students agreed that course results
are announced in time by AIOU, with mean score 2.9 and variance 1.6. (Table
4.5.5).
36. There is gap between theory and practice, 27.5 % students agreed that contents of
courses have detailed information, mean score was 2.5 which do not favour the
statement, while variance was 1.5 which averagely favours the statement. (Table
4.3.5).
37. It was found gap, 23% tutors opined that study material has intellectual clarity,
29.5% were undecided, while 47.6% disagreed with the statement. The mean was
2.7 which do not favour with the statement, while variance was 1.1 which
moderately favours the statement. (Table 4.2.5).
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38. 45.1% tutors agreed that students responses are satisfactory in tutorial meetings,
19.8% were undecided, while 35.2% were disagreed with statement. The
calculated mean was 2.9 which do not favour to the statement and variance was
1.7 which averagely favours the statement. (Table 4.3.4).
39. It was found that 34.1% tutors agreed that there are research activities, 22% were
undecided, while 44% were disagreed with statement. The calculated mean was
2.9 which favour, while variance was 1.3 which moderately favours the statement.
(Table 4.4.4).
40. Students problems are not properly diagnosed in the subject background, 15.4%
were undecided, while 37.4% disagreed with statement. The calculated mean was
2.9 which favour, while variance was 2.0 which poorly favour the statement.
(Table 4.5.4).
41. It was found gap that tutors keep students record for further grooming, 11% were
undecided, while 45% respondents were disagreed with statement. The calculated
mean was 2.9 which favour and variance was 2.4 which poorly favour the
statement. (Table 4.5.4).
42. It was found that tutors are experienced in their subjects, 18.2% were undecided,
while 48.7% respondents are disagreed with statement. The calculated mean was
2.7 which do not favour to this statement, while variance was 1.6 which averagely
favours the statement. (Table 4.2.5).
43. It was also found a gap that tutors co-ordinate students in their learning problems,
15.4% were undecided, while 36.3% were disagreed with this statement. The
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mean is 3.1 which favour, while variance is 2.0 which poorly favour the
statement. (Table 4.4.4).
Findings of the objective-III: To explore the possibilities of innovations in
instructional design system at Allama Iqbal Open University.
44. There is possibility of learning activities, majority 52.4% reviewers were agreed
that courses possess varieties of learning activities for students, 28.6% were
undecided, while 19% respondents were disagreed with statement. The calculated
mean was 3.5 which favour to this statement, while variance was 1.0 which
strongly favours with this statement. Editors mean score was 4.7 and variance is
0.2 and writers M=2.7 & V=1.8. (Tables 4.2.3, 4.3.2 & 4.5.1).
45. It was found that there is possibility of objective based activities, majority 66.8%
of the reviewers were agreed that all activities of the course design are objective
oriented, 14.2% were undecided, while 9.6 % disagreed with statement. The
collected mean was 4.0 which favour to this statement; variance was 0.9 which
strongly favour the statement. Writers mean score was 3.9 and variance was 1.1,
editors M=4.0 & V=0.6 and tutors mean score was 2.9, while variance was 1.9.
(Tables 4.1.1-4.1.4).
46. There is possibility of more resources for instructional design, 57.2% tutors
agreed that students use available resources for assignments development, 19.8%
were undecided, while 19.8% were disagreed with statement. The calculated
mean was 3.5 which favour the statement, while variance was 1.3 which
moderately favours with this statement. Writers mean score was 3.6 and variance
157
was 1.7, reviewers M=3.8 & V=1.6 and editors mean score was 4.0 while
variance was 0.6. (Tables 4.2.1, 4.3.4, 4.4.2 & 4.4.3).
47. It was found that there is possibility of educational technology, majority 79.4% of
the writers were agreed that educational technology increase students‟
comprehension, 15.9% were undecided, while 3.2% disagreed with the statement.
The calculated mean was 4.1 which favour with the statement and variance was
0.6 which strongly favour the statement. Reviewers mean score was 4.1 and
variance was 0.9, tutors M=3.4 & V=1.2, students mean score was 3.4 and
variance was 1.2. (Tables 4.3.1-4.3.3, 4.4.4, 4.4.5).
48. There is possibility of improved communication system, 60.3% writers agreed
that communication strategies are up-dated, 20.7% were undecided, while 19.2%
were disagreed with statement. The calculated mean was 3.6 which favour to this
statement and variance was 1.6 which averagely favours the statement. Reviewers
mean score was 4.1 while variance was 0.9 and editors mean score was 4.0, while
variance was 0.6. (Tables 4.4.1-4.4.3).
49. It was found that innovations can be obtain in instructional design, 54.9% tutors
were agreed that instructional design is innovative, 13.2% were undecided, while
29.7% disagreed with statement. The calculated mean was 3.3 which favour the
statement, while variance was 2.0 which poorly favour with the statement. Writers
mean score was 4.2 while variance was 0.6, reviewers M=4.1 & V=0.8 and
editors mean score was 4.0, variance is 0.6. (Tables 4.2.4, 4.3.1-4.3.3).
158
50. There is possibility of skills development, as majority 62% writers agreed that
communication skills of the students are developed by instructional design, 15.9%
were undecided, while 20.5% disagreed with statement. The calculated mean was
3.7 which favour to this statement, while variance was 1.7 which averagely
favours the statement. Reviewers mean score was 4.3 and variance was 2.3,
editors M=4.7 & V=0.2 and producers mean score was 3.8, variance was 2.1.
(Tables 4.4.1-4.4.3 & 4.4.6).
51. It was found that modern evaluation techniques can be enhanced; e-assessment
techniques are used in the courses. The calculated mean score of writers was 3.8
which favour the statement, while variance was 1.1 which moderately favours the
statement. Reviewer M=3.5 & V=1.4, editors mean score was 4.2 and variance
was 0.9, while students mean score was 3.6 and variance was 1.3. (Tables 4.5.1-
4.5.3, 4.5.5).
52. There is possibility of real instructional strategies, majority 57.3% writers were
agreed that instructional strategies of courses are stated in realistic manners,
23.9% were undecided, while 15.9% were disagreed with statement. The
calculated mean is 3.6 which favour the statement, while variance is 1.2 which
moderately favours the statement. Editors M=4.2 & V=0.9, while 52.4%
reviewers were agreed, 28.6% were undecided, while 19.2% respondents were
disagreed with statement. The calculated mean was 3.4 and variance was 1.4.
(Tables 4.1.1, 4.1.2).
159
53. It was found that 44% tutors agreed that we remain impartial during the apprising
of assignments, 19.8% were undecided, while 36.3% disagreed with statement.
The calculated mean was 3.1 which favour to this statement, while variance was
1.7 which averagely favours the statement. (Table 4.5.4).
54. There is possibility of supporting services, 59.7% students agreed that tutors are
helping in learning process, 26% were undecided, while 14% were disagreed with
statement. The calculated mean was 3.6 which favour to this statement and
variance was 1.0 which moderately favours the statement. (Table 4.2.5).
55. It was also found that majority 60% producers agreed that audio-visual material is
supporting the course production process, 20% were undecided, while 10% were
disagreed with statement. The calculated mean was 3.8 which favour, while
variance was 1.5 which averagely favours the statement. (Table 4.2.6).
56. More educational facilities can be provided, as 37.4% tutors agreed that
educational facilitates are provided by AIOU in the study centers, 22% were
undecided, while 38.5% were disagreed with statement. The calculated mean was
3.1 which favour to this statement, while variance was 1.9 which averagely
favours the statement. (Table 4.3.4).
57. It was found that 39.6% tutors respondents agreed that tutors facilitate students to
progress at their own pace, 35.2% were undecided, while 25.3% were disagreed
with statement. The calculated mean was 3.1 which favour to this statement,
while variance was 1.3 which moderately favours the statement. (Table 4.3.4).
160
58. There is possibility of more interaction activities, 47.3% respondents agreed that
we encourage the group discussion in tutorial meeting, 15.4% were undecided,
while 37.4% were disagreed with statement. The calculated mean was 3.1 which
favour to this statement, while variance was 2.1 which poorly favour the
statement. (Table 4.3.4).
59. Quality in instructional design can be enhanced, 70% respondents agreed that
producers ensure the media quality in course production, while 20% were
disagreed with statement. The calculated mean was 3.8 which favour, while
variance was 1.7 which averagely favours with the statement. (Table 4.3.6).
5.3 Conclusions of the Study
On the basis of the findings of this research study for: analysis of instructional
design system of Allama Iqbal Open University: practices and opportunities, following
conclusions have been drawn.
1. It was concluded in the research study that need assessment of the courses is
carried out for course development, course objectives are measureable for
students and objectives reflect educational needs of the students at intermediate
level of Allama Iqbal Open University.
2. It was also concluded in the study that majority of the respondent were agreed that
learning activities are appropriate in the courses for students, course team is
selected keeping their specialization and contents of the courses are appropriate
for learners needs in the program at Allama Iqbal Open University.
161
3. Majority of the respondent concluded that courses are developed with
standardized techniques of instructional design, instructional design system of
AIOU is based on distance education format and media support is provided in the
courses for students.
4. It was concluded that evaluation system is suitable according to open and distance
learning format, evaluation process is transparent at Allama Iqbal Open
University, instructional material is helpful for students and course contents are
placed in logical order for students.
5. Majority of the students were agreed that supporting material is provided, CD is
provided along with study package and courses of Allama Iqbal Open University
helped to change the attitude of students at intermediate level.
6. It was found in the research study that majority of the producers were agreed that
production process is suitable to achieve course objectives and the recording
voice matched with script requirements at Allama Iqbal Open University.
7. It was also found that 80% producers were agreed that words and illustration are
blended in courses, 50% producers agreed that audio-visual recording is up-dated
and majority of the producers agreed that their appropriate activities are important
for course success at Allama Iqbal Open University.
8. It was found that 47.6% reviewers were agreed that appropriate time is provided
for review process.
9. It was concluded that majority of the editors were agreed that they have
knowledge about the editing process and ensured the language easy to understand
for students in the courses.
162
10. It was found that majority of the students agreed that courses of Allama Iqbal
Open University are according to students mental level and courses fee is less
than other universities at Allama Iqbal Open University.
11. Majority 59.4% tutors were agreed that students follow Allama Iqbal Open
University instructions in preparing assignments and help the students to generate
new ideas in discussion.
12. It was found that tutor‟s briefing workshop was organized and tutor file was
provided along with instructional material for the concerned course at Allama
Iqbal Open University.
13. It was concluded that there are gaps in creativity of course development process,
courses are being provided on e-learning format and material presentation is
interesting for students at intermediate level.
14. It was concluded that there is gap between theory and practice that sufficient
professional development opportunities are not available; assignments are not
properly marked with remarks by tutors and study material has intellectual clarity
for students.
15. Student‟s responses are not satisfactory in tutorial meetings, limited research
activities and students problems are not properly diagnosed in the subject
background.
16. It was found that students record is kept for further grooming experienced tutors
in their subjects and to co-ordinate students in their learning problems.
17. It was concluded that there is possibility of objective oriented activities and
resources to use for instructional design.
163
18. It was found that there is possibility of using educational technology, improved
communication system and innovations in instructional design system.
19. There is possibility of communication skills development, e-assessment
techniques for evaluation and real instructional strategies for students.
20. It was found that tutors remain impartial during the apprising of assignments,
helping to students in learning process and audio-visual material is supporting the
course production process.
21. More educational facilities are provided to students, tutors facilitate students to
progress at their own pace and encouraged for group discussion in tutorial
meeting.
22. It was concluded that quality of instructional design can be ensured for course
production process.
5.4 Discussion
The present study analyzed the existing instructional design system, identified the
gaps between theory and practice and explored the possibilities of innovations in
instructional design system at Allama Iqbal Open University. Analysis depends on
qualitative and quantitative data to find out the results of the study.
The study indicated that course objectives are measureable majority 63.4%
writers were agreed that course objectives are measureable for students, 19.1% were
undecided, while 17.5% were disagreed with statement. The calculated mean was 3.5
which favour to this statement with variance of 1.1 which moderately favours the
statement. 76.3% of reviewers mean score was 3.8 and variance was 0.5, editors M=4.5
& V=0.3, tutors mean score was 3.4 and variance was 1.1, students M=3.6 & V=1.0 and
164
producers mean was 4.0 & variance was 0.4. Ericsson, (2009) research study on
measurement of expert performance supported that measurable learning objectives
describe what you want your students to be able to do by the end of completion of course,
hence clear educational objectives and appropriate contents improve knowledge and
comprehension in students.
The respondent‟s 27.1% of the writers were agreed that evaluation system is
suitable according to open and distance learning, 20.7% were undecided, while 49.3% were
disagreed with statement. The calculated mean was 2.6, which favour with the statement
and variance was1.4 which moderately favour the statement. Reviewers mean score was
3.0 which favour the statement and variance was 1.6, editors M=3.2 & V=0.9, tutors mean
score was 2.9 and variance was 2.6, students mean score was 2.8 which do not favour the
statement and variance was 1.3 which moderately favours the statement. Barron, et el.
(2002) research study on technologies for education stressed that evaluation covers
research, teaching, administration and service work and other factors which may helpful for
reforms in instructional design components.
It was found that 37.4% tutors were agreed that educational facilitates are
provided in the study centers, 22% were undecided, while 38.5% disagreed with
statement. The calculated mean was 3.1 which favour to this statement, while variance
was 1.9 which averagely favours the statement. Tanner, (2006). In his research study the
importance of educational facilities in improving students outcomes indicated that
facilities can play in improving outcomes for both teachers and students , policymakers,
thus, should focus greater attention on the impacts of facilities and adopt a long-term
cost-benefit perspective on efforts to improve school facilities. The provision of modern
165
educational equipments enhanced learning environment and develop communication
strategies.
It was found, 41.3% writers were agreed that creativity is maintained in course
development process, 19% were undecided, while 38.2% disagreed with statement. The
calculated mean was 2.9 which do not favor to this statement and variance was 1.5 which
averagely favours the statement. Reviewers mean score was 3.8 while variance was 1.2,
editors M=3.7 & V=0.2 and producers mean score was 3.9 while variance was 1.4.
Majority 52.4% reviewers were agreed that courses possess varieties of learning activities
for students, 28.6% were undecided, while 19% were disagreed with statement. The
calculated mean was 3.5 which favour with the statement, while variance was 1.0 which
strongly favours the statement. Editors mean score was 4.7 and variance is 0.2 and
writers M=2.7 & V=1.8. Traditional and conventional teaching methods are being
changed for effective learning environment, hence it is expected that creativity and
variety can develop learners motivation for self learning activities.
Majority 60.3% writers were agreed that communication strategies are up-dated,
20.7% were undecided, while 19.2% disagreed with statement. The calculated mean was
3.6 which favour and variance was 1.6 which averagely favours the statement. Reviewers
mean score was 4.1 while variance was 0.9 and editors mean score was 4.0, while
variance was 0.6. Dal, et el,. (2007) supported that communication strategies can help
improve the teacher, student and parents relationship for educational environment.
It was found that 22.3% writers were agreed that media support is provided in the
courses, 23.9% were undecided, while 52.5% were disagreed with statement. The
166
calculated mean was 3.7 which favour with the statement; variance was 1.0 which
moderately favours the statement. Reviewers mean score was 3.1 and variance was 1.2,
editors M=3.2 & V=0.9. Students mean score was 3.2 while variance was 1.4 and
producers M=4.2 & V=0.1. Yowell, Connie, and Rhoten. (2009) research on Digital
Media and Learning also found that media can be a component of active teaching
learning strategies; hence using media enhance teaching and learning.
The research respondents do not favour the statement that courses are also
provided on e-learning format. 22.3% writers were agreed that courses are also provided
on e-learning format, 25.4% were undecided, while 52.8% were disagreed with the
statement. The calculated mean was 2.7 which do not favour to this statement, while
variance was 1.7 which averagely favours with the statement. Reviewers mean score was
2.5 and variance was 1.9, editors M=3.0 & V=0.6, students mean score was 3.9 while
variance was 0.7. Donald, (2006) indicated in research study on-line teaching that e-
learning templates provide some structure to the design of on-line learning activities. On-
line services of the instructional design should be expended in remote areas also for high
achievements of results.
It was found that 54.9% tutors were agreed that instructional design is innovative,
13.2% were undecided, while 29.7% were disagreed with statement. The calculated mean
was 3.3 which favour with the statement, while variance was 2.0 which poorly favour the
statement. Writers mean score was 4.2 while variance was 0.6, reviewers M=4.1 & V=0.8
and editors mean score was 4.0, variance is 0.6. Jenna, (2009) in his study discovering
expert instructional designers viewed that on-line teaching innovation and creativity as
skill instructional designers should be thinking of how to foster innovation and creativity
167
as learning objectives in all subject areas, hence innovations to be increased in
instructional design system.
In this research study course writers viewed that modern educational technology
is used in instructional design, contents are appropriate at AIOU. Koehler and Mishra
(2005) indicated in their research study teachers learning technology by design, that we
introduce technological pedagogical content knowledge (TPCK) as a way of representing
what teachers need to know about technology, and argue for the role of authentic design-
based activities in the development of this knowledge. Different researches concluded
that educational technology enhance and improve teaching learning process toward
achievement of educational objectives.
It was found that e-assessment techniques are used in the courses. The calculated
mean score of writers was 3.8 which favour the statement, while variance was 1.1 which
moderately favours the statement. Reviewer M=3.5 & V=1.4, editors mean score was 4.2
and variance was 0.9, while students mean score was 3.6 and variance was 1.3. In-time
evaluation system and advance assessment techniques may be helpful for success of
instructional design. It was also found 30.2% writers agreed that professional
development opportunities are available, 22.3% were undecided, while 46.1% disagreed
with statement. The calculated mean was 2.8 which do not favour with the statement and
variance was 1.5 which averagely favours the statement. Reviewers mean score was 3.1
and variance was 1.8, and editors M=3.7 & V=0.9. Koterayama , (2013) supported in his
research work on learning experiences that professional development is learning to earn
or maintain professional credentials such as academic degrees to formal coursework,
conferences and informal learning opportunities situated in practice to be provided, hence
168
on-job training to be provided to update professional skills of personnel involved in
instructional design development.
5.5 Recommendations
In the light of the findings and conclusions the following recommendations are
made:
1. It is recommended that print material, i. e. study guides and allied material may be
illustrated with graphs, diagrams, maps and updated knowledge for improving
contents understanding, comprehension and motivation of the learners at
intermediate level of Allama Iqbal Open University.
2. It is also recommended that use of educational technology may be ensured in
instructional design system. Social media i.e. tv, radio, mobile sms, face book,
twitters, Skype, whatsapp, u-tube, internet, e-learning support may be provided
along with study material to distance students. Digital printing software may be
introduced for print material. Mobile learning using portable devices such as
ipads, laptops, tablets and smart phones with wireless network may increase new
opportunities for students‟ interaction.
3. It is recommended that learning opportunities may be increased for students; i. e.
broadcast media transmission access for remote areas students, on-line libraries,
recorded audio & video lectures and integration of print and electronic support for
students at Allama Iqbal Open University.
4. It is also recommended that formative and summative evaluation techniques may
be improved in instructional design system. E-assessment and optical mark
recognition (OMR) system may be introduced, illustrations and self assessment
169
objective/subjective type of questions may be incorporated keeping in view the
course objectives and students explorations for new knowledge.
5. It is recommended that free communication services may be provided; tutors &
students e-mail and telephone contacts may be recorded. The network of the
department of mailing services might be enriched with establishing information
centers in remote areas, application of new technology and rapid mailing courier
services at Allama Iqbal Open University.
6. It is recommended that tutor student co-ordination and student support services
may be enhanced in the form of establishment of easy approach study centers for
students, appropriate study schedule and well equipped study venues with audio
& visual aids for effective instructional activities, on students learning pace and to
generate new ideas in their learning activities.
7. There might be monitoring unit in each regional campus of Allama Iqbal Open
University under the supervision and network of directorate of regional services
(DRS), which can check and enhance available human & material resources,
improve standards and strengths of the instructional design activities to become
objective oriented at intermediate level.
8. It is recommended that professional skills of all the stakeholders of instructional
design that is course writers, reviewers, editors, tutors, students and producers
may be enhanced, i. e. through on-job training opportunities, cross comparative
studies, internal & external inter universities study tours and faculty development
projects.
170
9. Learners‟ interaction activities may be encouraged during tutorial meetings, group
tasks, projects and workshops to material comprehension for students. Intellectual
clarity, creativity and to generate new ideas may be enhanced among the students.
10. Research activities may be improved and generated for the new trends,
innovations, standards, equivalency of certificates and for the future vision of
instructional design system at Allama Iqbal Open University.
171
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184
ANNEXURE- I
ALLAMA IQBQL OPEN UNIVERSITY
FACULTY OF EDUCATION, DEPARTMENT OF DISTANCE
NON-FORMAL & CONTINUING EDUCATION, ISLAMABAD.
Subject: Questionnaire for Ph.D. Research Thesis
Mr/Ms
I am research scholar of Ph.D Education and my research topic is “Analysis of
Instructional Design System of Allama Iqbal Open University: Practices and
Opportunities.” In view of your ability and experience some of the given statements to
be answered by your good self. You are requested to fill in the questionnaire and return it
to the under signed as earliest as possible. The information‟s being provided by you will
only be used for research purposes and shall be kept strictly confidential. Looking for
your co-operation and an early reply.
Yours Sincerely,
Muhammad Ashfaq,
Village Dhobian, P/O Kokal Barsin,
Tehsail Havelian, Distt: Abbottabad.
Cell No 0347-5057356
185
ANNEXURE-II
QUESTIONNAIRE FOR COURSE WRITERS
(PART- 1)
Biographical Information
1. Name (optional) ……………………………………………………..
2. Designations …………………………………………………….
3. Qualification …………………………………………………….
4. Experiences …………………………………………………….
5. Course/Subject ……………………………… Code………………
(PART-2)
Please tick ( ) the most appropriate level. SA = strongly agree, A = Agree,
UNC = Uncertain, DA= Disagree, SDA = Strongly Disagree.
S.NO
STATEMENT SA A UNC DA SDA
Course Analysis
1 Need assessment is carried out for course development.
2 Course objectives are measureable for students.
3 Course objectives reflect educational needs of the
students.
4 Learning activities are appropriate in the course for
students.
5 Course contents are placed in logical order.
6 Instructional strategies of courses are stated.
Material Development
7 Course team is selected, keeping their specialization.
8 All activities of the course design are objective oriented.
9 Courses are developed with standardized techniques of
instructional design.
10 The instructional design system of AIOU is based on
distance education format.
11 Creativity is maintained in course development process.
12 Resources are used to design instructional design model at
AIOU.
186
Media Input
13 Media support is provided in the courses.
14 Courses are also provided on e-learning format.
15 Instructional design of AIOU is innovative.
16 Educational technology increase students‟
comprehension.
17 Courses possess varieties of learning activities for
students.
Delivery System
18 Communication strategies are up-dated.
19 Communication skills of the students are developed by
instructional design.
20 The material presentation is interesting.
21 Study material is mailed in time to students.
Evaluation Techniques
22 Evaluation system is suitable according to open and
distance learning.
23 Evaluation process is transparent at AIOU.
24 E-assessment techniques are used in the courses.
25 Professional development opportunities are available for
writers at AIOU.
26. Mention problems you faced while writing courses at AIOU.
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27. Give your suggestions for improvement of courses of AIOU.
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187
ANNEXURE- III
QUESTIONNAIRE FOR COURSE REVIEWERS
(PART- 1)
Biographical Information
1. Name (optional) ……………………………………………………..
2. Designations …………………………………………………….
3. Qualification …………………………………………………….
4. Experience ……………………………………………………
(PART-2)
Please tick ( ) the most appropriate level. SA = strongly agree, A = Agree,
UNC = Uncertain, DA= Disagree, SDA = Strongly Disagree.
S.NO STATEMENT SA A UNC DA SDA
Course Analysis
1 Need assessment is carried-out for reviewing the courses.
2 Course objectives are seen in review process.
3 Course objectives reflect educational needs of the
students.
4 Learning activities are appropriate in the courses for
students.
5 Course contents were found in logical order.
6 Instructional strategies of courses are realistic.
7 All activities of the course design are objective oriented.
Material Development
8 Reviewers are selected, keeping their specialization.
9 Reviewers are provided appropriate time for review
process.
10 Courses are developed with standardized techniques of
instructional design.
11 Contents of the courses are appropriate for students
needs.
12 The instructional design system is based on distance
education format.
13 Creativity is maintained in course development process.
188
Media Input
14 Media support is provided in the courses.
15 Courses are also provided on e-learning format.
16 Educational technology increase students‟
comprehension.
17 Instructional design of AIOU is innovative.
18 Courses possess varieties of learning activities for
students.
Delivery System
19 Communication strategies are up-dated.
20 Communication skills of the students are developed at
AIOU.
21 The material presentation is interesting for students.
22 Resources are used for proper delivery of study material.
Evaluation Techniques
23 Evaluation system of AIOU is suitable according to open
and distance learning.
24 Evaluation process is transparent at AIOU.
25 E-assessment techniques are used in the courses.
26 Professional development opportunities are available for
reviewers at AIOU.
27. Mention problems you faced while reviewing courses at AIOU.
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28. Give your suggestions for improvement in reviewing process of AIOU.
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189
ANNEXURE- IV
QUESTIONNAIRE FOR COURSE EDITORS
(PART- 1)
Biographical Information
1. Name (optional) ……………………………………………………..
2. Designations …………………………………………………….
3. Qualification …………………………………………………….
4. Experience ……………………………………………………
(PART-2)
Please tick ( ) the most appropriate level. SA = strongly agree, A = Agree,
UNC = Uncertain, DA= Disagree, SDA = Strongly Disagree.
S.NO STATEMENT SA A UNC DA SDA
Course Analysis
1 Need assessment is carried out for editing courses.
2 Course objectives are seen in editing process.
3 Course objectives reflect educational needs of the students.
4 Learning activities are appropriate in the courses for
students.
5 All activities of the course design are objective oriented.
6 Editors have knowledge for editing the course.
7 Course editors are selected keeping their specialization.
Material Development
8 Courses are developed with standardized techniques of
instructional design.
9 Contents of the courses are appropriate for learners needs.
10 Course contents are placed in logical order.
11 Courses posses varieties of learning activities.
12 Creativity is maintained in course development process.
13 Editors ensure the language easy to understand for students.
14 Instructional strategies of courses are stated.
190
Media Input
15 Media support is provided in the courses.
16 Courses are also provided on e-learning format.
17 Instructional design of AIOU is innovative.
18 Educational technology increase student‟s comprehension.
Delivery System
19 Communication strategies are up-dated.
20 Resources are used to design instructional design model.
21 Instructional design system of AIOU is based on distance
education format.
22 Communication skills of the students are developed by
instructional design.
23 The material presentation is interesting for students.
Evaluation Techniques
24 E-assessment techniques are used in the courses.
25 Evaluation system of AIOU is suitable according to open
and distance learning.
26 Evaluation process is transparent at AIOU.
27 Professional development opportunities are available for
editors at AIOU.
28. Mention problems you faced while course editing at AIOU.
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---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
29. Give your suggestions for improvement of editing process at AIOU.
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191
ANNEXURE- V
QUESTIONNAIRE FOR COURSE TUTORS
(PART- 1)
Biographical Information
1. Name (optional) ……………………………………………………..
2. Designations …………………………………………………….
3. Qualification …………………………………………………….
4. Experience …………………………………………………….
5. Course/Subject ………………………………. Code ……………..
(PART-2)
Please tick ( ) the most appropriate level. SA = strongly agree, A = Agree,
UNC = Uncertain, DA= Disagree, SDA = Strongly Disagree.
SNO STATEMENT SA A UNC DA SDA
Course Analysis
1 Need assessment is carried-out before tutor nomination.
2 I am appointed tutor on my specialization.
3 Course objectives are measureable.
4 Learning activities are appropriate in the course for
students.
5 Instructional design system of AIOU is based on distance
education format.
Material Development
6 Tutor‟s briefing workshop of the course is organized.
7 Tutor file is provided along with instructional material.
8 Appropriate study material is provided in time to
students.
9 Students follow AIOU instructions in preparing
assignments.
10 All activities of the course design are objective oriented.
11 Instructional design of AIOU is innovative.
192
Media Input
12 Students use available resources for assignments
development.
13 Student‟s responses are satisfactory in tutorial meetings.
14 I facilitate students to progress at their own pace.
15 I encourage the group discussion in tutorial meeting.
16 Educational facilitates are provided by AIOU in the study
centers.
Delivery System
17 I make students groups for research activities
development.
18 Educational technology is strengthening the instructional
design system of AIOU.
19 I co-ordinate the students in learning problems.
20 I help the students to generate new ideas.
21 The use of educational technology increase students‟
comprehension.
22 Educational technology is used in up-dating the courses.
Evaluation Techniques
23 I submit result reports to AIOU in the given time.
24 Evaluation system is suitable according to open
and distance learning.
25 E-assessment techniques are used in the courses
26 I remain impartial during the apprising of assignments.
27 I keep proper students record for further grooming.
28 I diagnose students‟ problems in subject background.
29. What problems do you faced while tutorship at AIOU?
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30. Give your suggestions for improvement of tutorship at AIOU?
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193
ANNEXURE- VI
QUESTIONNAIRE FOR STUDENTS
(PART- 1)
Biographical Information
1. Name (optional). ……………………………………………………..
2. Class in which studying. .…………………………………………………….
3. Urban/rural. …………………………………………………….
4. Regional Office. …………………………………………………….
5. Courses taken (FA). …………………………………… Code …..…….
6. Semesters. …………………………………………………….
(PART-2)
Please tick ( ) the most appropriate level. SA = strongly agree, A = Agree,
UNC = Uncertain, DA= Disagree, SDA = Strongly Disagree.
SNO STATEMENT SA A UNC DA SDA
Course Analysis
1 Courses of AIOU fulfill my needs.
2 Learning objectives in my courses are measureable.
3 Courses of AIOU are according to my mental level.
4 Learning activities are appropriate in the courses.
5 The courses fee is less than other universities.
Material Development
6 The instructional material is helpful to me.
7 Supporting print material is provided.
8 CD is provided along with study package.
9 Tutors are helping in learning process.
10 The study material has intellectual clarity.
11 Tutors are experienced in their subjects.
194
Media Input.
12 E-learning support is provided
13 The contents of the courses have detailed information.
14 Media support is integrated with instructional material.
15 Courses of AIOU helped me to change my attitude.
Delivery System
16 I received study material in time.
17 The use of educational technology helps me in my
studies.
18 Courses of AIOU are interesting for me.
19 The course contents are of practical application.
Evaluation Techniques
20 The assignments are properly marked with remarks by
tutors.
21 The course results are announced in time by AIOU.
22 Evaluation process of AIOU is transparent.
23 Educational technology is used in up-dating the courses.
24 Evaluation system is suitable according to open and
distance learning.
25 E-assessment techniques are used in the courses.
26. Mention problems you faced while learning courses at AIOU?
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27. Give your suggestions for improvement of courses at AIOU?
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195
ANNEXURE- VII
QUESTIONNAIRE FOR MEDIA PRODUCERS
(PART- 1)
Biographical Information
1. Name (optional) ……………………………………………………..
2. Designations …………………………………………………….
3. Qualification …………………………………………………….
4. Experience ……………………………………………………
(PART-2)
Please tick ( ) the most appropriate level. SA = strongly agree, A = Agree,
UNC = Uncertain, DA= Disagree, SDA = Strongly Disagree.
SNO STATEMENT SA A UNC DA SDA
Course Analysis
1 Need assessment is carried-out for transmission of courses
2 Course objectives reflect educational needs of the students
3 The production process is suitable to achieve course
objectives.
4 Producers have the information‟s for target students.
5 Learning activities are appropriate in the course for
students.
6 Course objectives are measureable.
7 Courses are developed according to students‟ level.
Material Development
8 Producers apply systematic production approach for
learning activities.
9 All activities of the course design are objective oriented.
10 Creativity is maintained in course production process.
11 The language is suitable for students.
12 Audio-visual material is supporting the course production
process.
196
Media Input
13 Words and illustration are blended in courses.
14 Appropriate media is selected for transmission of courses.
15 Audio-visual recording is up-dated.
16 Producers ensure the media quality in course production.
17 Educational technology increase student‟s comprehension.
Delivery System
18 The recording voice matched with script requirements.
19 Communication skills of the students are developed at
AIOU.
20 Producers ensure written scripts with the course objectives.
21 The recording voice is being understood for students.
Evaluation Techniques
22 Modern evolution techniques are used in course production
process.
23 The instructional design system is based on distance
education format.
24 Evaluation system of AIOU is suitable according to open
and distance learning.
25 Evaluation strategy is out-lined for the courses.
26 Appropriate producers activities are important for course
success.
27. What problems you faced while producing the course at AIOU?
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28. Give your suggestions for improvement of production process at AIOU?
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