scholarly journals Development of massive open online course (MOOC) based on addie model for catering courses

2018 ◽  
Vol 8 (2) ◽  
pp. 184 ◽  
Author(s):  
Mohd Erfy Ismail ◽  
Pipit Utami ◽  
Irwan Mahazir Ismail ◽  
Norhasyimah Hamzah ◽  
Hairuddin Harun
Keyword(s):  
Learning Process ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Online Course ◽  
Massive Open Online ◽  
Vocational College ◽  
Massive Open Online Course ◽  
Teaching Aids ◽  
Evaluation Phase ◽  
Addie Model

Nowadays, innovation for teaching aids is an important requirement to ensure the teaching and learning process can run smoothly. Coinciding with the Malaysia Education Blueprint 2013-2025 (Ministry of Education) through the ninth surge of Global Online Learning, the development of the Massive Open Online Course (MOOC) was built. The ADDIE model has been adapted for this development. The study aims to develop an appropriate interactive learning for Food and Beverage Presentation subjects based on the Vocational College (VC) syllabus. In research development, researchers use Richey and Klein research recommendations, using Alpha and Beta tests in the evaluation phase of the study. The population of the study involved 155 Catering students at Muar Vocational College and the sample of the study were 60 of third and fourth-year Diploma students. The sampling method used is the purposive sampling and the instrument used in the form of the questionnaire. Data collected were collected and analyzed descriptively using Statistical Packages for Social Science (SPSS) version 23.0. Based on the analysis, the reliability value of the instrument is 0.997 and shows that the reliability of the instrument is at a high level. The findings show that the use of MOOC can increase computer literacy (3.75), interest (3.78) and student learning styles (3.75) and make the learning process more interesting. In addition, the findings show that the use of the MOOC application can help students in improving the performance and achievement of students in learning and thus can be an alternative to diversifying the teaching and learning process in VC.

scholarly journals PENGGUNAAN MASSIVE OPEN ONLINE COURSE (MOOC) DALAM KALANGAN PELAJAR VOKASIONAL[THE USE OF MASSIVE OPEN ONLINE COURSE (MOOC) AMONG VOCATIONAL STUDENTS]

2018 ◽  
Vol 3 (1) ◽  
pp. 30 ◽  
Author(s):  
Mohd Erfy Ismail ◽  
Suhaizal Hashim ◽  
Irwan Mahazir Ismail ◽  
Affero Ismail ◽  
Nizamuddin Razali ◽  
...  
Keyword(s):  
Social Science ◽  
Online Course ◽  
Vocational Students ◽  
Student Interest ◽  
Massive Open Online ◽  
Vocational College ◽  
Massive Open Online Course ◽  
Teaching Aids ◽  
Welding Technology ◽  
Technology Course

Massive Open Online Course (MOOC) is gaining its popularity as a learning medium. This study aims to examine the potential of MOOC for Welding Technology Course, which has been designed by the researchers, in enhancing students’ literacy on MOOC-based learning, engaging the students in meaningful learning and improving their motivation to learn. The MOOC is designed based on the syllabus of vocational college (VC). The population of the study is 111 students of Welding Technology Course from VC Batu Pahat, Malaysia. A total of 32 respondents were purposively sampled and they were in the first year of their studies. Data collected using questionnaires were analyzed descriptively using Statistical Packages for Social Science (SPSS) version 20.0. The reliability of the instrument is 0.91 which shows that the dependability of the instrument is high. The findings show that the MOOC designed can increase the literacy of MOOC-based learning (3.33), motivation (3.35) and student interest (3.30), thus making the learning process more interesting in addition to improving existing teaching aids. The use of the MOOC is hoped to improve the quality of education in the vocational college. Keywords: Literacy, MOOC, motivation, interest, TVET Cite as: Ismail, M.E. et al. (2018). Penggunaan massive open online course (mooc) dalam kalangan pelajar vokasional [The use of massive open online course (mooc) among vocational students]. Journal of Nusantara Studies, 3(1), 30-41. http://dx.doi.org/10.24200/jonus.vol3iss1pp30-41 Abstrak Teknologi dalam pendidikan seperti elearning telah memberi satu nafas baru kepada penggunaan teknologi khususnya dalam bidang pendidikan teknikal dan vokasional (TVET). Dengan perkembangan pembelajaran yang semakin popular pada masa kini, Massive Open Online Course (MOOC) sering digunakan oleh pelajar sebagai medium pembelajaran. Kajian ini merupakan satu tinjauan untuk mengenalpasti potensi aplikasi MOOC yang dibina dalam meningkatkan literasi terhadap pembelajaran gaya MOOC, menarik minat pelajar dalam pembelajaran dan membantu pelajar meningkatkan motivasi mereka dalam pembelajaran. MOOC yang dibina adalah bagi mata pelajaran Teknologi Kimpalan berdasarkan sukatan pelajaran kolej vokasional (KV). Populasi kajian melibatkan 111 orang pelajar Teknologi Kimpalan di KV Batu Pahat, Malaysia. Kaedah persampelan yang digunakan ialah persampelan bertujuan yang mana kajian terdiri daripada pelajar Tahun 1 Program Teknologi Kimpalan seramai 32 pelajar. Instrumen yang digunakan berbentuk borang soal selidik untuk mendapatkan maklumat. Data yang diperolehi dikumpul dan dianalisis secara deskriptif menggunakan perisian Statistical Package for Social Science (SPSS) versi 20.0. Berdasarkan analisis yang dibuat, nilai kebolehpercayaan instrumen adalah 0.91 dan menunjukkan kebolehpercayaan instrumen berada pada tahap tinggi. Hasil kajian mendapati bahawa penggunaan MOOC dapat meningkatkan daya literasi terhadap MOOC (3.33), motivasi (3.35) dan minat pelajar (3.30), seterusnya menjadikan proses pembelajaran lebih menarik disamping dapat menambah baik alat bahan bantu mengajar (ABBM) yang sedia ada. Selain itu, dapatan menunjukkan bahawa penggunaan aplikasi MOOC ini dapat membantu pelajar dalam meningkatkan prestasi dan pencapaian pelajar dalam pembelajaran. Manfaat daripada penggunaan MOOC ini diharapkan dapat memberi impak dalam peningkatan kemampuan pola berfikir pelajar-pelajar KV melalui komunikasi dan pembentukan peribadi yang terbuka dalam mengharungi kehidupan sosial. Kata Kunci: Literasi, MOOC, motivasi, minat, TVET

Action Confidence as an Indicator of Transformative Change

2020 ◽  
Vol 19 (1) ◽  
pp. 68-86
Author(s):  
Eva Pomeroy ◽  
Keira Oliver
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Learning Process ◽  
Online Course ◽  
Transformative Change ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Systemic Learning ◽  
Taking Action ◽  
The Impact

This article reports on the findings from an interview-based, qualitative study of adult learners in Scotland participating in the MITx u.lab massive open online course in 2015 and 2016. It focuses on interviewees’ accounts of the impact of participating in u.lab on their work and lives. Using grounded theory as an analytical guide, we explore participants’ perceptions of the impact of their engagement in the learning process, which reflects intrapersonal, relational, and systemic learning. Through these accounts, we became particularly interested in participants’ relationship to taking action and the way this changed over the course of their participation in the learning process. We conclude that an embodied change in one’s perception of the nature and purpose of action—something we call “action confidence”—is reflective of transformative learning as it indicates a significant epistemological change for participants.

Understanding learner participation at scale: How and why

2020 ◽  
Vol 17 (3) ◽  
pp. 236-252
Author(s):  
Samaa Haniya ◽  
Luc Paquette
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Learner Participation ◽  
Massive Open Online Course ◽  
Motivation For Learning ◽  
E Learning

Understanding learner participation is essential to any learning environment to enhance teaching and learning, especially in large scale digital spaces, such as massive open online courses. However, there is a lack of research to fully capture the dynamic nature of massive open online courses and the different ways learners participate in these emerging massive e-learning ecologies. To fill in the research gap, this paper attempted to investigate the relationship between how learners choose to participate in a massive open online course, their initial motivation for learning, and the barriers they faced throughout the course. This was achieved through a combination of data-driven clustering approaches—to identify patterns of learner participation—and qualitative analysis of survey data—to better understand the learners’ motivation and the barriers they faced during the course. Through this study we show how, within the context of a Coursera massive open online course offered by the University of Illinois, learners with varied patterns of participation (Advanced, Balanced, Early, Limited, and Delayed Participation) reported similar motivations and barriers, but described differences in how their participation was impacted by those factors. These findings are significant to gain insights about learners’ needs which in turn serve as the basis to innovate more adaptive and personalized learning experiences and thus advance learning in these large scale environments.

scholarly journals Implementation of MOOC platforms into teaching English to IT specialists

2021 ◽  
Vol 104 ◽  
pp. 03007
Author(s):  
Svitlana Symonenko ◽  
Nataliia Zaitseva ◽  
Viacheslav Osadchyi
Keyword(s):  
Teaching And Learning ◽  
Foreign Languages ◽  
Online Course ◽  
English Learning ◽  
Specialist Training ◽  
Massive Open Online ◽  
User Friendliness ◽  
Soft Skill ◽  
Massive Open Online Course ◽  
Teachers And Students

The paper deals with the issue of application possibilities of MOOC platforms in IT specialist training. It is emphasized that this problem is urgent due to the coronavirus pandemic which caused reconsideration of educational approaches, means and tools. In the study the analysis of the most demanded massive open online course platforms in terms of IT specialist training is presented. Challenges of MOOCs for teaching and learning foreign languages are highlighted. Profession-related, soft skill mastering and English learning courses have been scrutinized in terms of their content and user-friendliness by teachers and students of two universities. Design, layout, topics, communities, documentation, and application availability have been evaluated and ranked. Three online English courses of similar purpose on Coursera, FutureLearn and Prometheus have been compared and ranked with the aim to advise the most efficient one to senior undergraduates striving to be employed in Ukraine and abroad in the multicultural IT environment.

scholarly journals Polytechnic ESL Lecturers‟ Acceptance Of Using Massive Open Online Course (MOOC) For Teaching English As A Second Language (ESL)

2019 ◽  
Vol 8 (9) ◽  
pp. 114-121
Keyword(s):  
Second Language ◽  
Technology Acceptance ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Survey Method ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Use Of Technology ◽  
Acceptance Model

The implementation of Massive Open Online Courses (MOOC) in the educational field has become the way of learning in many educational institutions worldwide. MOOC is believed could help to promote active learning among language learners. In Malaysian polytechnic settings, MOOC has just recently implemented for the English course. Thus, this study aimed to investigate polytechnics English as a Second Language (ESL) lecturers' acceptance of using Massive Open Online Course for teaching ESL and the challenges they faced in using MOOC. The methodology used was the survey method where a set of questionnaires was developed and adapted from the Technology Acceptance Model. The respondents for this study were 34 ESL lecturers from different polytechnics in Malaysia. The findings revealed that polytechnic ESL lecturers have positive perceptions towards the ease of use and usefulness of MOOC for teaching ESL. The investigation also revealed the challenges faced by the lecturers in using MOOC for teaching ESL. The results would contribute positively to the policy makers, developers, and administrators to gain more insight on the lecturers' perceptions and challenges related to the use of technology for language teaching and learning in any higher learning institutions.

scholarly journals E-content module for Chemistry Massive Open Online Course (MOOC): Development and students’ perceptions

2021 ◽  
Vol 11 (1) ◽  
pp. 67
Author(s):  
Siti Nurshuhada Mohd Hamid ◽  
Tien Tien Lee ◽  
Hafsah Taha ◽  
Nurulsaidah Abdul Rahim ◽  
Aisyah Mohamad Sharif
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Education Institution ◽  
Online Course ◽  
Massive Open Online ◽  
Good Reliability ◽  
Massive Open Online Course ◽  
Online Resource ◽  
Module Development ◽  
Student's Perceptions

This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student’s perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students’ perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index (α = 0.94). The mean scores for students’ perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effectiveness (M = 3.47, SD = 0.56) constructs were high. This e-content module in Chemistry MOOC is hoped to be a good and useful online resource for both students and lecturers in the teaching and learning of Chemistry in higher education institution.

scholarly journals Development of programmable logic controller teaching aids on electrical motor installation course among vocational school students in Aceh, Indonesia

2021 ◽  
Author(s):  
H. Pratama ◽  
◽  
M.N.A. Azman ◽  
N.A. Zakaria ◽  
M. Khairudin ◽  
...  
Keyword(s):  
Programming Languages ◽  
Learning Process ◽  
Teaching And Learning ◽  
Programmable Logic Controller ◽  
Vocational School ◽  
Programmable Logic ◽  
School Students ◽  
Teaching Aids ◽  
Addie Model ◽  
Effective Conditions

Programmable Logic Controller (PLC) is a competency that must be mastered by third-level vocational school students in an electrical motor installation course. PLCs can be operated using programming languages such as sequence function charts, block diagrams, instruction lists, ladder diagrams, and others. This competency is important because it is often used in the industrial world. To create better and more effective conditions in the teaching and learning process, the development of teaching aids is needed to improve and enhance students' skills. This research, to design and development a useful teaching and learning tool teaching medium to help teachers teach concepts PLC-based electrical control systems, both theoretically and practically. The ADDIE model was used in developing the aids. The verification stage is carried out to ensure that the teaching aids that have been developed are suitable for use. In addition, this kit is relatively small with dimensions of 45x34x20 mm and is easy to move and can be used in various places. Confirmation involves lecturers and teachers who teach the field of electrical engineering. The results of the study found that the respondents strongly agreed that the PLC teaching aids was suitable for use in the learning process. Respondents also stated that using the tool because did not waste time and was easy to use. However, it is suggested that further research be conducted to identify the effectiveness of this teaching aid on students.

scholarly journals Tutors and gatekeepers in sustainability MOOCS

2017 ◽  
Vol 25 (1) ◽  
pp. 45-59 ◽  
Author(s):  
Danish Mishra ◽  
Steve Cayzer ◽  
Tracey Madden
Keyword(s):  
Learning Process ◽  
Course Design ◽  
Online Course ◽  
Massive Open Online ◽  
Content Type ◽  
Course Content ◽  
Massive Open Online Course ◽  
Sustainability Literacy ◽  
Digital Pedagogies

Purpose The purpose of this paper is to explore the nature of interactions between learners in a massive open online course (MOOC), particularly role of the tutors in such interactions. For educators concerned with sustainability literacy, the authors are necessarily both affected by, and effectors of, digital pedagogies. The call for papers for this special issue challenged the authors to consider whether digital pedagogies are “supportive of sustainability or perpetuators of unsustainability”. As might be expected, this question is not a simple binary choice and the authors have chosen to address it indirectly, by considering the nature of interaction in a global, digitally connected community of learners. In particular, the changing role of tutors in these communities, and the possible implications of this change on sustainable literacy, are examined. Design/methodology/approach The authors focus on the “Sustainability for Professionals” massive open online course (MOOC) delivered by the University of Bath on the FutureLearn platform which hosts the “Inside Cancer” MOOC, also from Bath. “Sustainability for Professionals” is pedagogically connectivist, with “Inside Cancer” being more traditional and instructor led. The authors used social network analysis (SNA) for the research. It is a key tool to understand interactions in an online environment and allows quantitative comparison between different networks and thus between courses. In the context of digital pedagogy, the authors used a number of relevant SNA metrics to carry out analysis of MOOC network structures. Findings It was found that MOOCs are different in their network structure but tend to adapt to the subject matter. Digital pedagogies for sustainability result in a qualitative as well as quantitative change in learning where course design affects the learning process and gatekeepers are critical for information flow. These gatekeepers are distinct from tutors in the network. In such a network, tutors’ role is limited to course delivery and verifying, depending on course content, the information within the network. The analysis shows that network learning is dependent on course design and content, and gatekeepers exercise influence over the information within the network. Originality/value This study has implications for sustainability literacy. The authors examined the extent to which patterns of interaction in the network affect the learning process, and how this can help participants engage with the concept of sustainability. They used SNA to explore the nature of interaction between learners in a MOOC, particularly the role of the tutors in mediating such interactions. They also found that tutors can and do take a central role in early runs of the MOOC; however, with the subsequent runs, the removal of tutor nodes has little effect, suggesting that different modes of learning driven by participants are possible in a MOOC community.

scholarly journals Development and perception of students on e-Assessment Module for Chemistry Massive Open Online Course (MOOC)

2020 ◽  
Vol 8 (2) ◽  
pp. 109-121
Author(s):  
Nurfarihah Kamarudin ◽  
Tien Tien Lee ◽  
Aisyah Mohamad Sharif ◽  
Hafsah Taha ◽  
Nurulsaidah Abdul Rahim
Keyword(s):  
Content Validity ◽  
Chemistry Education ◽  
Mean Value ◽  
Online Course ◽  
Ministry Of Education ◽  
Cronbach’S Alpha ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Cronbach's Alpha ◽  
Addie Model

The results of the needs analysis and previous studies indicate that the implementation of the Massive Open Online Course (MOOC) has not yet achieved the target set by the Ministry of Education Malaysia. Therefore, this study aimed to develop the e-assessment module for Chemistry MOOC and investigate the perception of 129 respondents among Bachelor of Chemistry Education students. This is a design and development research using ADDIE model. The instruments involved are the module content validity evaluation form, the module reliability questionnaire and the perception questionnaire. The results showed that the S-CVI/Ave value obtained for the 389 items in the evaluation of module content validity was 1.00. Furthermore, the Cronbach’s alpha value obtained for the module reliability was 0.97. The mean and standard deviation of students' perceptions of the e-assessment module were 3.44 and 0.58, respectively. In conclusion, validity index, Cronbach's alpha reliability coefficient and mean value for students' perceptions of the e-assessment module are good. The implication is that the use of this e-assessment module for Chemistry MOOC can help students conduct self-assessments online, strengthen their understanding of chemistry concepts while helping lecturers diversify their assessment methods.

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