Reconstructing Classroom Routines through On-line Instructional Delivery Technique

Abstract

This study investigated the impact of leveraging and harnessing students’ a-priori experiences in on-line discussion as basis of integrating new ideas and information in constructing a body of knowledge cognizant to enhancing the over-all students learning. This was done in a collegial, constructive and democratic learning towards classroom efficacy through on-line instruction delivery technique. A total of 34 students enrolled in Fundamentals of Statistics was used in this study. Learning segments through virtual instruction were included in the process of developing classroom tasks vis-à-vis with the lessons’ goals and objectives. A questionnaire was adopted in determining the perceived relative magnitude of advantages of the on-line instructional delivery technique. Using Pearson-r correlation, a very-strong positive relationship was found between the students’ a-priori experiences in on-line discussion and their success in OIDT; a moderate to strong positive correlation were established between OIDT and students’ performance in formative evaluations, classroom interaction and academic performance.

Key Terms: A-priori On-line Learning Experiences, Academic Performance, On-line Discussion, On-line Instructional Delivery Technique, Virtual Learning Environment.