An Exploratory Study of a Framework for Designing and Developing a Massive Online Course as Smart Future Classroom in VLE

Ayub, Enna; Wei, Goh Wei; Luaran, Johan Eddy; Lim, Chee Leong

doi:10.1145/3241748.3241778

Cited by 12 publications

(8 citation statements)

References 9 publications

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“…Since the TCF is also new, many practitioners do not know the details of the TCF. A Learning Design Strategy Framework (Framework) will assist the practitioners among the educators and e-Content Development Specialists to cope with the rapid changes under the TCF and to ensure the learning delivered fully online for L@S, through the TIMeS module sites is constructively aligned with the TCF [10]. Further, having a Framework ensures the practitioners can transform their module sites through careful planning and reflection, putting thoughts into a design proof in the learning design matrix of the Framework.…”

Section: B the Need Of A Learning Design Strategy Frameworkmentioning

confidence: 99%

A Learning Design Strategy Framework for Content Transformation Using Fuzzy Delphi Method

Ayub¹,

Mohamad²,

Wei³

et al. 2020

IJIET

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Section: B the Need Of A Learning Design Strategy Frameworkmentioning

confidence: 99%

A Learning Design Strategy Framework for Content Transformation Using Fuzzy Delphi Method

Ayub¹,

Mohamad²,

Wei³

et al. 2020

IJIET

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“…Their findings offer insights for MOOC pioneering efforts encompassing development strategies, learning design and integrative teaching. Ayub et al (2018) investigated existing course designs to conceptualize a learning design framework for massive virtual online learners. They described the recent development of Malaysian MOOC as exploratory and focusing on MOOC's acceptance, perception, and effectiveness.…”

Section: Mooc In Malaysiamentioning

confidence: 99%

Problem characterization for visual analytics in MOOC learner's support monitoring: A case of Malaysian MOOC

Asli

Hamzah

Ibrahim

et al. 2020

Heliyon

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Malaysia and many other developing countries progressively adopting massively open online course (MOOC) in their national higher education approach. We have observed an increasing need for facilitating MOOC monitoring that is associated with the rising adoption of MOOCs. Our observation suggests that recent adoption cases led analyst and instructors to focus on monitoring enrolment and learning activities. Visual analytics in MOOC support education analysts in analyzing MOOC data via interactive visualization. Existing literature on MOOC visualization focuses on enabling visual analysis on MOOC data from forum and course material. We found limited studies that investigate and characterize domain problems or design requirements of visual analytics for MOOC. This paper aims to present the empirical problem characterization and abstraction for visual analytics in MOOC learner's support monitoring. Detailed characterization and abstraction of the domain problem help visualization designer to derive design requirements in generating appropriate visualization solution. We examined the literature and conducted a case study to elicit a problem abstraction based on data, users, and tasks. We interviewed five Malaysian MOOC experts from three higher education institutes using semistructured questions. Our case study reveals the priority of enabling MOOC analysis on learner's progression and course completion. There is an association between design and analysis priority with the pedagogical type of implemented MOOC and users. The characterized domain problems and requirements offer a design foundation for visual analytics in MOOC monitoring analysis.

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“…The first mention for Education 4.0 was given in 2015 by Scheer (apud Ciolacu et al, 2017). The term Education 4.0 is still considered recent, as there is still little scientific literature on this topic (Ayub et al, 2018). In Education 4.0, teaching happens as follows: information needs to be accessible, and students should learn to find it instead of the teacher offering it to them in a rigid structure.…”

Section: Introductionmentioning

confidence: 99%

Education 4.0: Robotics Projects to Encourage 21st Century Skills

Silva

Sousa

Oliveira

et al. 2021

RENOTE

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Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

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An Exploratory Study of a Framework for Designing and Developing a Massive Online Course as Smart Future Classroom in VLE

Cited by 12 publications

References 9 publications

A Learning Design Strategy Framework for Content Transformation Using Fuzzy Delphi Method

A Learning Design Strategy Framework for Content Transformation Using Fuzzy Delphi Method

Problem characterization for visual analytics in MOOC learner's support monitoring: A case of Malaysian MOOC

Education 4.0: Robotics Projects to Encourage 21st Century Skills

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