The objective of this research is to examine the content validity of students' self-efficacy and meaningful learning scale in context of Massive Open Online Course (MOOC) by using Content Validity Ratio (CVR). The research was conducted through the evaluation among 20 expert panels with purposive sampling technique. Expert panels were divided into two categories which are professional experts and field experts. Nine professional university experts involved with the respective expertise in psychology, psychometric, educational measurement and MOOC. The field experts consisted of eleven doctor of philosophy (PhD) candidates who is studying in public university in Malaysia and specializing in particular fields of study. The scale contains of two aspects which is students' self-efficacy and meaningful learning. Students' selfefficacy is conceptualized in four constructs with 35 items. Meanwhile for meaningful learning, there have five construct with 50 items. The results of the research show that the scale has a good content validity and proved that the scale has great potential to be promoted as a good scale of students' self-efficacy and meaningful learning in context of MOOC. It is suggested to apply more sophisticated statistical analysis, such as the Structural Equation Modelling for elaborating on quality items and model development.

before pursuing her graduate certificate in Open and Distance Learning in USQ, Australia and her doctoral degree at the International Islamic University Malaysia. Her areas of interest include instructional design, design and development, ICT for development (ICT4D) and motivation in online learning. She has published in both international and national publications and has won several academic awards including the Malaysian Educational Technology Association (META) Best Dissertation Award in 2007. She is currently a fellow of the Amy Mahan Research Fellowship program that is supported by

Massive Open Online Courses (MOOCs) have been identified as a potential innovation for improving teaching and learning. This research aims to develop and evaluate a measurement model of students’ MOOC-efficacy. The study conceptualized students’ MOOC-efficacy in four dimensions of information searching, making queries, MOOC learning, and MOOC usability. Data were collected with a 23 items questionnaire whose reliability indexes ranged from 0.822 to 0.890, identified from university students who have had some experience with MOOCs and who willingly volunteered to participate in the research (N=1,524). A sample of 623 respondents was drawn through simple random sampling. The Confirmatory Factor Analysis (CFA) was adopted for data analysis. The findings designate that four-dimensional students’ MOOC-efficacy measurement model achieved an acceptable level of fit (RMSEA = 0.061, CFI = 0.935 and a normed chi-square, χ2/df = 3.322). All statistics provide empirical evidence that the students’ MOOC-efficacy measurement model is psychometrically sound in terms of validity and reliability. The measurement model of students’ MOOC-efficacy provides further insights into what works in an open online environment which may be used to fulfill learners’ needs and preferences.

This chapter introduces the reader to design and development research (Richey & Klein, 2007) which is theory driven, action and interventionist orientated, participant centred and collaborative. The features of this research are similarly explicated in the methodology of design experiment (Brown, 1992; Collins, 1992), development research (Van Den Akker, 1999), formative research (Reigeluth & Frick, 1999) and design based research (Bannan-Ritland, 2003). Of late, the term “educational design research” has been profusely utilized to signify this approach (Plomp & Nieveen, 2009; Van Den Akker, Gravemeijer, Mckenney & Nieveen, 2006; Vos, DeVesse & Rassul, 2006; Kelly, Lesh & Baek, 2008). Design and development research combines both pragmatic design and traditional research methods and tools such as case study, evaluation, expert reviews and interviews, allowing the appropriate method to be selected for the appropriate task and to answer specific research questions. Most importantly is the potential of design and development research to spur innovation. This chapter will act as an anchor for the rest of this book that aims to illustrate cases put forward by authors from different educational research backgrounds. The aspects of design and development research unique to each chapter are explicated as lessons learned and are expected to guide novice and proficient IT researchers.

This study aimed to validate an extended Unified Theory of Acceptance and Use of Technology (UTAUT) based on the data derived from mathematics teachers of Riyadh Region, Saudi Arabia. Taking into account perceived enjoyment, anxiety, and self-efficacy in using smartboard, the study extended the original UTAUT model. It assessed the effects of these three main factors on the teachers' behavioural intention to use smartboard. The study evaluated computer training-invariant of the causal structure of the hypothesized model. The data were collected from a self-reported questionnaire administered to 150 female mathematics teachers in the Saudi intermediate public schools in Riyadh. The results of structural equation modeling supported the adequacy of the hypothesized interrelationships. Moreover, computer training groups appeared to moderate the structural relationships among the constructs of the extended model