An Evaluation of the Online Social Learning Environment Instrument (OSLEI) Using Rasch Model Analysis

Lah, Noor Hidayah Che; Tasir, Zaidatun; Jumaat, Nurul Farhana

doi:10.1177/21582440221104083

Cited by 7 publications

(8 citation statements)

References 50 publications

(55 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The objective of this study was to determine the challenges that arise from emergency remote teaching and learning during COVID-19. Education technology is one of the most crucial elements of 21st-century learning to provide quality teaching and learning experiences (Che Lah et al, 2022, 2023). The findings in this paper indicated that poor internet connections and the prohibitive cost of internet access were challenges during ERTL encountered by most of the learning community which the results of this findings are consistent with Sheerah et al (2007), Ferri et al (2020), and Toquero (2021).…”

Section: Discussionmentioning

confidence: 99%

A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

Ahmad Shazli,

Che Lah,

Hashim

et al. 2023

Sage Open

Self Cite

View full text Add to dashboard Cite

Since year 2020, researchers have conducted research on challenges and perceptions of emergency remote teaching and learning (ERTL) during the COVID-19 pandemic on students. Many studies were conducted on the effectiveness of online learning, but there is a lack of studies on ERTL where online learning differs from ERTL. Thus, this study aims to identify the challenges and perceptions of students on ERTL during the early COVID-19. The methodology employed in this study are systematic literature review which used Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), synthesis analysis and quality appraisal to review 51 selected articles. These articles are from two publishers (ScienceDirect and IEEE) and two databases (ERIC and Scopus). This study revealed that students experienced four types of challenges during the early period of ERTL namely technological, pedagogical, personal, and social issues. However, students have positive perceptions toward ERTL to pursue their studies during the difficult period. This study highlighted the students’ challenges and perceptions of ERTL during the COVID-19 pandemic in higher education. It is believed that this study will help future researchers to develop a strategic ERTL specifically for implementation during any crises in the future.

show abstract

Section: Discussionmentioning

confidence: 99%

A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

Ahmad Shazli,

Che Lah,

Hashim

et al. 2023

Sage Open

Self Cite

View full text Add to dashboard Cite

show abstract

“…It provides a learning environment that allows collaboration in online learning. Besides that, Facebook has a learning environment where students can control their learning, such as posting information and pictures, sharing links or videos, providing a social learning environment [48], and fostering students' engagement to solve the problems. In addition, Facebook is a powerful social networking site for online collaboration [49].…”

Section: Facebook Groupmentioning

confidence: 99%

The evaluation of problem-solving oriented e-module in learning computer-based subject

Che Lah,

Hashim,

Harun

et al. 2024

IJERE

View full text Add to dashboard Cite

<span lang="EN-US">It is tough and challenging to learn several computer-based subjects via an online learning setting during COVID-19 for students from the education field. It required a lot of skills, techniques, understanding among students, and the ability to think critically to solve problems. To date, a lack of studies provides digital content as learning approaches to computer-based subject students for their learning via online learning. Thus, the problem-solving oriented e-module in learning computer-based subject via Facebook for Higher Education was proposed. An exploratory sequential research design (qualitative and then quantitative approach) has been used in this study. Research samples were selected based on purposive sampling (10 students) to find out what they needed from the e-module. Then, the module was developed based on ADDIE Model and problem-solving learning strategy. There were nine experts validated the e-module in terms of the ADDIE model approach, problem-solving approach, and content. This module was tested on 34 undergraduate students towards students’ performance and social presence for quantitative part. The t-test showed that the e-module significantly improved student performance (p 0.00; t=5.52) with Cohen’s d=0.944. Interestingly, the results from the content analysis show that this module fosters social presence via Facebook learning groups such as interactive, affective, and cohesive.</span>

show abstract

“…The evaluation in this study consists of two parts, which are the usability of SCIENEX and the effect of SCIENEX on students' performance. Previous studies have employed multiple analyses, such as the Rasch model analysis [46]- [48], confirmatory factor analysis, t-test, and others to conduct an evaluation analysis. Usability testing analysis is one of the approaches for evaluating the design and development of products.…”

Section: Evaluation Of the Scienexmentioning

confidence: 99%

Mobile augmented reality in learning chemistry subject: an evaluation of science exploration

Lah,

Senu,

Jumaat

et al. 2024

IJERE

View full text Add to dashboard Cite

Various technologies have been used in making teaching and learning sessions more effective, fun, and enjoyable. One of the ways to make teaching and learning interactive is by emphasizing the use of mobile augmented reality (MAR). Thus, this study has proposed using MAR for a chemistry subject, namely science exploration (SCIENEX). This study adopted design and development research (DDR) by employing the analysis, design, development, implementation, and evaluation (ADDIE) model. The phases involved in DDR are ADDIE. SCIENEX was evaluated based on its validity, usability, and effectiveness. Five experts validated SCIENEX after it had been completely developed. The samples for usability testing and effectiveness of SCIENEX were 30 secondary school students who were studying chemistry. The results of the evaluation of the experts’ validation revealed that SCIENEX is a valid and appropriate MAR application for the learning of topics in chemistry. The result also revealed that the majority of students strongly agreed that SCIENEX is appropriate for the usage of MAR in learning chemistry, as it is fun, easy to use, and helps students to understand their learning. Interestingly, SCIENEX could increase students’ performance in their learning (t=21.754; p=0.000). Thus, it can be concluded that SCIENEX is valid, can be used for learning chemistry, and can help students in their learning. The limitations of this study and future suggestions for research are also discussed.

show abstract

An Evaluation of the Online Social Learning Environment Instrument (OSLEI) Using Rasch Model Analysis

Cited by 7 publications

References 50 publications

A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

The evaluation of problem-solving oriented e-module in learning computer-based subject

Mobile augmented reality in learning chemistry subject: an evaluation of science exploration

Contact Info

Product

Resources

About