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.

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 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 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.

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

scholarly journals Digital Education on Prudent Antibiotic Use—Evaluation of a Massive Open Online Course for General Practitioners in Germany

2020 ◽  
Vol 41 (S1) ◽  
pp. s192-s193
Author(s):  
Florian Salm ◽  
Tobias Kramer ◽  
Cornelius Remschmidt ◽  
Petra Gastmeier ◽  
Sandra Schneider
Keyword(s):  
Antibiotic Therapy ◽  
General Practitioners ◽  
Antibiotic Use ◽  
Background Information ◽  
Online Course ◽  
Massive Open Online ◽  
Questionnaire Response ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Assessment Questionnaire

Background: Antimicrobial resistance is a growing global health problem predominantly driven by overuse of antibiotics. In humans, most antibiotics are used outside the hospital. Overprescribing for acute respiratory infections (ARIs) is common despite clear guidelines. The need for further training of general practitioners is well known. Objective: To develop and evaluate a massive open online course (MOOC) on antibiotic therapy of common infectious diseases in general practice. Methods: A 4-week MOOC was developed on the basis of previous face-to-face trainings (platform, Hasso Plattner Institute for Digital Engineering) and was conducted 3 times between July 10, 2017, and May 31, 2019. The course was promoted through various general practitioner (GP) networks, local multipliers, and conferences and in the local trade press. In addition to epidemiological background information, the focus was on guideline-based diagnostics and treatment of ARI, side effects of antibiotics, correct drug selection, dosage and duration of indicated antibiotic therapy, as well as aspects of doctor–patient communication. Content included videos, self-tests, additional written material, and an optional exam. At the end of the course, participants were asked to complete a voluntary, anonymous online assessment questionnaire (LimeSurveyPro software). Usage data from the MOOC platform and data from the questionnaire were analyzed using IBM SPSS statistical software. Results: In total, 2,177 registered persons retrieved content (= learners). The proportion of learners dropped from 99.6% in week 1 to 40.7% in week 4. However, among those attending week 4, the average proportion of content used was still high (74.5%). Furthermore, 27.5% of learners completed the course, 23.8% took the exam, and 19.7% passed the exam. Moreover, 284 learners answered the assessment questionnaire (response rate, 13.0%); 62.3% were women, and the mean age was 45.9 years. Also, 225 participants (79.2%) stated that they were physicians; 122 of these worked as general practitioners (54.2% of physicians). Among the other physicians, 23% stated were in specialist training and 15.6% had a different specialist designation. The average overall rating of the course was 1.31 (1 = very good to 6 = not sufficient). General practitioners rated it slightly better than other physicians (1.23 vs 1.41). The clinical relevance was rated at 1.27 (GPs vs other physicians, 1.18 vs 1.35). For all scores, see Table 1. Conclusions: A massive open online course appears to be an appropriate format in which to deliver clinical relevant content concerning prudent antibiotic use in the outpatient setting. It is a good complement to existing face-to-face formats and helps to cover needs related to antibiotic training.Funding: NoneDisclosures: None

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