Reliability and Validity of Online Individualized Multimedia Instruction Instrument for Engineering Communication Skills

Mashagbh, Atef F.; Din, Rosseni; Nasir, M. Khalid M.; Halim, Lilia; Al-Batainah, Rania Ahmad

doi:10.4236/ce.2019.1012228

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…Teachers' readiness with respect to the Industrial Revolution 4.0 technology (Yaruz, 2020), differentiated learning styles [(Al Mashagbh et al 2019), and understanding how to personalise their learning (Din, 2015;2016) according to Bloom's taxonomy (Matore, 2021) using a universal design for learning (Din, 2019;2020a;2020b) should be considered. The need to improve their technological skills is extremely important, especially in terms of meeting the needs of industrial revolution citizens (Din, 2019).…”

Section: B Technology Assisted Teaching and Learningmentioning

confidence: 99%

Teacher 4.0: Its Role in Differentiated Instruction

Masdoki,

Din

2023

IJARBSS

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Implementing smart technologies in teaching in line with the aspirations of Education 4.0 is extremely important. An emerging global issue is how to ensure 4.0 technology-assisted teaching methods produce differentiated instruction or personalised learning adapted to different types of student backgrounds, including student profiles and demographics, learning performance level, socio-economic status, attitudes, and interests. Teacher 4.0 is a concept adapted for future teachers with the ability to handle new technology and implement it efficiently in their classes. The role and ability of Teacher 4.0 in integrating smart technologies into teaching can no longer be denied but the extent to which such teachers are skilled in producing effective differentiated instruction to meet the various requirements of students remains questionable. A systematic review of Teacher 4.0 in differentiated instruction will help overcome this problem. Therefore, this study proposes a comprehensive process to collect and extract literature to address this research gap and analyse the most significant studies on Teacher 4.0 in differentiated instruction. Research papers from Scopus, Web of Science, and Google Scholars databases were retrieved and 18 articles were finalised for inclusion in the study. The results indicated that the predefined requirement criteria for Teacher 4.0 in differentiated instruction were not always satisfied, with few studies reporting on the issues. Thus, a conceptual research framework measuring the effect of Teacher 4.0 in differentiated instruction should be developed. This could provide evidence to determine the effectiveness of Teacher 4.0 roles in catering for the disparate range of student capabilities.

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Section: B Technology Assisted Teaching and Learningmentioning

confidence: 99%

Teacher 4.0: Its Role in Differentiated Instruction

Masdoki,

Din

2023

IJARBSS

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“…E-training is defined as the utilisation of electronic media for education and training activities in order to improve the skills and performance of training participants (Siswanto et al, 2018). It is training that is offered electronically in order to exchange knowledge by employing communication technologies via voice, image, or both (Al Mashagbh, Din et al, 2019;Durmaz et al, 2018). Etraining materials are combined with opportunities for open discussion and participation, utilising the trainee data to achieve the desired objectives and goals of training .…”

Section: Literature Review E-trainingmentioning

confidence: 99%

Employee Perceptions of the Effectiveness of E-training to Meet Performance Evaluation Requirements

Altwijri¹,

Aldosemani²

2022

IJLTER

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Saudi universities have moved to e-training programmes, including ‘Ithrai’ and other platforms, due to their potential effectiveness and cost-efficiency. However, limited efforts have been made to evaluate the effectiveness of e-training programmes in the context of university workplaces in Saudi Arabia using Job Performance Evaluation Charter JPEC. The purpose of this study is to address this gap in the literature by examining the effect of e-training on meeting JPEC requirements for employees in the public university context in Saudi Arabia. This study highlights that e-training approaches are important to ensure that employees have acquired essential competencies and skills using JPEC as the foundation for their evaluation. In addition, it is important to take into account the different levels of knowledge among employees and encourage cooperation in order to overcome the various knowledge gaps among them as a result of their different abilities in dealing with technology. Participants highly agreed on the impact of e-training in terms of meeting the requirements for evaluating job performance in the area of employee professional development with a mean of (4.19). This research, however, is subject to several limitations. First, the study occurred at one Saudi university and is geographically limited. It also relied on a small sample size and it may not be possible to generalise the reported perceptions to the whole institution or Saudi Arabia as a whole. Other researchers could replicate the study by including different institutions in different geographical regions. Second, all the data were self-reported and may suffer from social desirability bias. Thus, readers should interpret the findings with caution.

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“…Students tend to learn by using numerous modern applications and various means of technology through different kinds of pedagogies such as heutagogy (self-determined learning), paragogy (peer-oriented learning), and cybergogy (virtual-based learning) (Tajudin, 2021). Their readiness towards the fourth industrial revolution technology (Yunos & Din, 2019), differentiated learning style (Al Mashagbh et al, 2019), and understanding how to personalise their learning (Din, 2015;Din 2016) according to Bloom's taxonomy (Matore, 2021) using a universal design for learning (Din, 2019;Din, 2020a;Din, 2020b) should be considered. The teaching method should be implemented by innovative pedagogical technologies and processes.…”

Section: Introductionmentioning

confidence: 99%

Teaching 4.0 Competency in Higher Learning Institutions: A Systematic Mapping Review

Masdoki

Din

2021

IJLTER

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Technology 4.0 has forced the education system to undergo a huge transformation by changing teaching and learning methods. Teaching 4.0 requires teachers to apply varieties of technology used in the teaching and learning process to make it more appealing to new millennials. However, the response to this change has been relatively slow. Consequently, the preparation of effective teaching methods and strategies from educators that can benefit students through learning from differentiated learning styles. Thus, the aim of this study is to collect and extract information from the literature in searching for the research gap, and analyse the most significant studies on the teaching of 4.0 competency in a Higher Learning Institution. The searching process will focus on papers published in journals or presented at specialised international conferences from 2015 until 2021 using a systematic mapping review (SMR). A total of 380 relevant research papers from Scopus, Web of Science, Google Scholars online databases and grey literature were retrieved. Nine final papers were selected in the study. Results from the review showed that the predefined requirement criteria for Teaching 4.0 competencies were not all satisfied in literature. There are limited studies on the Teaching 4.0 competency. Thus, a conceptual framework of measurement for Teaching 4.0 competencies should be developed. It could act as a solution by providing a comprehensive competency measurement and to determine relevant 4.0 competency among Higher Learning Institution educators.

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Reliability and Validity of Online Individualized Multimedia Instruction Instrument for Engineering Communication Skills

Cited by 3 publications

References 11 publications

Teacher 4.0: Its Role in Differentiated Instruction

Teacher 4.0: Its Role in Differentiated Instruction

Employee Perceptions of the Effectiveness of E-training to Meet Performance Evaluation Requirements

Teaching 4.0 Competency in Higher Learning Institutions: A Systematic Mapping Review

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