Increasing students’ engagement: The use of new instructional designs in English literature online courses during COVID-19

Abstract

The explores the impact of using both ADDIE Model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as an instructional design and UDL in planning for English Literature Online courses during COVID-19 in higher education from the perspective of the students. Up to the researcher’s knowledge, no prior studies have been conducted to explore the effect of the use of ADDIE model and UDL in online English Literature courses for graduate students in universities or other forms of higher education from the perspective of the students. A quantitative approach was used for collecting the data, where a four-part questionnaire was distributed to 90 students, who were randomly chosen from the students of a group of English Literature professors from different public and private universities in Jordan, who were asked to plan for their online English Literature courses through integrating both the ADDIE model, with its principles of Analysis, Design, Development, Implementation, and Evaluation, and Universal Design for Learning (UDL) with its principles of Engagement, Representation, Action and Expression. As a conclusion, the study shows the positive impact of using both ADDIE Instructional Design Model and UDL in English Literature Online courses on the students’ performance from the perspective of the students.

The effect of implementing technology in formative assessments to ensure student learning in higher education English literature courses after COVID-19

“…Because English is a foreign language taught in both private and public Jordanian schools, many students find it the language difficult to use, and therefore, difficult to freely express themselves. Indeed, using English is a challenge for students in Arabic-speaking countries like Jordan (Awajan, 2022a), and their difficulties in using the language usually accompany them to their higher education. This is especially true of those who choose English literature as their major.…”

“…This will allow lecturers to continuously work on the strengths and weaknesses of their students. Through the provision of rubrics, it also enables lecturers to provide students with thorough, directed, specific, and continuous feedback, whether orally or written, as English literature courses are based on critical, analytical, and creative thinking and can be challenging (Awajan, 2022a). Peskin et al (2010) add that even most native English-speaking students find English literature difficult to tackle.…”