Ross M Woods - Academia.edu (original) (raw)

Papers by Ross M Woods

Research paper thumbnail of Student-centered learning in the digital age: in-class adaptive instruction and best practices

International journal of evaluation and research in education, Jun 1, 2024

Adaptive instruction is a promising solution to the limitations of traditional classroom instruct... more Adaptive instruction is a promising solution to the limitations of traditional classroom instruction, which assumes that all students learn in the same way and at the same pace. Adaptive instruction tailors the learning experience to each student's needs and abilities. Several adaptive instruction tools and platforms exist, including intelligent tutoring systems, learning management systems, mobile apps, AI chatbots, and adaptive machine-learning programs. The Adaptive Instruction of Student Control Theoretical Framework suggests that allowing students to control their use of learning resources leads to better learning outcomes. Implementing adaptive instruction in higher education can be difficult due to faculty buy-in, technical infrastructure, and student motivation. Effective instructional design is crucial for adaptive instruction to support student control and maximize benefits. Overall, instructors must pay attention to student motivation and work to create learning environments that foster motivation, autonomy, and engagement to implement adaptive instruction successfully.

Research paper thumbnail of Portraying the Performance of Indonesian’s Massive Open Online Course Facilitators

SAGE Open

An Indonesian MOOC (Massive Online Open Course) aimed to give pre- and in-service English teacher... more An Indonesian MOOC (Massive Online Open Course) aimed to give pre- and in-service English teachers a new online learning experience and equip them to master technological applications for teaching English in class. It has not always been easy for facilitators to assist students to complete MOOC programs. This paper sketches how Indonesian facilitators faced challenges in motivating MOOC students. The experience of facilitators with low and high dropout rates is shown to sharpen and deepen the differences in managing the MOOC program. This study found a relationship between facilitator performance and student retention rates.

Research paper thumbnail of Emergency Remote Teaching Practices in the Perspective of Cognitive Load of Multimedia Learning Theory

The pandemic period encourages educators to adapt to various models of digital platforms. To prom... more The pandemic period encourages educators to adapt to various models of digital platforms. To promote learning, effective instruction delivery via multimedia should take into account how students process information. This study aims to make a sketch of how teachers teach students of higher education in emergency distance classes through the perspective of cognitive load of multimedia learning. This study has found that managing extrinsic and intrinsic load effectively affects students' retention and engagement in remote classes. Making the material concise and content-dense, chunking the material into small units and incorporating their schemes in the design of instruction stimulate students to engage in a deep learning.

Research paper thumbnail of Is Autonomous Learning Possible for Asian Students? The Story of a MOOC from Indonesia

Teaching english with technology, 2020

An autonomous learning attitude is crucial in determining the successful completion of an online ... more An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship.

Research paper thumbnail of Teachers Voice: Their Experiences in Emergency Remote Teaching amid COVID-19 Pandemic1

Teachers Voice: Their Experiences in Emergency Remote Teaching amid COVID-19 Pandemic1 Daniel Gin... more Teachers Voice: Their Experiences in Emergency Remote Teaching amid COVID-19 Pandemic1 Daniel Ginting2, Universitas Ma Chung, East Java, Malang, Indonesia Ross Woods3, Worldwide University, Los Angeles, CA, USA Kartika Nuswantara4, Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Surabaya, East Java, Indonesia Ounu Zakiy Sukaton5 & Vincentius Valiandy Jiuangga6, Universitas Ma Chung, Malang, East Java, Indonesia Abstract The present study describes the experience of Indonesian teachers coping with Emergency Remote Teaching (ERT) during the COVID-19 pandemic. An understanding of their experiences can help teachers better prepare for ERT in the future. Unlike ERT practices in other countries during the pandemic, there is still a lack of evidence of ERT practices in Indonesia. This descriptive study aims to interpret teachers’ experience in managing their ERT. Online questionnaires were distributed to 36 Indonesian university lecturers and 40 Indonesian high school teachers. The ins...

Research paper thumbnail of IS AUTONOMOUS LEARNING POSSIBLE FOR ASIAN STUDENTS? THE STORY OF A MOOC FROM INDONESIA

The Journal of Teaching English with Technology (TEwT) Publishers, 2020

An autonomous learning attitude is crucial in determining the successful completion of an online ... more An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and
consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC.
Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect
relationship.

Research paper thumbnail of Student-centered learning in the digital age: in-class adaptive instruction and best practices

International journal of evaluation and research in education, Jun 1, 2024

Adaptive instruction is a promising solution to the limitations of traditional classroom instruct... more Adaptive instruction is a promising solution to the limitations of traditional classroom instruction, which assumes that all students learn in the same way and at the same pace. Adaptive instruction tailors the learning experience to each student's needs and abilities. Several adaptive instruction tools and platforms exist, including intelligent tutoring systems, learning management systems, mobile apps, AI chatbots, and adaptive machine-learning programs. The Adaptive Instruction of Student Control Theoretical Framework suggests that allowing students to control their use of learning resources leads to better learning outcomes. Implementing adaptive instruction in higher education can be difficult due to faculty buy-in, technical infrastructure, and student motivation. Effective instructional design is crucial for adaptive instruction to support student control and maximize benefits. Overall, instructors must pay attention to student motivation and work to create learning environments that foster motivation, autonomy, and engagement to implement adaptive instruction successfully.

Research paper thumbnail of Portraying the Performance of Indonesian’s Massive Open Online Course Facilitators

SAGE Open

An Indonesian MOOC (Massive Online Open Course) aimed to give pre- and in-service English teacher... more An Indonesian MOOC (Massive Online Open Course) aimed to give pre- and in-service English teachers a new online learning experience and equip them to master technological applications for teaching English in class. It has not always been easy for facilitators to assist students to complete MOOC programs. This paper sketches how Indonesian facilitators faced challenges in motivating MOOC students. The experience of facilitators with low and high dropout rates is shown to sharpen and deepen the differences in managing the MOOC program. This study found a relationship between facilitator performance and student retention rates.

Research paper thumbnail of Emergency Remote Teaching Practices in the Perspective of Cognitive Load of Multimedia Learning Theory

The pandemic period encourages educators to adapt to various models of digital platforms. To prom... more The pandemic period encourages educators to adapt to various models of digital platforms. To promote learning, effective instruction delivery via multimedia should take into account how students process information. This study aims to make a sketch of how teachers teach students of higher education in emergency distance classes through the perspective of cognitive load of multimedia learning. This study has found that managing extrinsic and intrinsic load effectively affects students' retention and engagement in remote classes. Making the material concise and content-dense, chunking the material into small units and incorporating their schemes in the design of instruction stimulate students to engage in a deep learning.

Research paper thumbnail of Is Autonomous Learning Possible for Asian Students? The Story of a MOOC from Indonesia

Teaching english with technology, 2020

An autonomous learning attitude is crucial in determining the successful completion of an online ... more An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship.

Research paper thumbnail of Teachers Voice: Their Experiences in Emergency Remote Teaching amid COVID-19 Pandemic1

Teachers Voice: Their Experiences in Emergency Remote Teaching amid COVID-19 Pandemic1 Daniel Gin... more Teachers Voice: Their Experiences in Emergency Remote Teaching amid COVID-19 Pandemic1 Daniel Ginting2, Universitas Ma Chung, East Java, Malang, Indonesia Ross Woods3, Worldwide University, Los Angeles, CA, USA Kartika Nuswantara4, Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Surabaya, East Java, Indonesia Ounu Zakiy Sukaton5 & Vincentius Valiandy Jiuangga6, Universitas Ma Chung, Malang, East Java, Indonesia Abstract The present study describes the experience of Indonesian teachers coping with Emergency Remote Teaching (ERT) during the COVID-19 pandemic. An understanding of their experiences can help teachers better prepare for ERT in the future. Unlike ERT practices in other countries during the pandemic, there is still a lack of evidence of ERT practices in Indonesia. This descriptive study aims to interpret teachers’ experience in managing their ERT. Online questionnaires were distributed to 36 Indonesian university lecturers and 40 Indonesian high school teachers. The ins...

Research paper thumbnail of IS AUTONOMOUS LEARNING POSSIBLE FOR ASIAN STUDENTS? THE STORY OF A MOOC FROM INDONESIA

The Journal of Teaching English with Technology (TEwT) Publishers, 2020

An autonomous learning attitude is crucial in determining the successful completion of an online ... more An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and
consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC.
Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect
relationship.