Mooc Initiative: A Technology Enhanced Learning in 21 Century at Higher Learning Institutions

Haron, Hafiza; Hussin, Supyan; Yusof, Ahmad Rizal Mohd; Yusof, Hafidzan

doi:10.35631/jistm.414003

Cited by 6 publications

(4 citation statements)

References 8 publications

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“…This framework is highly structured and well designed for academic learning activities. It has been used to develop many problem-solving activities for S&T courses at various grade levels (from fundamental elementary concepts to higher-level topics) to help learners enhance their skills in science courses [33][34][35][36].…”

Section: Related Workmentioning

confidence: 99%

C19MOOC: A Remote Learning Reference Framework for Science and Technology Education

et al. 2022

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With the coronavirus disease 2019 (COVID-19) pandemic, education and learning have been compelled to go entirely online rather than using conventional offline media. As a result, remote learning adoption has exploded, neither planned nor anticipated. The challenges and benefits of such widespread adoption have gradually unfolded in front of our own eyes. Unlike other courses, science and technology (S&T) courses are more technical, involve practical lessons, and require careful planning for effective delivery via remote learning platforms. Thus, existing remote learning frameworks are too general and are not designed for S&T courses. In addition, the evolving requirements of learners’ demand revision of prior frameworks to be relevant today. In this paper, we propose a remote learning reference framework called C19MOOC for S&T courses offered at higher learning institutions. The framework will provide the essential components to be considered in the development of remote learning systems for these courses. A focus group discussion was conducted to elicit learners’ requirements and preferences for remote learning systems that offer S&T courses. The existing Massive Open Online Course (MOOC) framework was adapted to match learners’ current needs and expectations. The MOOC framework’s existing dimensions and components were redefined, and three new dimensions (Engagement, Governance, and Self-determination) and components were added. An expert review was administered to validate the C19MOOC framework. Based on our findings, it was determined that remote learning has excellent potential as an effective platform for education at higher learning institutions. Shortcomings that emerged during its immense use in the period of the COVID-19 pandemic can be addressed by leveraging the proposed framework. The C19MOOC framework will be useful for S&T education stakeholders, institutions, and system developers to identify suitable dimensions, components, and features to consider when designing remote learning systems for S&T education.

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Section: Related Workmentioning

confidence: 99%

C19MOOC: A Remote Learning Reference Framework for Science and Technology Education

et al. 2022

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“…MOOC provide an opportunity which is a course that being offered for free or at lower cost widely and globally. Basically, the courses in MOOC which is conducted at Higher Learning institution were in the category of xMOOC (Haron, Hussin, Rizal, et al 2019). Thus, the freeness of courses is significant features that interpret the wide spread of MOOCs.…”

Section: Mooc Modelmentioning

confidence: 99%

The Platform of Mooc (Massive Open Online Course) on Open Learning: Issues and Challenges

Haron

Yusof

Samad

et al. 2019

IJMOE

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Naturally, MOOC or Massive Open Online Course is a course design for a distance learner. The platform which is provided by Open Learning is a course that's open anywhere as learner connected with all the equipment needed and of course the Internet speed is a major concern. The growth of the Internet and all sorts of devices such as computers, notebook, and tab has made learning more effective and fun for everyone. Thus, MOOC becomes a popular method of e-learning as it can provide the material of the course accessible by everybody, not only for a distance learner, but most of higher educational institution has taken for granted the benefit of these platforms. This paper attempted to discuss the definition and a brief history of MOOCs and observes it from various dimensions of issues: pedagogical, technological implementations and challenges in the digital era. Therefore, literature reviews on MOOCs model and characteristics, a timeline of its development and a practical concern with the involvement of well-known MOOCs providers are presented.

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“…The teaching and learning implementation platform has changed from face-to-face learning with conventional methods to online learning using technology-based PAK21 initiatives. Haron et al, [11] maintained that online teaching and learning is a medium that provides innovation to the form of teaching and is different from the norm. Students and teachers had the obligation to adapt to it.…”

Section: Introductionmentioning

confidence: 99%

Active Learning on Students 'Interpersonal Skills Impact: An Online Theater Approach

Norzuraina Mohd Nor,

Lee Hoi Yeh,

Wong Yoke Seng

et al. 2024

ARASET

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This study aims to examine the improvement of interpersonal skills through the application of active learning in the teaching and learning of art education. The approach used is the theatre-play approach. Theatre games are used as a fresh and appropriate approach to learning art education subjects through various types of games that are applied with various theatre techniques, including improvisation, role playing, physical exercise, and voice acting. The subject of art education is a theoretical and practical one that requires high focus during learning. Therefore, theatre games are applied to encourage active learning and prevent students from getting bored when learning is conducted online. Students play, act, improvise, and sing while learning. This qualitative study involved eight Form 5 students at the Malaysian Art School using observation and interview methods. The study applies social learning theory and constructivist learning theory. The data was thematically analysed using Nvivo software. Findings found that active learning takes place in learning through the application of a theatre game approach and highlights the interpersonal skills of students. Two-way communication occurs in every activity because the activity is carried out in groups. Studies on the learning of art subjects that apply this active learning through theatre games are believed to promote confidence and stimulate students to improve their interpersonal skills without realising it.

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Mooc Initiative: A Technology Enhanced Learning in 21 Century at Higher Learning Institutions

Cited by 6 publications

References 8 publications

C19MOOC: A Remote Learning Reference Framework for Science and Technology Education

C19MOOC: A Remote Learning Reference Framework for Science and Technology Education

The Platform of Mooc (Massive Open Online Course) on Open Learning: Issues and Challenges

Active Learning on Students 'Interpersonal Skills Impact: An Online Theater Approach

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