Assessing Students’ Course Satisfaction with Online Arabic Language Hybrid Course

Baharudin, Harun; Nasir, M. Khalid M.; Yusoff, Nik Mohd Rahimi Nik; Surat, Shahlan

doi:10.1166/asl.2018.12005

Cited by 14 publications

(24 citation statements)

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“…The results show that SRL intervention in MOOC can be effective; achievements are enhanced by linking the intervention with course content and motivation students to participate in SRL. In addition, maintaining teaching presence (Baharudin et al, 2018;Nasir, Surat, et al, 2018) and social presence (Nasir, Mansor, et al, 2018) could also support students to engage in SRL effectively.…”

Section: Literature Overviewmentioning

confidence: 99%

Self-Regulated Learning In A Massive Open Online Course: A Review of Literature

Min

Nasir

2020

European Journal of Interactive Multimedia and Education

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Massive Open Online Course (MOOC) is an online course accessible through the internet to deliver online learning content to anyone who is interested to gain knowledge in the various fields offered. Some of the accessible materials are video clips, downloadable and plenary discussion in social media activity. In addition, there are interactive forums that build a community of educators and students. This paper reviews the ongoing research trends from ongoing research in various disciplines at MOOC. Its background reviews are structured descriptively and chronologically from the information collected. This paper then focuses on the role of Self-Regulated Learning (SRL) as a strong support to MOOC. The advantages of MOOC are very beneficial, it enables more people to gain knowledge at no cost, without space or temporal constraints, in online courses over the web. The findings indicate the SRL has a great impact in the MOOC achievement. Although there are obstacles in providing solutions for the implementation of MOOCs to achieve the best results. Future studies should look at more complex and challenging current situations for the implementation of MOOCs in keeping with the latest modern learning.

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Section: Literature Overviewmentioning

confidence: 99%

Self-Regulated Learning In A Massive Open Online Course: A Review of Literature

Min

Nasir

2020

European Journal of Interactive Multimedia and Education

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“…It is an interaction between instructor and student that involves providing guideline and motivation in achieving worthwhile learning outcome as highlighted by (Garrison et al, 1999;Moore, 1989). Issues such as lack of immediacy feedback, unsupportive, poor participation by online instructor as noticed by Baharudin et al (2018); Khalid (2014); Khalid & Quick (2016) are crucial which need to be taken into account.…”

Section: Teaching Presencementioning

confidence: 99%

“…The presence of an online instructor is necessary to ensure the learn- In line with the growth of Malaysia MOOC, there are over 612 courses with the enrollment approximately 400 thousand students around the globe (Open Learning Global, 2018). The massive growth of this phenomenon alerts researchers in the field to investigate the acceptance and the effectiveness of learning online due to the issues of students' feeling of isolation, boredom, and withdrawal from course (Baharudin, Nasir, Yusoff, & Surat, 2018;Bowers & Kumar, 2015;Khalid, 2014;Khalid & Quick, 2016;Rovai & Downey, 2010), and dissatisfaction (Khalid & Quick, 2016;Rovai & Downey, 2010;Sorden & Munene, 2013). There are models commonly used like Technology acceptance model (TAM), and Unified theory of Acceptance and Use of Technology (UTAUT) to measure the level of acceptance and perception toward technology.…”

Section: Introductionmentioning

confidence: 99%

“…Nonetheless, very rare the model of Community of Inquiry (CoI) is applied in Malaysia to investigate the interaction and the ability of instructor to facilitate their e-learning courses alive and active (Baharudin et al, 2018;Khalid & Quick, 2016). Thus, the aim of this paper is to re-examine the reliability and validity of three sub-constructs in measuring the online instructor's level of teaching presence.…”

Section: Introductionmentioning

confidence: 99%

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Confirmatory Factor Analysis on the Sub-Construct of Teaching Presence’s in the Community of Inquiry

Nasir¹,

Surat²,

Maat³

et al. 2018

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This study aims to reexamine the reliability and validity of three sub-constructs in measuring the level of teaching presence from one of the essential elements in the Community of Inquiry model. The measurement consists of 13 items which are online instructor capability; design and organization, facilitation, and direct instruction. A total of 1938 respondents from a faculty in a public university in Malaysia were selected in the data collection. A cross-sectional survey was applied via online survey and partial least technique was used in analyzing the data. All items were found loaded (0.746 or higher) and all constructs measuring teaching presence had high composite reliability (0.876 or higher) and average variance extracted (0.640 or higher). Thus, a multivariate statistical analysis confirmed the validity and reliability of all items.

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“…These issues due to the reality where engineering education traditionally relies more on technical skills and less communication skills (Corrello 2012). Engineering instructors seem to conduct inappropriate teaching techniques in order to develop engineering student communication skills (Nasir et al, 2018;Baharudin et al, 2018). The study sought to examine the reliability and validity of an instrument use to measure Multimedia Instruction (MI) constructs.…”

Section: Introductionmentioning

confidence: 99%

Reliability and Validity of Online Individualized Multimedia Instruction Instrument for Engineering Communication Skills

Mashagbh¹,

Din²,

Nasir³

et al. 2019

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The utilization of Multimedia Instruction (MI) in teaching and learning is growing rapidly. The combination of various media assists educational reform, and is important to the improvement of education outputs. The MI use has been a challenge to educators especially in Jordan. This study aimed to recalculate the reliability and validity of online individualized MI instrument in a new Online Individualized Multimedia Instruction (OIMI) framework for engineering communication skills. In this study, this model designates the multimedia instruction as one of the latent variables, to be measured by six observed variables, which are modality, contiguity, personalization, coherence, redundancy, and signaling. Data collected and tested from 166 engineering learners. Confirmatory factor analysis using AMOS was conducted to obtain three best-fit measurement models. The results showed evidence of a five-dimension measurement model for MI except for coherence. This result enlightens the model, which includes explanations of Mayer's Cognitive Theory of MI and multimedia instructional in Practice.

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Assessing Students’ Course Satisfaction with Online Arabic Language Hybrid Course

Cited by 14 publications

References 0 publications

Self-Regulated Learning In A Massive Open Online Course: A Review of Literature

Self-Regulated Learning In A Massive Open Online Course: A Review of Literature

Confirmatory Factor Analysis on the Sub-Construct of Teaching Presence’s in the Community of Inquiry

Reliability and Validity of Online Individualized Multimedia Instruction Instrument for Engineering Communication Skills

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