scholarly journals Chemistry laboratory management techniques massive open online course: Development and evaluation on students’ perception

2020 ◽  
Vol 7 (2) ◽  
pp. 50-64
Author(s):  
Tien Tien Lee ◽  
Kung Teck Wong ◽  
Norlinda Daud ◽  
Ismail Zainol ◽  
Muhd Ibrahim Muhamad Damanhuri ◽  
...  
Keyword(s):  
Instructional Design ◽  
Content Validity ◽  
Flipped Classroom ◽  
Chemistry Laboratory ◽  
Online Course ◽  
Design Development ◽  
Laboratory Management ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Management Techniques

To date, statistics in OpenLearning have demonstrated that the number of Massive Open Online Courses developed by Malaysia higher education institution is not achieving the target of DePAN 2.0. Hence, this study is aimed at developing a Massive Open Online Course (MOOC) on Chemistry Laboratory Management Techniques (CLMT) course and investigating the students’ perception of the MOOC. The CLMT MOOC is developed by applying the ADDIE model as the instructional design model. In this regard, analysis, design, development, implementation, and evaluation are the phases involved. Three experts were appointed to evaluate the content validity of the e-content module and e-assessment module in the MOOC by filling the content validity evaluation form. According to the results, both e-content and e-assessment modules obtained validity index of 1.00. A group of 27 students was involved in the pilot study to answer the reliability questionnaire and the Cronbach’s alpha for the two modules was found to be 0.99 and 0.97, respectively. Another group of 152 students were randomly selected as the respondents of the perception survey. Results from perception questionnaire showed the highest mean score in acceptance construct (M = 4.05, SD = 0.54), followed by instructional design construct (M = 3.96, SD = 0.59) and lastly usage barrier construct (M = 3.03, SD = 0.84). In conclusion, both the e-content and e-assessment modules used in the CLMT MOOC are valid and reliable. Meanwhile, the mean score of undergraduate students on the perception toward the CLMT MOOC was found to be moderately higher. Therefore, it can be inferred that this MOOC will be a useful self-learning and flipped classroom platform for the chemistry degree students, especially amidst the outbreak of COVID-19.

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 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.

Auto Grouping and Peer Grading System in Massive Open Online Course (MOOC)

2015 ◽  
Vol 13 (3) ◽  
pp. 25-43 ◽  
Author(s):  
Yi Chiou ◽  
Timothy K. Shih
Keyword(s):  
Flipped Classroom ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Course Materials ◽  
Massive Open Online Course ◽  
Learning Platform ◽  
E Learning

E-learning is a progressive way of learning through online courses. Instructors pass information to learners via context and videos embedded in active webpages, so that learners intake knowledge of what they need. Now e-learning is not simply providing course materials, while the trend of Massive Open Online Courses (MOOCs) is recently applied widely, the concept of flipped classroom is well deployed everywhere. Courses are designed more practical, suitable, and problem-solving inclined. By this way, learners' learning effectiveness and learning motivation are triggered. In this research, the authors will develop an online learning platform and improve the existing methods of peer grouping and peer assessment, to promote the concept of MOOCs.

scholarly journals Open Online Courses and the Democratization of Knowledge for Vulnerable Groups

2021 ◽  
pp. 322-331
Author(s):  
Elena Barcena ◽  
Timothy Read ◽  
Monica Vilhelm
Keyword(s):  
Social Inclusion ◽  
Online Courses ◽  
Vulnerable Groups ◽  
Online Course ◽  
Access To Information ◽  
Design Development ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Inclusive Language ◽  
Key Characteristics

This article builds on a body of literature (e.g., Daniel, 2012; Portmess, 2013; O’Mahony Salmon, 2014) where the potential of MOOCs for the democratization of knowledge has been claimed. The authors highlight four key characteristics that have been seen to be essential in the design, development and deployment of open online courses for vulnerable groups, in order to maximise student participation, interaction, and learning in such educational scenarios. These characteristics are instructional design for social inclusion, three degrees of accessibility, inclusive language, and Activeness. They will be analysed from a practical and experiential perspective in the context of a Language MOOC (massive open online course) developed by the authors’ research group, although they are relevant for any other type of open online course. They will be argued to facilitate any future access to information in general, once the course has finished, and as such, represent a catalyst for the democratization of knowledge.

scholarly journals Health and Sexual Rights: Design, Development, and Assessment of the Massive Open Online Course on Lesbian, Gay, Bisexual, Transgender, and Intersex Health Promotion in Brazil

2020 ◽  
Vol 26 (10) ◽  
pp. 1271-1277
Author(s):  
Daniel Canavese ◽  
Iuday Motta ◽  
Marina Melo Arruda Marinho ◽  
Jéssica Bernardo Rodrigues ◽  
Luana Andrade Benício ◽  
...  
Keyword(s):  
Health Promotion ◽  
Online Course ◽  
Sexual Rights ◽  
Design Development ◽  
Massive Open Online ◽  
Massive Open Online Course

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

Sign in / Sign up

Export Citation Format

Share Document