Browsing by Author "Ofori, Eunice"

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    College of Agriculture and Life Science (CALS) Faculty Professional Development Resource: Best Practices for Teaching at a Distance
    Louvet, Matthew F. Sr. (Virginia Tech, 2021-05-11)
    Professional development is a necessary component of most jobs and professions. University faculty members who teach in online or hybrid environments need professional development to improve their teaching, stay current with new technologies, and to interact with students in online environments. Universities are responsible to provide professional development for their faculty. This includes materials and information to assist them in being prepared to teach in an online environment. Professional development can be focused to a departmental or college level providing examples and training for faculty members to use and adopt. Communities of practice will form and grow from the sharing of examples and ideas. Having a single location for faculty to receive professional development, look up basic pedagogical knowledge, adopt templates and share ideas while staying abreast of technological best practices is an ideal situation. A resource was developed and structured to house the knowledge and information which supports the faculty, the administration and ultimately the students. This work examined the components of adult learning theory and instructional design theory together to create a single source location which if utilized supports the faculty with the knowledge and skills to set up and maintain a distance learning course. Interviewed instructors and administrators stated the resource would do what it was intended. Recommendations include additional text and video support for accessibility and further information chunking.
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    Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study
    Ofori, Eunice (Virginia Tech, 2018-12-03)
    In the past decades, teaching and learning has undergone rapid transformation partly because of advances in technology and access to such technology (Sung, Chang, and Liu, 2016). Mobile technologies (i.e. tablets, smartphones, and access to Internet) have become widespread, and is visible, even in the developing world (Aguayo, Cochrane, and Narayan , 2017). Mobile technologies allow for online learners to access learning resources on the go (McQuiggan, McQuiggan, Sabourin, and Kosturko, 2015). Instructional message design principles advance empirical tools aimed at producing lessons that allow for effective learning (Bishop, 2014). The purpose of this study was to develop a set of considerations for designing messages for mobile learning primarily through literature review and expert reviewers' feedback. The research methodology employed in the study is based on design and development research methodology (Richey and Klein, 2007). The study utilized Clark and Mayer's (2016) multimedia principles, Center for Universal Design's (1997) universal design for instruction (UDI) and mobile interface design best practices. Five expert reviewers with varied expertise in human computer interaction, special education, mobile learning, and instructional design were sought to review the considerations and provide feedback on its effectiveness for instructional message design. Overall the expert reviewers agreed that the considerations were effective and will be helpful to instructional designers, instructors of instructional design and content developers. They provided several helpful recommendations which were used to revise the considerations for designing content for mobile phones.
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    Course Development Plan Template
    Williams, Daron; Cox, Larry A., II; Ofori, Eunice; Louvet, Matthew, Sr.; Nino, Miguel (Miko); Cui, Andy-Gouqiang (2020-01)
    The Course Development Plan (CDP) was designed as a job aid for faculty to use when working to revise or develop a technology-enhanced course. This document is used as part of a semester-long course (re)design with the aid of an Instructional Design unit. Many of the elements in this document were included to build a course that would pass a quality assurance review based on the Quality Matters Higher Education Rubric.
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    Next generation mobile learning: Leveraging message design considerations for learning and accessibility
    Ofori, Eunice; Lockee, Barbara B. (International Academic Forum, 2021-08-27)
    Access to mobile learning (mLearning) opportunities has become widespread and continues to proliferate as a means of educational continuity during the COVID-19 pandemic. Due to such proliferation, guidance is needed to inform the design of mobile learning content from both learning and accessibility perspectives. Though evidence-based recommendations for mobile learning message design do not currently exist, prior research in multimedia learning and instructional design-related areas may be used to support the planning and production of such educational programming. Design efforts for mLearning would also benefit from the incorporation of strategies to enhance the accessibility of mLearning for learners with differing needs. Taking evidence-based practices from instructional design and universal design for learning could inform the future development of mLearning toward more effective learning experiences for all learners. Employing a design and development methodology, this study focused on the creation of evidence-based guidelines for mLearning content design, informed by prior research on instructional message design combined with recognized universal design principles for media-based learning. The study resulted in a set of considerations to guide the message design of accessible and effective mLearning experiences. The resulting guidelines underwent validation by expert reviewers representing the areas of instructional design, message design, universal design, and mLearning. Their feedback informed the final version of the guidelines produced as the outcome of this study, research-based considerations which can be practically applied by those responsible for the creation of mLearning instruction.
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    Older Ghanaian adults’ perceptions of physical activity: an exploratory, mixed methods study
    Balis, Laura E.; Sowatey, Godfred; Ansong-Gyimah, Kwame; Ofori, Eunice; Harden, Samantha M. (2019-03-15)
    Background Ghana is experiencing an epidemiological shift in public health issues toward non-communicable diseases that are underpinned by modifiable health behaviors. Physical activity rates have decreased, especially among older adults, coinciding with urbanization and an increase in sedentary work. Community-based physical activity programs are a recommended method of increasing physical activity levels; however, none currently exist in Ghana. The aim of this exploratory study was to determine older Ghanaian adults’ perceptions of physical activity and asses fit and feasibility of adapting and delivering a physical activity program for this population. Methods hrough a concurrent exploratory mixed-methods design, data were gathered from Ghanaian older adults (N = 123) during focus groups (N = 10) conducted at one diabetes clinic and nine churches across three urban areas. Qualitative data were collected using a semi-structured script that prompted for responses related to physical activity perceptions and the fit and feasibility of physical activity program characteristics. Quantitative data were collected through a questionnaire assessing participant demographics, physical activity levels, and health rating as well as physical activity knowledge and self-efficacy. Results Findings indicate that older adults in Ghana have a need for and an interest in physical activity promotion. Participants had positive perceptions of being physically active, but were unaware of physical activity guidelines and how to meet them. Peer influence and health care providers’ recommendations were motivating factors for physical activity participation. As for desired physical activity program characteristics, participants expressed interest in group-based activities and becoming peer leaders and preference for a church-based program. Conclusions The results suggest that a group-based physical activity program encouraged by health care providers and delivered at churches through a train-the-trainer model would be well received by aging adults from three urban areas of Ghana. In addition, education on physical activity types is needed, along with better dissemination and education on Ministry of Health physical activity guidelines. This exploratory work highlights preliminary support for a group- and community-based physical activity program for the aging population in Ghana. Beginning with the end in mind, these program characteristics should be considered when adopting, adapting, and implementing an intervention with this population.