scholarly journals A Review of MOOCs Implementation in Malaysian Higher Education System

2019 ◽  
Vol 4 (2) ◽  
pp. 1-14
Author(s):  
Naemah Abdul Wahab ◽  
Jamal Othman ◽  
Rozita Kadar ◽  
Saiful Nizam Warris
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Instructional Delivery ◽  
Self Directed Learning ◽  
Factors Affecting ◽  
Higher Education System ◽  
Directed Learning ◽  
The Moment

Massive Open Online Courses (MOOCs) is a present technological innovation of teaching and learning in the modern higher education landscape. MOOCs have reformed the manner of instructional delivery by the educators as well as the way learners acquire their knowledge. For this reason, this study explores the definitions of MOOCs, its characteristics, benefits as well as drawbacks and MOOCs practices in Malaysia. We also look into the assessments and grading practices in MOOCs as well as factors affecting learners’ readiness to MOOCs. Lastly, we discussed some suggestion and future directions for achieving a successful MOOCs implementation in higher education settings. From all the studies done in the recent years, we can perceive that Malaysia has taken the latest step in modernizing the method of instructional delivery in higher learning institutions through the implementation of MOOCs. Although at the moment, MOOCs in Malaysia uses its own mold by blending the traditional classroom setting with only 30 percent of MOOCs used as the online instructional approach, it still encourages learners to adapt with self-directed learning and exploring various ICT tools, inspires the educators to develop updated instructional skills and provide opportunity of lifelong learning experiences to diverse learners’ backgrounds. These lifelong learning practices offer open and flexible education for the entire population, either formally or informally. Recently, Malaysian MOOCs are seen progressing towards providing professional development and training courses in future that goes beyond the need of higher education and university students.

scholarly journals Integrating Multimedia ICT Software in Language Curriculum: Students’ Perception, Use, and Effectivenes

2014 ◽  
Vol 22 (1) ◽  
pp. 20 ◽  
Author(s):  
Nikolai Penner ◽  
Elzbieta Grodek
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Language Practice ◽  
Language Curriculum ◽  
Factors Affecting ◽  
Alternative Means ◽  
Information And Communication ◽  
Directed Learning

<span>Information and Communication Technologies (ICT) constitute an integral part of the teaching and learning environment in present-day educational institutions and play an increasingly important role in the modern second language classroom. In this study, an online language learning tool Tell Me More (TMM) has been introduced as  a supplementary tool in French and German first and second-year language university classes. At the end of the academic year, the students completed a questionnaire exploring their </span><em>TMM</em><span> usage behaviour and perception of the software. The survey also addressed aspects of the respondents' readiness for self-directed language learning. The data were then imported into SPSS and underwent statistical analysis. The results of the study show that 1) relatively few of today's university students are open to the idea of voluntarily using ICT for independent language practice; 2) grade, price, and availability of alternative means of language practice are the most important factors affecting the students' decision to purchase and use ICT software; 3) there is a relationship between the students' decision to buy and use ICT software and their readiness for self-directed learning.</span>

scholarly journals Higher Education and the Sustainable Knowledge Society: Investigating Students' Perceptions of the Acquisition of Sustainable Development Competences

2021 ◽  
Vol 3 ◽  
Author(s):  
Caterina Cavicchi
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Case Studies ◽  
Teaching And Learning ◽  
Knowledge Society ◽  
Project Work ◽  
Technology Support ◽  
Self Directed Learning ◽  
E Learning ◽  
Directed Learning

The application of a constructivist approach to competence-based frameworks for sustainable development (SD) in higher education can empower students to become change agents. Acknowledging this development, this paper examines the extent to which an SD-directed master's programme at an Italian university effectively developed students' SD competences before and during the COVID-19 pandemic. The study is based on a mixed method approach that includes a survey and interviews in order to (a) discuss students' experiences with pedagogies that emphasize SD competences as learning outcomes and (b) analyze students' perceptions of acquiring SD competences with reference to their experience of internships, project work, and job positions (in the case of graduates). The results show that, among the analyzed SD pedagogies, case studies were perceived to enrich students' understanding of the complexity of SD issues through collective learning. However, to develop critical thinking, students recognized the need to customize the case studies' plots. Regarding practical SD activities, internships, and project work were perceived as opportunities to network with stakeholders and to develop problem-solving abilities. The pandemic significantly decreased the use of such SD pedagogies, thereby prioritizing self-directed learning and research-based internships. Despite the increase in e-learning events involving stakeholders, the prospect of interacting with them on SD topics was hampered by the limitations of information technology support. Nevertheless, the students' perceptions of the effectiveness of teaching and learning processes provide recommendations to improve the SD pedagogies and e-learning adopted by higher education institutions (HEIs).

scholarly journals Designing E-Portfolio with ARCS Motivational Design Strategies to Enhance Self-Directed Learning

2016 ◽  
Vol 6 (4) ◽  
pp. 138
Author(s):  
Syamsul Nor Azlan Mohamad ◽  
Mohamed Amin Embi ◽  
Norazah Mohd Nordin
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Design Strategies ◽  
Self Directed Learning ◽  
Motivational Design ◽  
Group Evaluation ◽  
Education Environment ◽  
Directed Learning ◽  
Motivation Level ◽  
Instruction Approach

<p>This paper presents the instructional design effect on motivation towards the implementation of e-Portfolio with ARCS Motivational design strategies to enhance self-directed learning. The purpose of the study was to examine the learners’ motivation level after the implementation of e-Portfolio. Initially, this paper was conducted to study a total number of twenty-four students as a small group evaluation. The survey instrument was divided into four subscales which involved (1) attention, (2) relevance, (3) confidence, and (4) satisfaction to measure the motivation subscales among learners. The findings reported that learners’ motivation has a significant effect to create a desire and awareness in constructing, developing and exploring their knowledge. The e-Portfolio with ARCS motivational design strategies will enforce the learner in gaining their interest in learning. The integration of e-Portfolio and ARCS motivational design strategies will create an opportunity to enhance the transmission and instruction approach in teaching and learning for higher education environment.</p>

scholarly journals Mobile Technology in Higher Education – Give it a Go: A Perspective from Bioscience

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Daniel James Peart
Keyword(s):  
Higher Education ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Mobile Technologies ◽  
Teaching Staff ◽  
Self Directed Learning ◽  
Subject Specific ◽  
Directed Learning ◽  
Technology In Higher Education

   Barriers, as perceived by teachers, towards the acceptance of new and emerging technologies in teaching and learning are well reported in the literature. This article offers a reflection upon a project that observed student use of mobile technologies to support their learning. It was apparent that the main use of the technology was for self-directed learning and not for subject-specific studies or use within the classroom. It is suggested that teaching staff need not feel pressured by students to be technology experts and are encouraged to work in partnership with their students to evaluate the potential of such technologies for supporting learning.    

Latviešu valodas kā svešvalodas apguve Āzijā

2020 ◽  
pp. 55-62
Author(s):  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
State University ◽  
The European Union ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Study Programs ◽  
Directed Learning ◽  
The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

scholarly journals Development of a Mathematics On-line Project in Engineering Education

2019 ◽  
Vol 1 (1) ◽  
pp. 257-261
Author(s):  
Filomena Soares ◽  
Ana Paula Lopes ◽  
Anna Cellmer ◽  
Anne Uukkivi ◽  
Carolina Rebollar ◽  
...  
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Tertiary Education ◽  
Early Stage ◽  
Self Directed Learning ◽  
Engineering Mathematics ◽  
Information And Communication ◽  
Directed Learning ◽  
Ict Tools ◽  
On Line

AbstractEmbracing tertiary education system represents the beginning of a transition and adjustment period for several students. Most of these have just finished high school where the environment is strictly defined, controlled, stable and attendance is mandatory. Higher Education changes the role of students’ responsibility and this can cause stress and difficulty in the transition to self-directed learning and autonomy promotion. The purpose of this paper is to present an Erasmus+ project that brought together six Higher Education Institutions from different European countries and to describe its current stage. This project aims to develop a shared understanding of engineering mathematics at an early stage of tertiary education and to raise awareness of cultural, professional and educational issues. The initial focus of the work is on the partners’ mutual interest in active learning, particularly the application of Information and Communication Technology in the field of engineering education. When finalised, the project hopes to provide students with a new authentic engineering mathematics subject which meets their needs. This is also the core reason why the on-line course will be composed using innovative pedagogics and ICT tools, as appropriate pedagogics supports students’ procedural, conceptual and application understanding in mathematics and enhances digital competencies, literacy and skills.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

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