Challenges to Teaching and Learning Using MOOC

Zulkifli, Norfarahi; Hamzah, Mohd Isa; Bashah, Nur Hazeleen

doi:10.4236/ce.2020.113014

Cited by 25 publications

(18 citation statements)

References 13 publications

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“…Besides that, learning facilities could be a barrier in implementing online learning across the TVET courses. The study from Zulkifli et al (2020) states that the main obstacle in using Massive Open Online Courses (MOOCs) among students at polytechnic in Malaysia is the internet coverage even though students are committed towards using MOOCs. According to Yasak and Alias (2015), the main challenges in implementing online learning for TVET are development of technology, infrastructure and human resource, and management, economic and policy issues.…”

Section: Introductionmentioning

confidence: 99%

Issues, Challenges, and Suggestions for Empowering Technical Vocational Education and Training Education during the COVID-19 Pandemic in Malaysia

Yeap¹,

Suhaimi²,

Nasir³

2021

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Technical Vocational Education and Training (TVET) is one of the critical drivers in the transformation of Malaysia's education system and contributes towards economic growth. It works to develop and equip individuals with current technical skills based on industry demand. Many issues faced by the government in the way to strengthen the field of Technical and Vocational Education and became worse when the outbreak of COVID-19 pandemic changed the way of delivering education from conventional methods to e-learning. Hence, the main thrust of this review paper is to highlight the issues of TVET education and challenges TVET education faced during the COVID-19 pandemic. For the findings, articles related with issues and challenges in TVET education during pandemic outbreak are chosen from SCOPUS, WOS and ERIC databases. The results have reported that lack of student motivation and career counselling, stigma towards TVET education, lecturer's competency and inadequacies of infrastructure resources in TVET are issues that happen in TVET education throughout the years while internet connectivity problem, learning platform, content of curriculum and assessment, the readiness of trainers and trainees for e-learning have been discussed as challenges of TVET education during COVID-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

Issues, Challenges, and Suggestions for Empowering Technical Vocational Education and Training Education during the COVID-19 Pandemic in Malaysia

Yeap¹,

Suhaimi²,

Nasir³

2021

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“…This finding is supported by [27] that found almost half of the teachers in their research (48.1%) got disturbed in online learning because of internet problems, while 42.3% because of electricity problems. Further, [28] pointed out the main factor of obstruction in online education is low sources of teacher's internet connection. It was seen that internet connection is a serious problem experienced by the teachers during conducting online education, and this problem needs to be taken consideration.…”

Section: Lack Of Internet Connectionmentioning

confidence: 99%

Boomers’ Perception Towards the Implementation of Online Learning Amidst Covid-19 Outbreak

Puspitasari¹,

Suwastini²,

Blangsinga³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The COVID-19 Outbreak has shifted the way education is delivered to students from conventional ways in the classroom to online interaction, requiring the use of ICT tools to assist teachers in online learning which can be a challenge for boomers as a generation who were born before the rapid development of technology. Using narrative approach, this study aimed at exploring the experiences and perceptions of eight boomer teachers who conducted online learning during this pandemic in three junior high schools in Klungkung regency. The findings revealed that from eight teachers, four teachers perceived that online learning in this pandemic was difficult to do as they admitted that they were not familiar with ICT tools; two teachers perceived that online learning as a chance to enhance the teachers' and students' technology literacy; and two teachers admitted conventional face-to-face meetings as the best teaching method. While all eight teachers deemed online class as a positive change, they admitted that there were challenges to tackle, namely students' accessibility, and adjustment of time allocation from conventional to online teaching. This implies that boomers need trainings on using ICT tools and how to choose and use online learning platforms, as well as strategies to adjust time allocation for each learning goals to improve the quality of online learning, so the learning objectives are achieved well.

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“…Malaysia: Zulkifli et al (2020) find that TVET students in Malaysia are open to learning in MOOCs and are prepared to do so.…”

Section: Learning and Knowledge Acquisition Are No Longer Finite Processesmentioning

confidence: 99%

Global 7-day rolling average of students out of school due to COVID-19 closures

2021

Economic Outlook for Southeast Asia, China and India

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Resources forDigitalisation was prepared by the asia desk of the Oecd development centre. the team was led by Kensuke tanaka, Head of the asia desk and valuable guidance was provided by Mario pezzini, director of the Oecd development centre and Special advisor to the Secretary-general on development. the publication benefited from discussions with regional partners, including the aSeaN Secretariat, aSeaN+3 Macroeconomic research Office (aMrO), the asian development Bank (adB), the asian development Bank Institute (adBI), and the economic research Institute for aSeaN and east asia (erIa).this volume was drafted by a core team composed of Kensuke tanaka, prasiwi Ibrahim, raluca Maran, alexander Hume, rahmalia devita and lurong chen. antti raukola, Karin Hansson, david repeta, Yan Meng, Sybrand Brekelmans, Oudom Hean, Ilhame lagrine and Yuanita Suhud provided significant contributions. Muhamed Zulkhibri abdul Majid and Joy Blessilda Sinay provided useful inputs. Sonja Marki provided valuable administrative support for this project. delphine grandrieux, elizabeth Nash, anne thomas, Melodie descours and Studio pykha turned the manuscript into the publication.the Outlook 2021 benefited from discussions with Oecd delegations at two Outlook Consultation Group (OCG) meetings in february 2020 and december 2020 in paris, led by co-chairs of this consultation group, ambassador Nguyen thiep and christoph graf. The Outlook also benefited from discussion with experts in the region at the 8th Asian Regional Roundtable on Macroeconomic and Structural Policies, jointly organised by aMrO, adB, adBI, erIa and the Oecd development centre, in tokyo on 13-14 february 2020. the authors are grateful to Naoyuki Yoshino, dean of the adBI, toshinori doi, director of aMrO, Hidetoshi Nishimura, president of erIa, chul Ju Kim, Nella Hendriyetty, Yumiko Murakami, Koji Hachiyama, abdul abiad, reza anglingkusumo, Ho Sui Jade, patrick Hess, aladdin rillo, as well as porametee Vimolsiri, g.a. diah Utari, Matteo fumerio, Samantha Hung and James Villafuerte. Support from Oecd delegations and embassies of asian countries in paris, in particular, ambassador Hyoung Kwon Ko and deputy permanent representative Heesang Kim, ambassador Sarun charoensuwan, ambassador dato' azfar Mohamad Mustafar, ambassador Kyaw Zeya, ambassador

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Challenges to Teaching and Learning Using MOOC

Cited by 25 publications

References 13 publications

Issues, Challenges, and Suggestions for Empowering Technical Vocational Education and Training Education during the COVID-19 Pandemic in Malaysia

Issues, Challenges, and Suggestions for Empowering Technical Vocational Education and Training Education during the COVID-19 Pandemic in Malaysia

Boomers’ Perception Towards the Implementation of Online Learning Amidst Covid-19 Outbreak

Global 7-day rolling average of students out of school due to COVID-19 closures

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