M-Track: Progress Tracking System for MOOC Development

Noor, Harrinni Md; Hussin, Anealka Aziz

doi:10.24191/ajue.v16i1.8985

Cited by 5 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, online learning also supports both asynchronous communication and real time learning between instructors and learners or among learners themselves. As pointed out by Noor and Aziz (2020), normally MOOC has an M-track which allows administrators to monitor and facilitate the platform to be used by learners. This would enable the instructor and the lecturer to monitor the progress of the learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

Megat-Abdul-Rahim

Idris

Rahman

et al. 2021

AJUE

View full text Add to dashboard Cite

Teaching and learning process is constantly transforming due to the ever-increasing globalization. In the educational sector the use of information and communication technology (ICT) is constantly changing due to the increasing trend in globalization. This has resulted in the change and transformation the facet of education in this 21st century. The various usage of technologies and other forms of learning materials that have been extensively used has created a medium where students able to be interactive because it is learner centred, and the environment of online learning is more open and flexible. However, several studies showed that students prefer traditional classroom more because they would prefer face-to-face communication with their instructor. Thus, this study intends to explore the perspective of learning listening and speaking using online among L2 learners. A total number of 102 university students at UiTM Perak Branch took part in this study. They were instructed to answer a set of questionnaires which was created using google document. From the findings the students reported that they do see the benefits of online learning. In addition, they found learning through this interactive medium as interesting and provide them space to progress at their own pace in learning. However, this does not portray students’ eagerness in which may be due to several factors. This study is hoped to able to highlight the positive aspects of using online as an alternative to the traditional way of teaching listening and speaking. Keywords: Interactive Learning, Listening Skill, Online Learning, Second language learners, Speaking Skill.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

Megat-Abdul-Rahim

Idris

Rahman

et al. 2021

AJUE

View full text Add to dashboard Cite

show abstract

“…The ninth shift of the Malaysia Education Blueprint 2015 -2025 by Ministry of Higher Education (2015) focussed on Globalized Online Learning, which was introduced to achieve the desired outcomes set by the National e-Learning Policy (Dasar e-Pembelajaran Negara or DePAN) (Noor & Aziz, 2020). Thus, the increasing use of e-learning in advanced higher education has led to the establishment of Massive Open Online Courses (MOOCs), a learning platform that is quickly attracting global attention.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Students’ MOOC-efficacy and Meaningful Learning

Ghazali

Nordin

Abdullah

et al. 2020

AJUE

View full text Add to dashboard Cite

This research explored two important constructs in 21st century e-education—students’ MOOC-efficacy and meaningful learning among undergraduate students in selected public universities in Malaysia. Its main objective was to examine the causal relationship of students’ MOOC-efficacy on meaningful learning. The study conceptualized students’ MOOC-efficacy in four dimensions (i.e. information searching, making queries, MOOC learning, and MOOC usability), while conceiving meaningful learning as having five dimensions (i.e. cooperative learning, active learning, authentic learning, constructive learning, and intentional learning). This research applied cross-sectional survey design. Data were collected with a 52-item questionnaire whose reliability indexes ranged from 0.822 to 0.890 for the dimensions. The study's population was identified as university students who have had some experience with MOOCs and who willingly volunteered to participate in the research. A sample of 603 respondents was drawn through simple random sampling. The full-fledged Structural Equation Modeling (SEM) was adopted for data analysis. The finding indicated that students’ MOOC-efficacy was positively associated with meaningful learning. The results show that students’ MOOC-efficacy explains 67% of the variance in meaningful learning. The fit indices indicate an adequate fit: RMSEA = 0.041, CFI = 0.923 and χ2/df = 2.067. The finding provides further insights into what works in an open online environment. The insights may be used to fulfill learners’ needs and preferences. MOOC-efficacy interventions are crucial in order to encourage students’ meaningful learning in the e-learning platform. Keywords: Massive Open Online Course (MOOC), meaningful learning, students’ MOOC-efficacy

show abstract

“…Online teaching is not a new mode of delivery for any university. Universiti Teknologi MARA (UiTM) has developed about 500 MOOCs free to access by the public [17]. Some of the students and educators may be familiar with the delivery.…”

Section: B Technological Knowledge/literacymentioning

confidence: 99%

Studying during Pandemic: A Review of Issues from Online Learning in the Middle of COVID-19

Ahmadon

Ghazalli

Rusli

2020

2020 6th International Conference on Interactive Digital Media (ICIDM)

View full text Add to dashboard Cite

Among the many sectors impacted by COVID-19 pandemic, education is one of the most affected where the existing system of students sharing spaces in physical classes is deemed too dangerous. As a response to the closure of schools and universities by the Malaysian government, Universiti Teknologi MARA was among the earliest that announced the continuation of semester via online learning. Immediately after the statement, students flocked to social medias expressing negative sentiments on the university's decision. They voiced possible difficulties such as inability to focus, problems accessing the Internet, and feelings of unfairness. These concerns of students are worthy of a study as they feel strongly about them even without having entirely gone an online learning experience at the time of announcement. With that in mind, this paper explores issues on learning during a pandemic by focusing especially on recent and early reports that have only been published once COVID-19 epidemic becomes a global issue. Result of these reviews on literature shows that these issues can be categorized into six: technological readiness, technological knowledge, financial, facility, emotional, and domestic situations. These six categories are not by any means conclusive and other arising issues discovered in the future may necessitate the creation of new categories. However, findings from the categories discussed here are enough to be used as a stepping point for further explorations. For example, as the backdrop against a research of students' experience after completion of online learning, where their earlier sentiments can either be verified, or challenged against.

show abstract

M-Track: Progress Tracking System for MOOC Development

Cited by 5 publications

References 1 publication

Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

The Relationship between Students’ MOOC-efficacy and Meaningful Learning

Studying during Pandemic: A Review of Issues from Online Learning in the Middle of COVID-19

Contact Info

Product

Resources

About