Professional Documents
Culture Documents
Basir Nekmal
Table of Contents
Analysis .............................................................................................................................. 4
Design ............................................................................................................................... 10
Literature Review.......................................................................................................... 10
Enabling objectives. Following are the enabling objectives for this course: ............ 11
Agenda. ..................................................................................................................... 13
Evaluation ........................................................................................................................ 17
References ........................................................................................................................ 18
Appendices ....................................................................................................................... 19
Appendix A ................................................................................................................... 19
Appendix B ................................................................................................................... 20
Appendix C ................................................................................................................... 21
ACADEMIC MOTIVATION 4
For this project the topic of the course I plan to design is Academic Motivation through
Stress and Time Management. The audience of this short course is the soldiers (students)
learning a foreign language at the Defense Language Institute Foreign Language Center
(DLIFLC). These students vary in age from as young as 18 years to as old as 40 years or more.
I plan to design and develop this course using authoring tool called Lectora and deliver
this course as an asynchronous e-learning course using Sakai. Sakai is the Learning Management
DLIFLC is DoDs premier school for culturally based foreign language education and
training, with classroom instruction, mobile training teams, and on-line materials tailored for
motivation level can be identified as a contributing factor to poor academic performance. The
idea of helping students with low level of motivation that affects their performance academically
Analysis
Needs Assessment
As DLIFLC is setting a new goal by planning to raise the standard of graduation for
students from 2/2/1+ to 2+/2+/2, there will be some extraordinary efforts required not only on
the students end, but also on the whole organizations end to achieve this goal. According to the
ILR (Interagency Language Roundtable) scale, 2/2/1+ refers to the proficiency levels in
Reading, Listening, and Speaking , respectively, where 0 on the ILR scale is designated for
ACADEMIC MOTIVATION 5
No proficiency and 5 is designated for Functionally Native Proficiency. The "plus level"
designation will be assigned when proficiency substantially exceeds one base skill level and does
not fully meet the criteria for the next "base level.
Currently, before the students start learning their Target Language at the Defense
Language Institute, students are provided a one-week course in Introduction to Language Studies
(ILS) and follow-up online courses such as Survival Strategies and DLIFLC Technology
Resources in language learning. This is done in order to help them become more metacognitive
learners and therefore help them perform better in learning their target language.
As per my observation in the classroom as a foreign language instructor for 3 years and
Language Studies (ILS) course at the DLIFLC, one of the factors contributing to a students
higher academic performance is motivation. Similarly, a lower motivation level can be identified
depends on many factors, one of which can be identified as academic motivation as per the
The need for students being educated about motivation was assessed through focus group
discussions (in the form of staff meetings where one of the items on the agenda was the need for
more follow up online courses to help students improve their performance during their target
language course) and one-on-one discussions with fellow colleagues at the Student Learning
Services (SLS).
ACADEMIC MOTIVATION 6
Data from students feedback surveys at the end of the ILS course was analyzed by a
designated group of individuals at the SLS to obtain information about students interests, needs,
Similarly, data from faculty feedback surveys was also analyzed by the same group of
individuals to obtain information about what teachers consider necessary for improving students
performance.
The following approach (Piskurich, 2015) was employed in conducting needs assessment
or analysis for the purpose of this project. The relevant steps of this approach are as follows:
the students to 2+/2+/2 whereas the current graduation standard is 2/2/1+. Despite the plans to
raise the standard form 2/2/1+ to 2+/2+/2, still students struggle to achieve the 2/2/1+ goal, as
shown by low performance on their DLPTs (Defense Language Proficiency Tests) and OPIs
2. Analysis of the current performance levels. Currently, before the students start
learning their Target Language at the Defense Language Institute, they are provided a one-week
course in Introduction to Language Studies and follow-up online courses. This is done in order to
help them become more metacognitive learners and therefore help them perform better in their
target language.
foreign language instructor and as a trainer training other instructors, one of the factors
motivation through stress and time management, our students will be able to achieve the new
going through the training regarding academic motivation through stress and time management,
the students will not only be able to successfully manage the challenges that pull them back from
performing optimally, but they will also become much better metacognitive learners.
One of the services the Student Learning Services at the DLIFLC provides to the students
is academic counseling. Through academic counseling students get help and advice regarding the
challenges they face in their Target Language studies. However, the limitation of the academic
counseling service is that the students have to make an appointment with the advisor during a
Through various just-in-time and online courses that can serve as an alternative to
academic counseling, students will have the convenience of taking these courses whenever they
have time and wherever they feel comfortable. Creating this course will be a step towards this
DLIFLC is planning to raise the graduation standard of the students to 2+/2+/2 whereas
the current graduation standard is 2/2/1+. Despite the plans to raise the standard form 2/2/1+ to
2+/2+/2, still students struggle to achieve the 2/2/1+ goal, as shown by low performance on their
DLPTs (Defense Language Proficiency Tests) and OPIs (Oral Proficiency Tests).
ACADEMIC MOTIVATION 8
Currently, before the students start learning their Target Language at the Defense
Language Institute, they are provided a one-week course in Introduction to Language Studies and
follow-up online courses. This is done in order to help them become more metacognitive learners
training other instructors, one of the factors contributing to a students higher academic
After learning about academic motivation through stress and time management, our
students will be able to achieve the new standard of graduation that is 2+/2+/2.
It is expected that after going through the training regarding academic motivation through
stress and time management, the students will not only be able to successfully manage the
challenges that pull them back from performing optimally, but they will also become much better
metacognitive learners.
Learner Analysis
DLIFLC provides language training in more than a dozen of languages and dialects to
service members from all the four services of the US military that is Army, Navy, Air Force and
Before arriving at the DLIFLC the service members get assigned to languages from four
different categories. Where language courses in Category I and II are 36 week long, Category III
Most often these service members do not get the language of their choice. A big number
of them get assigned to a language which they have never heard of before. Most of them come
ACADEMIC MOTIVATION 9
with no prior experience of foreign language learning and studying in a high pressure academic
environment.
Academically these service members come from a diverse background such as high-
Context Analysis
Each student in DLIFLC is equipped with a laptop computer and an iPad with 24-hour
The technology-based training and self-instruction delivery methods will be employed for
The course will be designed using an authoring tool called Lectora. The content of the
course will consist of various instructional media such as videos, images, texts etc.
The duration of the course Academic Motivation through Stress and Time Management
will be approximately 60 minutes. The students will have access to this course through a link by
logging on to Sakai using their log-in credentials. Sakai is the Learning Management System
used in DLIFLC.
Content Analysis
The purpose of this course will be to address stress and time management challenges that
affect students motivation at the DLIFLC during their target language training. The course will
provide an understanding of the causes and effects of stress on a students daily life. It will also
introduce students to methods for enhancing a positive lifestyle and for reducing stress through a
variety of relaxation, self-regulation, and stress management strategies. Time management is also
introduced to provide students with strategies to help them fulfill their responsibilities as students
and minimize their stress levels. By educating the students about stress and time management
ACADEMIC MOTIVATION 10
and introducing them to methods and strategies for managing them, it is expected to have
1. Understanding Stress
Design
Literature Review
Medical Students (Park, Chung, An, Park, Lee, Kim, Lee, & Kim, 2012) is very informative and
related to the goal and objectives of this course. The purpose of the study in this article was 1) to
identify factors that may influence academic stress in medical students and 2) to investigate the
Psychological parameters were assessed with the Medical Stress Scale, Minnesota
Multiphasic Personality Inventory, Hamilton Depression Scale, Beck Depression Inventory, and
Academic Motivation Scale. Linear regression and path analysis were used to examine the
Significant correlations were noted between several factors and Medical Stress scores. A
path analysis model indicated that stress, motivation, and academic performance formed a
triangular feedback loop. Moreover, depression was associated with both stress and motivation,
The study indicated that actions that promote motivation benefit from interventions
against stress and depression. Moreover, stress management increases motivation in students.
Therefore, strategies designed to reduce academic pressures in students should consider these
factors.
Learning Objectives
The objectives below either belong to the cognitive or affective domain of learning. The
objectives that belong to the cognitive domain of learning require memorization of certain
information. The objectives in the affective domain of learning require a change of attitude in the
learner.
Terminal objective. The DLIFLC Basic Course students will be able to effectively
manage stress and time using prescribed strategies to stay academically motivated and
successful.
Enabling objectives. Following are the enabling objectives for this course:
1. From memory, students will be able to explain stress as per the information
provided in a video.
3. Given a worksheet and based on the identified stressors, students will be able to
4. From memory, students will be able to state activities that help reduce stress as
5. Given a worksheet, students will be able to identify the best practices that help
Test Instruments
The formative assessment strategy will be to assess the learners knowledge and
understanding through interactive multiple choice questions. The feedback for right or wrong
answers of these questions will be provided instantly. Besides this, as a strategy for summative
assessment students will have to work and complete a worksheet as they progress through the
course. This worksheet will be used as a reference throughout their target language course to
modify their stress and time management strategies. The students mentor from the target
language teaching team will also refer to this worksheet for giving feedback during monthly
learning sections, comparison charts, check mark lists, and open-ended questions.
Each student in DLIFLC is equipped with a laptop computer and an iPad with 24-hour
The course will be designed using an authoring tool called Lectora. The content of the
course will consist of various instructional media such as videos, images, texts etc.
The duration of the course will be approximately 60 minutes. The students will have
access to this course through a link by logging on to Sakai using their log-in credentials. Sakai is
The reason behind choosing an asynchronous mode of delivery for this instructional
course is the busy schedule of the students. This mode of instructional delivery will provide them
with the flexibility and convenience in taking and completing this course anywhere and anytime.
ACADEMIC MOTIVATION 13
This instructional course will be based on Robert Gagnes Nine Steps of Instruction. Each
topic will begin with an introduction to the objectives. Next information will be presented using
different media. After introducing information, students performance will be elicited through
knowledge check activities with instant feedback. Finally students production is assessed
1. Welcome page
3. Terminal Objective
the course
a. Students read and learn about a list of common stressors for the DLIFLC
students
ACADEMIC MOTIVATION 14
detail
8. Topic 5: Resources
asynchronous e-learning mode of instructional delivery will be implemented. This course will
reside on Sakai. Sakai is the LMS used in DLI. Students will be required to use their Sakai
Following are the major deliverables for different sections and topics of the course:
1. Technical Instructions
a. Script
b. Audio Vignette
ACADEMIC MOTIVATION 15
2. Introduction
a. Script
b. Audio Vignette
c. Worksheet Activity
3. Understanding Stress
a. Script
b. Audio Vignette
c. Video
e. Images
a. Script
b. Audio Vignettes
c. Images
d. Worksheet Activity
a. Script
b. Audio Vignettes
c. Images
d. Video
e. Worksheet Activities
a. Script
b. Audio Vignette
c. Images
d. Video
e. Worksheet activity
7. Resources
a. Script
b. Images
Development Plan
The course will require at least one hour of instruction depending on the pace and depth
of reflection the student puts in. The approximate time required to develop this one hour course
The time required for the completion of this phase is approximated at 2 to 3 weeks
maximum.
This phase is considered to be the most time consuming of all. This phase requires the
availability of recording studio. The time required for the completion of this phase is
Sometimes it happens that the server for Sakai is down for maintenance due to which the
ACADEMIC MOTIVATION 17
students will not be able to access the course online. The possible solution for such kind of
problem is to make available a copy of the folder containing all the files for this e-learning
course on the local share folder of the DLI Local Educational Network.
Implementation Plan
learning course. However, it is extremely important to make sure that the delivery system for this
course is working and expect the challenges and contingencies that may arise. It will be the
Evaluation
Formative Evaluation
For formative evaluation of the course, the results of the formative assessments of the
students throughout the course will be utilized to make any changes and/or improvements in the
instruction provided in the course. The results of formative assessment and feedback survey of
the students from the first iteration of the course will be analyzed by a designated group of
individuals at the Student Learning Services in DLI as soon as they are received. After the first
iteration of the course these results and feedback will be analyzed on quarterly basis (every 3
months).
Summative Evaluation
For summative evaluation a survey will be provided to the students at the end of the
course. The feedback received form this survey will be utilized to improve the course. The
feedback from this survey will be analyzed by a designated group of individuals biannually.
ACADEMIC MOTIVATION 18
References
Piskurich, G. M. (2015). Rapid Instructional Design Learning ID Fast and Right (3rd ed.).
Park, J., Chung, S., An, H., Park, S., Lee, C., Kim, S. Y., Lee, J.D., & Kim, K.S. (2012). A
Appendices
Appendix A
The following question is taken from the survey that the instructors of the ILS Course
The responses received from this survey were analyzed for the purpose of the needs
Question
What other module(s) do you think should be part of the ILS program in order to prepare our
Total responses = 65
Appendix B
Following are some sample questions that will be part of the Formative Assessment of
the students.
Questions
1. What is stress?
2. Always looking at the gloomy side and being pessimist is the best explanation for:
a. Personal tragedy
c. Work problems
Appendix C
1. On a scale of 1 to 5, rate the usefulness of the learning you gained from this course