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Understanding The Self (GECC 1)
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USABILITY OF IKONEK AT URDANETA CITY UNIVERSITY
Shaira Mae T. Pablo, Dezerree Dawn B. Guiling, Leody Grace G. Decipulo, Rubelyn R. Lantano, Angel A. Manangan, Kristine D. Pasaoa, Khate M. Natividad
Urdaneta City University, Urdaneta City, Pangasinan
shairapablo7@gmail, guiling.dezereedawn.b@gmail, leodygracedecipulo@gmail, lantano.rubelyn.r@gmail, manangan@gmail, kristinejoypasaoa25@gmail, khate@gmail
ABSTRACT
This research explored the usability of the iKonek to the third-year English major students and identifies the different kinds of digital learning materials that were used in iKonek such as power point, word document, videos, recorded audios and google link. The subjects of the study included 83 third year students major in English during the second semester of the A 2020- 2021 of the Urdaneta City University. The University is using their own customized Learning Management Systems called iKonek, an open-source Learning Management Systems platform designed and operated by the University. The researchers arrived at the following conclusions: 1.) The iKonek feature that student mostly used was the personalized dashboard which includes display of current courses and learning tasks. 2.) The respondents in this study concurred that they were using iKonek in their daily attendance and to see their uploaded daily lessons. 3.) Based on this study, the digital learning materials that were mostly used by the respondents were power point presentation and word document. The following recommendations are suggested: 1.) School should intensify the use of other features of iKonek which include notifications, collaborative tools, and simple intuitive text editor. 2.) It is recommended that Learning Management System shall give students an opportunity to access the different iKonek features even with the slowest
internet connection, and to access iKonek anytime and anywhere. 3.) It is recommended that the digital learning materials used by the respondents such as power point presentation, word document, videos, recorded audios, and google link should be uploaded in the iKonek for the students of Urdaneta City University to have only one platform to use.
Keywords- Usability, Ikonek, Online learning, Online Interaction
INTRODUCTION
In the Philippines, several higher education institutions have begun introducing web-based learning/online learning environments capable of offering online education in a mixed academic setting for learning. Blended learning, also known as mixed learning approaches, requires both face-to-face teaching in the format of the classroom and the use of online methods (Prasad, 2015). Researchers unanimously note that the blended learning strategy helps educational institutions to adopt a more learner-centered approach to teaching where space and flexibility are given to learners to participate in successful learning activities (Alonso et al., 2005; Hughes, 2007; Roby et al., 2013). A web-enabled instrument or learning management system (LMS) is also used to develop a specific course in asynchronous mode to incorporate blended learning.
As internet use became more available and widespread, content became more accessible not only for data consumption, but also for knowledge creation, which required a change in pedagogy (Bennett, 1999; Cabero, 2006; Kentnor, 2015, Cates, 2020). Entry to software and resources alone does not equal mastery. In contrast to their more proficient peers, low literacy and limited literary abilities often build rifts in distance education for students (Vazquez & Chiang, 2016; Mansheim, 2017). Students who struggle in the classroom still need additional resources, whether materials are online or printed, that may not be available in distance education (Mansheim, 2017).
The idea of the LMS started with the dissertation of Dr. Alyssa Ashley Malag, College of Health Sciences professor. The iKonek was based on the popular education platform called "Moodle." It has been developed, modified, and improved by the Management and Information System (MIS) to allow easier access. It is now adopted as the official LMS of the University. Urdaneta City University introduced its institutional Learning Management System (LMS) called "iKonek" in the first semester of the academic year 2020-2021. IKonek serves as a platform not only for students but also for instructors to make teaching and learning more efficient since iKonek have features that allow instructors to send lessons, activities, quizzes as well as the checking of the attendance of students. Also, this study is not only focusing on features on iKonek but digital learning material as it serves as a guide that would sustain and support our educational learning needs. It offers a modular design that makes it easy to add content that inspires learners and encourages a style of teaching social constructionist pedagogy (Romero et al., 2008).
LITERATURE REVIEW
According to Garrison, Anderson & Archer (2000) online learning environments focused on the idea of three separate "presences": cognitive, social, and teaching.
Anderson, et. al (2001) suggest more study on each component while acknowledging the overlap and interaction. As active learning environments or communities based on instructors and students exchanging ideas, knowledge, and thoughts, their model supports the design of online and blended courses. Of note is that' presence' is a social phenomenon that expresses itself through student and teacher experiences.
According to Anderson (2003) and Anderson et al. (2005) Although few will disagree that they are crucial to successful learning, it is difficult to achieve the optimal amount of dialogue and cooperation. Various curricular criteria need to consider, learner expectations and needs, institutional capacities, and teaching methods. For example, for paced and un-paced, and synchronous and asynchronous learning.
Anderson (2003) formulated an interaction equivalence theorem that states that if one of the three types of interaction (student-teacher; student- student; student-content) is high, deep, substantive formal learning assisted. Without degrading the educational experience, the other two were provided at minimal amounts or even removed. While these activities may not be as expensive or time-effective as less immersive learning sequences, high levels of more than one of these three modes would likely provide a more rewarding educational experience.
George Siemens (2004), one of the early pioneers of the MOOC, was the key proponent of connectivism, this learning recognizes significant changes in the flow, development, and
scientific process, according to Explorable (2019), which involves analyzing and explaining a subject's actions without manipulating them in any way. Furthermore, a descriptive analysis attempts to characterize a population, condition, or phenomenon accurately and systematically. It can answer what, when, where, and how questions, but not why questions (McCombes, 2019). The subject of the study were the eighty-three (83) third-year English Major students of Urdaneta City University. Twenty-seven (27) respondents of Block one, twenty-eight (28) respondents of Block two, and twenty-eight (28) respondents of block three. Furthermore, we use Slovin's formula to determine the number of respondents of the study. Based on the computed number of respondents, the researchers randomly selected the students who served as the respondents of this research study. The study would gain information from many resources, including the literature search Google Scholar, the World Wide Web, and Merriam Webster for the definition of terms. In accomplishing the needed information of the study, the researchers administered a questionnaire on the Usability of iKonek at Urdaneta City University. The researchers used a questionnaire checklist as the data gathering instrument. The study included a questionnaire to gather information about the usability of iKonek at Urdaneta City University. The collection of data needed in the completion of this study started with the stage of designing a questionnaire on the usability of iKonek at Urdaneta City University. As part of the study, the researchers secured permission from the dean and research adviser for administering the prepared. In addition, the researchers also sought the consent of the students who served as the respondents and source of information of the study. The respondents were instructed to accomplish the instruments prepared for the study after having a
conversation about the content of the questionnaires. It determined the perceptions and responses of students towards the usability of iKonek. The responses of the students were tabulated by the researchers and treated with appropriate statistical tools as conducted by the statistician. To understand the objectives of the study, the data gathered from the respondents were treated with various statistical tools. The first specific problem was treated with frequency and percentage since it deals with the recurrence of iKonek usage. The formula below used:
where: P- Percentage f- Frequency N- Total number of respondents
Furthermore, the second specific problem of the study was treated with weighted mean, percentage, and frequency as it shows the responses of the students in the prepared questionnaires focused on the level of usability of iKonek experienced by the respondents in distance learning. The formula below used:
where: AWM- Average Weighted Mean f- Number of responses of each category x- Number of respondents of each category
Descriptive Equivalent of the Weighted Mean Values of Students’ Responses on the Usability of iKonek Questionnaire Point Value Statistical Limit Description 5 4.50-5 Strongly Agree 4 3.50-4 Agree 3 2.50-3 Moderately Agree 2 1.50-2 Disagree 1 1.00-1 Strongly Disagree
On the other hand, the third specific problem was treated with percentage and frequency as it shows the responses of the students in the prepared questionnaire that deals with the digital learning materials used by the respondents. The formula below used:
where: P- Percentage f- Frequency n- Total number of respondents
Descriptive Equivalent of the Weighted Mean Values of Students’ Responses on the digital learning Questionnaire Point Value Statistical Limit Description 5 4.50-5 Mostly Used 4 3.50-4 Frequently Used 3 2.50-3 Moderately Used 2 1.50-2 Barely Used 1 1.00-1 9 Least Used
The researchers performed and undergone an online survey questionnaire to the respondents using Google forms, this platform helped to further monitor the benefits and problems encountered in using iKonek. The researchers also used thesis books in the Library at Urdaneta City University as a guide for the format that were used during the research making process. The researchers facilitate the progress of the research paper by going to the university to consult and collaborate with professionals.
RESULTS AND DISCUSSION
The results of the data gathered throughout the study. Data were carefully analyzed to come up with an accurate presentation, analysis, and interpretation. Data were presented using tables to facilitate an easier understanding of the given problems. The presentation of tables was aligned and answered with the sequence of the specific problem stated, namely: The
most commonly used iKonek features, the level of usability of iKonek of the third-year English major students, and What Digital Learning Materials are migrated in the iKonek along with the major subjects. Table 1 Features of iKonek n= 83
Indicators F N= 83
%
Responsive and accessible (the iKonek interface is easy to navigate on both desktop and mobile devices) 51 62.
Personalized Dashboard (Display current, past, and future courses, along with tasks due) 60 73.
Collaborative tools and activities Work and learn together in forums 28 34.
All-in-one calendar (iKonek’s calendar tool helps you keep track of your academic or company calendar, course deadlines, group meetings, and other personal events) 38 46.
Convenient 36 43.
I use iKonek without spending money.
33 1 5
1 9
6 1 0
- 6
A
- I use iKonek even when logging in to common browser
18 28 19 13 5 3. 9
M A
- I use iKonek even with the slowest internet connection.
8 13 27 17 1 8
- 1
M A
- I use iKonek in accessin g content s, particip ants, grades, and notes.
19 27 23 9 5 3. 5
A
- I use iKonek in sending my work on time.
15 26 22 16 4 3. 9
M A
6 use iKonek in my daily attendance.
65 9 8 1 O 4. 6
S A
- I use iKonek in checking the updates from instructors.
18 33 19 9 4 3. 3
A
- I use iKonek to communicatee with Instructors and online classmates.
4 14 24 23 1 8
- 5
M A
- I use iKonek to see the uploaded daily lesson.
27 20 25 6 5 3. 0
A
- I use iKonek to update me in my subjects
19 31 17 10 6 3. 7
A
Overall
- 9
M A
Legend: Mean Scale Descriptive Equivalent
4.50-5 Strongly Agree 3.50-4 Agree 2.50-3 Moderately Agree 1.50-2 Disagree 1.00-1 Strongly Disagree
The indicators about the Usability of iKonek of the third-year English major students found to be "moderately
agree" by the respondents as reflected in the overall weighted mean of 3. Poring through the analysis of the specific data provided in the table, the students found out that they were "agree" using the indicators along with the level of Usability of iKonek of the third-year English major students, among the two highest indicators relative to the manner that they are using iKonek in their daily attendance (W.M=4) and using iKonek to see the uploaded daily lesson. (W= 3). This finding underscored that students agreed to use iKonek in their daily attendance and to see the uploaded daily lesson. Further analysis of the results showed that the students moderately agreed to use iKonek to communicate with Instructors and online classmates (W= 2), and even with the slowest internet connection (W= 3). This finding revealed that students moderately agreed to use the iKonek to communicate with instructors and online classmates, and even with the slowest internet connection. According to Suksan Suppasetseree and Nootprapa Dennis (2010), Moodle is a free online course management system that is ideal for language education. It is a user-friendly tool for English teachers to develop E- learning or an online course. The Moodle system has various features that make it easier to support and deliver lessons than in a traditional classroom setting. Moodle is a free online course management system that is ideal for language education. It is a user-friendly tool for English teachers to develop E- learning or an online course. The Moodle system has various features that make it easier to support and deliver lessons than in a traditional classroom setting. Preparing lesson plans and managing content for an online course takes time. It is even more difficult if there are kids in the same class who have diverse degrees of learning proficiency. Teachers who utilize Moodle agreed that an online course allowed students to learn at their own pace and
their level of proficiency. Students can download learning material or practice the exercise given outside the class to review their studying anytime and anywhere they want and receive feedback to show their skills immediately. All the teachers who use Moodle in their teaching were satisfied with the results after using it. Students also enjoyed using it to help their learning levels increase. Table 3 Digital Learning Materials are migrated in the iKonek along with the subject Stylistic and Discourse Analysis n = 83
Digital Learning Materials
F %
PowerPoint 78 95. Video 21 25. Recorded Audios 12 14. Word Document 76 92. Google link 56 68.
Table 3 showed the frequency and percentage of Digital Learning Materials migrated in the iKonek and the subject Stylistic and Discourse Analysis. The distance learning materials categorized into; PowerPoint presentations, videos, recorded audios, word documents, and Google links. Table 3 revealed that the most used distance learning materials migrated in Stylistic and Discourse Analysis were PowerPoint presentations with a percentage of 95% of the students used the PowerPoint. It can also glean from the table that Word documents were the second-highest commonly used by the students, which noted 92% from the respondents. The findings showed that the students most used are the PowerPoint presentation. The result implied that the students usually used the other distance learning materials in the subject. Furthermore, some distance learning materials were least used by the students in Stylistic and Discourse Analysis; recorded audios (14%); and videos (25%) as identified from the respondents.
PowerPoint presentation was seen to be most used in this subject. According to Drouin et Al. 2013, they rated PowerPoint presentation lectures as highly used rather than non-slide lectures or discussions. Also, their study was seen to be similar to the data in this study the students at Urdaneta City University had preferably used advanced technology in learning, specifically PowerPoint presentations in Stylistic and Discourse Analysis subject.
Table 4
Digital Learning Materials are migrated in the iKonek along with the subject Masterpieces of World Literature n = 83
Table 4 showed the frequency and percentage of Digital Learning Materials migrated in the iKonek and the subject Masterpieces of World Literature. The distance learning materials were categorized into; PowerPoint presentations, videos, recorded audios, word documents, and Google links. Table 4 revealed that the most used distance learning materials migrated in iKonek and the subject Masterpieces of World Literature were Word document with a percentage of 89%. It gleaned from the table that PowerPoint presentation was the second-highest commonly used by the students, which noted 89%. The findings showed that the students mostly used where the word document. This implied that the students usually used the other distance learning materials in the subject.
Digital Learning Materials F % PowerPoint 73 89. Video 19 23. Recorded Audios 7 8. Word Document 76 92. Google link 35 42.
Table 6 revealed that the most used distance learning materials used in Language Research 2 were word documents with a percentage of 86%. It can also glean from the table that powerpoint presentation was the second-highest commonly used by the students, which noted 75% from the respondents. The findings showed that the student most used was the word document. This implied that the students usually used the other distance learning materials in the subjects. Furthermore, some of the students in distance learning materials that were least used in Language Research 2 were recorded audios (24%); and videos (42%) as identified from the respondents. According to (Brill and Galloway, 2015), nowadays, the use of powerpoint (a form of multimedia) presentations (PPT) in classroom instruction has significantly increased globally without examination of their effects on student learning and attitudes. In addition to the study of (Navarro, 2013) most lecture classes are conducted using powerpoint presentations if incorporation of computer technologies would enhance student learning and sustain interest in the topic. Many professors are switching from the traditional form of teaching of chalk and talk to computer-assisted presentations, and they even attempted to move to a paperless classroom. Previously, the new method required the instructor to spend time preparing slide presentations and organizing them. In recent years, this method is becoming easier and less costly to use, as more and more textbooks were packed with computer-generated slides. Even some administrators are pushing instructors to use this technology (Carlson, 2002).
Table 7
Digital Learning Materials are migrated in the iKonek along with the subject Survey of English and American Literature n = 83
Digital Learning Material F % PowerPoint 75 91. Video 36 43. Recorded Audios 12 14. Word Document 75 91. Google link 48 58.
Table 7 showed the frequency and percentage of Distance Learning Materials used in the Survey of English and Americans. The distance learning materials were categorized into; powerpoint presentations, videos, recorded audio, word documents, and Google links. Table 7 revealed that the most used distance learning materials used in Survey of English and American Literature between powerpoint presentation and word document with the same percentage of 91%. It can also glean from the table that Google forms were the second-highest commonly used by the students, which noted 58% from the respondents. The findings showed that the students mostly used PowerPoint presentations and word documents. This implied that the students usually used the other distance learning materials in the subject. Furthermore, some of the students in distance learning materials that were least used in Survey of English and American Literature were: recorded audios (14%) and video (43%) as identified from the respondents. Similar to the study of (Herayanti et al.) stated that learning management systems are effective digital learning environments and designed for learning that continues to develop. An effective digital-based learning environment will help students improve their knowledge through an activity that encourages critical thinking, communication, collaboration, and creativity, and requires good planning that was organized so that development can convey learning objectives thoroughly. It is available in a various options, including online tutors, online classes, iKonek, Moodle, and others. They are
the learning platform designed to be used by educators, administrators, and students as a reliable and secure integrated system to become a learning environment suitable for each user. Urdaneta City University teachers use the Moodle/iKonek to convey information, give and listen to assignments, deliver electronic journals and other learning resources.
Table 8 Digital Learning Materials used in Campus Journalism n = 83
Digital Learning Materials F % PowerPoint 76 92. Video 27 32. Recorded Audios 13 15. Word Document 71 86. Google link 45 54.
Table 8 showed the frequency and percentage of Distance Learning Materials used on Campus. The distance learning materials are categorized into; powerpoint presentations, videos, recorded audios, word document, and Google link. Table 8 revealed that the most used distance learning materials used in Campus Journalism are powerpoint presentations. Thus 92% of the students used powerpoint presentation. It can also glean from the table that word document was the second-highest generally used by the students, which noted 86%. The findings showed that the students mostly used powerpoint presentation. This implied that the students usually used the other distance learning materials in the subject. Furthermore, some of the students in distance learning materials that were least used in Campus Journalism were recorded audios (15%); and videos (32%) as identified from the respondents. Similar to the study of Ali and Jaafar (2010) found out that the study emphasized the ability of Moodle to
facilitate language learning because it makes various available resources to students such as web content, video, audio, and file, which allow students to communicate, share files and collaborate on work. This generally creates a better environment for collaborative learning, requiring more discussions and interaction among students. This was exactly what is needed for an effective language learning environment because most the languages are best acquired through verbal interaction. The learning management system gives an insight into the various facilities that can used in Moodle like blogs, chat, forums, uploading assignment, viewing, or downloading e-content, news, and assessment of students through an online quizzes, etc.
SUMMARY OF FINDINGS
This research investigates the usability of iKonek to selected third year students of Urdaneta City University taking up Bachelor of Secondary Education major in English for the academic year 2020-2021. Based on the students experiences on using the iKonek. It is also presents the results which could be useful for the students at Urdaneta City University. This research sheds the light on the importance of considering and involving students using iKonek platform to provide/enable features based on the students’ needs and preferences. Based on the data gathered, analyzed, and interpreted, the findings are summarized as follows. 1 .Most used iKonek features. Based on our survey, the respondents' most used feature of iKonek was the Personalized Dashboard (Display current, past, and future courses, along with tasks due). The respondents' second highest feature of iKonek was Responsive and Accessible. More than half of the respondents found that one of the features of iKonek, which is the Track Progress, was used by them. Also, almost half of the
the display of current courses and learning tasks. 2. The respondents in this study concurred that they were using iKonek in their daily attendance and to see their uploaded daily lessons. 3. Based on this study, the digital learning materials that were most used by the respondents were powerpoint presentations and word documents.
Recommendations
Based on the findings and conclusions presented, the following recommendations are suggested:
- Schools should intensify the use of other features of iKonek, which include notifications, collaborative tools, and a simple intuitive text editor.
- It is recommended that Learning Management System shall allow students to access the different iKonek features even with the slowest internet connection and to access iKonek anytime and anywhere.
- It is recommended that the digital learning materials used by the respondents, such as powerpoint presentations, word documents, videos, recorded audio, and google links should be uploaded in the iKonek for the students of Urdaneta City University to have only one platform to use.
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Journal - A research paper is an essay in which you explain what you have learned after
Course: Understanding The Self (GECC 1)
University: Urdaneta City University
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