Quality Education with Instructional Design via Massive Open Online Courses

Nordin, Norazah; Norman, Helmi; Hamdan, Fairus

doi:10.1166/asl.2018.11000

Cited by 8 publications

(6 citation statements)

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“…Furthermore, this study has discovered about the positive attitude of the respondents towards the form of literacy assessment conducted. Therefore, the finding of this study signifies the need to develop a Serious Games instrument of language literacy Malay in line with the needs of digital skills in children to implement the future approach of language learning assessment for Malaysian primary school settings (Nordin, Norman, & Hamdan, 2018;Norman, Nordin, Din, Ally, & Dogan, 2015). However, further studies are needed, to establish the notion of informal and formative assessment as a future type of a promising approach of alternative assessment, and also refine the implementation of serious game-based assessment application for specific target users.…”

Section: Discussionmentioning

confidence: 85%

“…In sum, the study has described the design and development of an online game for learning Malay language in Malaysian primary school. In addition, this study has identified the perception of the existing assessment and availability of technology, as well as an optimistic and positive response of students towards the use of technology in their daily lives especially in the learning aspect (Adnan & Ritzhaupt, 2018;Andersen, Na-songkhla, Hasse, Nordin, & Norman, 2018;Nordin, Norman, & Hamdan, 2018). Furthermore, this study has discovered about the positive attitude of the respondents towards the form of literacy assessment conducted.…”

Section: Discussionmentioning

confidence: 87%

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They Like to Play Games? Student Interest of Serious Game-Based Assessments for Language Literacy

Aziz¹,

Norman²,

Nordin³

et al. 2019

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A renewal of interest in the area of gamification was found in a generation of digital natives whom were born with the mainstreaming of high-speed, broadband Internet connectivity and gaming is such a common culture among them. In contrast, common standardized test applied in current education setting serves as a barrier to the learning innovation, technology expansion and digital culture resulting in increasing anxiety among students. In addition, the traditional approach of assessment has been reported to fail in meeting the digital needs of student learning in 21 st century learning setting. The purpose of this study is to explore the perception among students on serious game-based educational assessment as an alternative assessment in early language literacy. This study applied a quantitative survey design to gain 122 primary level student's perception on serious games for language literacy assessment. The findings show that respondents show interest in applying serious game-based assessment as part of an alternative assessment for language literacy context, which is in contrast with the nature of standardized tests in typical formal educational setting. More than 75 percent respondents agreed and gave positive feedback of satisfaction towards the use of serious game-based assessment for language literacy learning. The study was relevant in order to meet the new and changing demands in future assessment approaches. It is hoped that the implications of this study can serve as a guideline for the design and development of future assessment in language literacy through alternative assessment for primary school students.

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Section: Discussionmentioning

confidence: 85%

Section: Discussionmentioning

confidence: 87%

They Like to Play Games? Student Interest of Serious Game-Based Assessments for Language Literacy

Aziz¹,

Norman²,

Nordin³

et al. 2019

Self Cite

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“…Finally, several key areas of design considerations should be considered by researchers when they design serious games for certain target groups proposed to provide a valuable supplementary tool for an alternative assessment. In sum, it is hoped that this study could assist future educators and researchers interested on investigations of serious games as an alternative format of assessments to suit the needs of fourth Industrial Revolution in educational settings (Nordin, Norman, & Hamdan, 2018;Adnan & Ritzhaupt, 2018;Dogan, Norman, Alrobai, Jiang, Nordin, & Adnan, 2019;Andersen, Na-songkhla, Hasse, Nordin, & Norman, 2018).…”

Section: Resultsmentioning

confidence: 98%

Framework Development of Serious Game-Based Instrument for Malay Language Early Literacy Assessment

Aziz¹,

Norman²,

Nordin³

et al. 2019

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Literacy achievement is important because it is the underpinning skills that sustain an individual's competencies in early education. However, most of assessment instrument nowadays are in the form of traditional summative assessment. The emerging assessment instrument in recent evolution of technology allows teachers, educators and assessment workers to seek for better approaches in evaluating and assessing students' achievement. While the traditional assessment methods are gradually being transformed into informal and formative assessment methods, an establishment of an alternative assessment framework is needed to accommodate the transformation. Therefore, the aim of this study is to establish the framework development of a Serious Game-Based Instrument for early literacy student assessment. The study used the Focus Group Discussion (FGD) approach to determine the appropriate gamification features of Serious Games and develop the serious game-based assessment framework. For that purposed, 17 experts from different fields of studies were involved in the FGD session. The findings were analyzed using descriptive analysis. This study concludes by highlighting the proposed framework of the Serious Game-Based Literacy Assessment by verifying gamification features and literacy constructs needed for the development of Serious Games of Early Literacy Student Assessment.

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“…MOOCs have been reported to help create a "tutor-like" learning space (Adams, Yin, Vargas Madriz, & Mullen, 2014). They further reported that the scenario creates a learning sphere between students and teachers (Nordin, Norman, & Hamdan, 2018;Anderson, Annand, & Wark, 2005). In the context of Qirā'āt learning, MOOCs could provide two types of experiences, both synchronous and asynchronous.…”

Section: Background Of Qirā'āt Learningmentioning

confidence: 99%

Designing an Online Quranic Recitation (<i>Qirā’āt</i>) Framework Using Massive Open Online Courses

Wahid¹,

Norman²,

Nordin³

et al. 2019

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Understanding variations in Quranic recitations is essential in ensuring that the recitations convey the actual meaning of Quranic verses. Traditionally, in increasing the levels of accuracy and precision of the verses, extensive practice sessions are conducted with instructors via individual face-to-face session. Yet, this is problematic with large groups of learners, as individualized learning sessions cannot be conducted. Moreover, there is also the issue of pace of learning in which some learners require higher levels of learning times that are compared to others. Previous studies have indicated that integration of technology via massive open online courses could potentially solve these problems. As such, this study proposes a Design Framework to develop MOOCs for Quranic recitation. This design was based on findings gathered from experts' judgement and consensus. Various approaches and different learning activities have resulted in the failure of correct pronunciation in Quranic recitation. Therefore, Focus Group Discussion (FGD) was used to determine suitable elements for MOOC learning content design with regards to Quranic recitation learning. 15 experts from different fields of study were involved as experts in the FGD session. The findings were analyzed using a thematic analysis. This study concludes by highlighting the proposed framework by verifying Quranic recitation (Qirā'āt) constructs needed for the development of MOOC.

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Quality Education with Instructional Design via Massive Open Online Courses

Cited by 8 publications

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They Like to Play Games? Student Interest of Serious Game-Based Assessments for Language Literacy

They Like to Play Games? Student Interest of Serious Game-Based Assessments for Language Literacy

Framework Development of Serious Game-Based Instrument for Malay Language Early Literacy Assessment

Designing an Online Quranic Recitation (<i>Qirā’āt</i>) Framework Using Massive Open Online Courses

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Quality Education with Instructional Design via Massive Open Online Courses

Cited by 8 publications

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They Like to Play Games? Student Interest of Serious Game-Based Assessments for Language Literacy

They Like to Play Games? Student Interest of Serious Game-Based Assessments for Language Literacy

Framework Development of Serious Game-Based Instrument for Malay Language Early Literacy Assessment

Designing an Online Quranic Recitation (&lt;i&gt;Qirā’āt&lt;/i&gt;) Framework Using Massive Open Online Courses

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Designing an Online Quranic Recitation (<i>Qirā’āt</i>) Framework Using Massive Open Online Courses