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.
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