“I am a Techno-Rebel!” Malaysian Academics &amp; their Personal Experiences of Progressing into e-Learning

Adnan, Airil Haimi Mohd; Zamari, Zarlina Mohd

doi:10.1016/j.sbspro.2012.11.307

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…The investigation stage encouraged the students to explore many ideas, enrich knowledge, and share a lot of information with their peers [64]. The investigation stage also allowed students to solve problems and inquiries based on what had been learned in the classroom [65]. These activities can stimulate students' thinking skills, knowledge construction, and creativity [66].…”

Section: Resultsmentioning

confidence: 99%

Digital Mind Map Assisted Group Investigation Learning for College Students’ Creativity

Rosba

Zubaidah

Mahanal

et al. 2021

Int. J. Interact. Mob. Technol.

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This study aimed to investigate the effect of a digital mind map (DMM) assisted group investigation (GI) on students’ creativity in higher education. A pre-test post-test nonequivalent control group design was employed in this study. The study was conducted in 2019/2020 to 75 fifth semester students from IKIP Budi Utomo Malang, Indonesia. The data were collected using a pre-test and a post-test on students’ creativity. The students’ creative performance was evaluated using a rubric assessing the keywords, material’s completeness, material’s conformity, layout organization, creativity, symbols, and color used in the students' mind maps. Testing for the normality and homogeneity of variance was conducted before the ANCOVA was run to examine the data. The statistical analysis showed a difference between students in the DMM-GI group and students in the DMM-conventional group in terms of creativity. The mean score of the DMM-GI group (79.30) was higher than that of the DMM-conventional group (74.96). Therefore, it can be concluded that the DMM-GI group had better creative performance compared to the DMM-conventional group.

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Section: Resultsmentioning

confidence: 99%

Digital Mind Map Assisted Group Investigation Learning for College Students’ Creativity

Rosba

Zubaidah

Mahanal

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…1 using the Mimind application show the branches of the knowledge ideas obtained, because knowledge can improve individual performance in creative tasks because there is a relationship between task structure and knowledge base [31]. Creativity is related to the ability to recognize ideas, find new solutions, and maximize efforts to produce something different [32].…”

Section: Hypothesis Test Resultsmentioning

confidence: 99%

Students Creativity Through Digital Mind Map

Rosba¹,

Jamaluddin²,

Widiana³

2023

Advances in Social Science, Education and Humanities Research

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This study aims to determine student creativity through digital mind maps. This type of research is quasi-experimental with a nonequivalent pretest posttest control group design involving 54 students of Universitas PGRI Sumatera Barat, Indonesia. The research instrument is a creativity assessment sheet equipped with an assessment rubric with indicators including keywords, material suitability, organization and layout, material completeness, creativity, image symbols and curved lines, and the use of color. The data collection technique was by giving a mind map test at the beginning of the meeting (pretest), and during the final test (posttest) which was collected via a predetermined email. Data analysis used Ancova, using prerequisite test consisting of normality test and homogeneity of variance test. The results of the analysis show that the average score of creativity through digital mind maps obtained by students (83.04) is higher than the average score of student creativity without using a digital mind map, namely (74.19). This finding shows that students' creativity increases through digital mind map. It was concluded that the digital mind can be used as an alternative in empowering student creativity.

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“…Malaysia was also not far behind in the use of digital learning. Most educational institutions in Malaysia already have digital learning systems but these were less fully utilized as there were hitherto no constraints in conducting physical teaching and learning in the classroom (Adnan, 2018;Adnan & Zamari, 2012;Adnan et al, 2021;Karim et al, 2020). The Malaysian government previously issued the Malaysia Education Blueprint 2015-2025 (Higher Education) to meet the advancement of Education 4.0 and Industrial Revolution 4.0 (see, Adnan, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Distance Learning and Medical Laboratory Education in Malaysia: Lessons from the Global Pandemic

Akil¹,

Adnan²

2023

IJARPED

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The 2019 Coronavirus disease outbreak (CoVID-19) caused a dramatic change in institutions of higher learning where face-to-face learning had to be converted to online distance learning. The aim of this study was to investigate the perspectives and challenges faced by Diploma in Medical Laboratory Technology students towards the implementation of online distance learning during the CoVID-19 pandemic. A cross-sectional descriptive study was utilized. Students were strongly encouraged to fill out the questionnaire which was administered online via Google Form online survey and their participation were voluntary. Quantitative data was analysed using basic distribution of percentages and for the responses to the open-ended question the most common repeated key words were identified and counted. In general, 43.7% of students did not provide certainty whether they really felt satisfied with distance learning activities during the CoVID-19 pandemic. But 53.5% of students disagree and strongly disagree that distance learning gives similar satisfaction as classroom learning. In terms of teaching and learning satisfaction 60.6% of students agreed that lectures were well-organized in relation to each other, while in terms of the effectiveness of e-learning in improving clinical skills, assessment methods, discussion, and video and sound quality got various reactions ranging from strongly agree to strongly disagree. For strength in distance learning, more than 45% of students agreed that they can easily access online materials, participate, and engage in learning sessions wherever they are, record teaching sessions, more self-directed and eager to prepare earlier with learning materials. The major challenges agreed upon by students were weaknesses in terms of interaction among students (60.6%) and also with educators (56.3%), followed by technical problems, lack of selfdiscipline, lack of focus during online lectures and lack of honesty while conducting assessments. Majority of students indicate that the learning process of lectures (54.9%) and tutorials (53.5%) can be conducted in a blended learning manner. But for practical sessions, 76.5% of students prefer to return to offline class. The results of this study show the best ways to ensure that learning and teaching sessions are not affected even if we must face situations

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“I am a Techno-Rebel!” Malaysian Academics & their Personal Experiences of Progressing into e-Learning

Cited by 6 publications

References 11 publications

Digital Mind Map Assisted Group Investigation Learning for College Students’ Creativity

Digital Mind Map Assisted Group Investigation Learning for College Students’ Creativity

Students Creativity Through Digital Mind Map

Distance Learning and Medical Laboratory Education in Malaysia: Lessons from the Global Pandemic

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