HOW MALAYSIAN LECTURERS VIEW MOOC AND ITS CHALLENGES

This study addresses a relatively new phenomenon in the Malaysian higher education (Massive Open Online Courses) MOOCs and explored the perception of the Malaysian lecturers on the emerging online learning environment. A qualitative case study was adopted and fifteen lecturers were interviewed from a higher education institution in Malaysia. These lecturers are familiar with the blended learning approach. The in-depth interviews were further transcribed and thematic analysis were considered to identify the emerging themes. The study identified themes related to educational change, design of the instruction, motivational and challenging issues. The findings demonstrated that the lecturers were aware of the transition from traditional classroom teaching to the teaching in the virtual platform. The investigation also contributes to greater understanding of challenges of integrating MOOCs in Malaysian higher institutions. Based on the findings, pedagogical implications are discussed on how workshops should integrate certain aspects related to MOOCs that can be useful for the Heads of Higher Institutions and policy makers. It is hoped that these strategic workshops will increase the effectiveness of MOOC implementation in Malaysian higher institutions.   Keywords: Higher education, MOOC, online learning, technology adoption   Cite as: Annamalai, N. (2019). How Malaysian lecturers view MOOC and its challenges. Journal of Nusantara Studies, 4(2), 144-167. http://dx.doi.org/10.24200/jonus.vol4iss2pp144-16

How do we know what is happening in whatsapp: a case study investigating pre-service teachers’ online activity

Purpose - This study addresses the issue of investigating on how lecturers used WhatsApp in educational context and what are the pre-service teachers’ views when WhatsApp is used in teaching and learning activities.Methodology - A qualitative case study was conducted in this study. Two lecturers were interviewed individually to investigate the teaching approach integrated with the use of WhatsApp. Also, 12 pre-service teachers in two focus groups were interviewed to examine their views of using WhatsApp in completing their tasks.Findings - The lecturers employed blended learning approach and were not keen to entirely conduct their lessons in the online learning environment. The focus group interviews were conducted to bring the data together to generate emerging themes related to positive and negative views of pre-service teachers when they were engaged on WhatsApp for learning activities. The positive themes were related to bite size learning, seamless learning, 21st century learning, WhatsApp as a platform to support learning and as an extended interaction space.Practical Implications - The study may influence the use of Information Communication and Technology (ICT) tools in education. It also contributes to new ideas and knowledge on how teachers and learners can conceptualize and use ICT. There is a strong case to argue for instructors to be actively involved in interactions to guide students to develop knowledge and ideas

Exploring Students Use of Facebook in Formal Learning Contexts

This qualitative study aims to explore the use of Facebook environment in narrative writing. Data were collected from students’ narrative writing and focus group interview. The essays were analysed based on Spandel Assessment Scale (2005).The findings revealed that eventhough  students improved their narrative writing, there was lack of in-depth discussion to construct knowledge. It further  proposed that teacher needs to facilitate and guide students as time, space and resources are available online. The students indicated that Facebook was beneficial as it was a convenient  and engaging writing platform. Students also pointed the availability of web-resources to enhance their writing.There were more positive experiences and fewer negative experiences. Limitations of the study were also discussed along with suggestions for future research

Using And Interacting On An Online Narrative Writing Platform: An Exploratory Study

The advent and the continued development of the Internet has given birth to a plethora of online writing apps, softwares and platforms that provide an opportunity for educators and students alike to develop and enhance their writing skill online. The main aim of this exploratory study is to investigate how the use of an online narrative writing platform as defined in this study enhances students’ narrative writing. The study also investigates the patterns of interactions in a collaborative learning environment and the participants’ experiences and reflections in the use of the online narrative writing platform. The study explores the use of the online narrative writing platform in a specific setting of six students and a teacher in a Chinese Secondary school in Penang. The data sources of this qualitative exploratory study are written assignments, online interactions, interviews and reflections. Qualitative data analysis procedures include stages of data preparation and organisation, data reduction into themes through coding processes and final representation of findings. The multiple sources of data enabled data triangulation process to be carried out. The findings revealed that the students improved their narrative writing ability after engaging in the online narrative writing platform. The patterns of interactions were analysed according to cognitive, teaching and social presences. The social presence showed the teacher and the students were constantly acknowledging and caring for one another. For teaching presence, the teacher played a major role as the subject matter expert and in directing the students’ attention to important aspects of the task. The cognitive presence, showed that students and teacher are giving and receiving comments to contribute to thinking and learning. An additional presence related to social presence was identified. This is termed as social learning presence

Smartphone apps as a motivating tool in English language learning

Since smartphones are getting cheaper, sophisticated, and multifunctional, there are opportunities for learners to engage in more meaningful English language learning. This study employs a mixed-method research design, with the purpose of identifying the use of English language apps outside the classroom and depicting students’ English language apps use behaviour i.e. motivation from the Self-Determination Theory (SDT). The findings show that students use the apps related to grammar the most and followed by English apps related to speaking, reading and, vocabulary. Findings also reveal students in this study display three types of motivation from the perspective of SDT i.e. autonomy, competence, and relatedness. Based on the findings, a model of Pedagogical Considerations of Using Smartphone for English Language Learning (PCUSELL) is suggested. As a conclusion, the authors suggests that educators in higher educational institution educators should consider the potential of smartphone English apps in their teaching and learning activities, particularly in this new normal of teaching and learning i.e. epoch of the COVID-19 pandemic

Exploring two teachers’ engagement with their students in an online writing environment

[EN] Little research in the ESL context has examined the online teaching and learning activities in high schools. One main reason is the lack of appropriate theoretical framework rather than the learners or the environment. Using data from twelve high school students and two teachers from two Malaysian schools, the current study adapted Borup et al.’s framework to identify the teachers’ interaction with the students while engaged in the online writing environment. Borup et al. termed the construct as teacher engagement. Findings revealed that the teacher from the urban school was actively engaged in the interactions. However, the interactions of the sub-urban teacher were limited. The implications of this study suggest that teachers who are seen as digital immigrants need to consider the use of technology. Appropriate training and a checklist will be helpful to encourage the adoption of technology by teachers.Annamalai, N.; Tan, KE. (2015). Exploring two teachers’ engagement with their students in an online writing environment. The EuroCALL Review. 23(2):58-73. doi:10.4995/eurocall.2015.4668.SWORD587323

High school teachers’ perception of AR and VR in English language teaching and learning activities : A developing country perspective

AR and VR are new introductions in many developing countries, including Malaysia. The present study conducted a qualitative case study with 23 high school teachers and investigated their perceptions of AR and VR in English language teaching and learning activities. A semi-structured interview was employed to collect the data. The data was analysed based on the thematic analysis suggested by Braun and Clarke (Qualitative Research in Psychology, 3(2), 77–101, 2006). The findings revealed positive and negative perceptions of integrating AR and VR in English language teaching and learning activities. The positive themes were related to effective English language learning, engaging students, bringing your own device (BYOD) and active learning. The negative perceptions were related to time-consuming and health-related matters. The study further suggested approaches that might be effective in adopting AR and VR in English language teaching and learning activities. It is hoped that the outcome of the present study can provide insights for teachers, curriculum planners, and policymakers to consider the strengths and limitations of AR and VR before it is integrated into English language teaching and learning activities

Investigating the use of learning management system (LMS) for distance education in Malaysia: A mixed-method approach

Technology acceptance research explains the adaptation of learning technology by accounting for the use of technologies. This mixed-method study investigated the use of Learning Management Systems (LMS) for distance education in Malaysia using the extended Technology Acceptance Model (TAM). Limited studies on LMS for Malaysia higher education studies focusing on distance learning are warranted due to the diversity of resources, maturity, and education as working adults contrasting from traditional undergraduates. The survey on 205 respondents revealed that the extended TAM, which includes perceived resources, explained variance in attitudes (R2= 56.2%) and actual use (R2= 34.5%) adequately. Concurrently, indicating perceived ease of use and perceived resources as a determiner for the attitude which predicts actual use. Subsequently, a semi-structured interview on 15 respondents supported this as it was inferred that respondents’ attitude was mainly determined by their perception of the role of LMS to facilitate learning activities. Furthermore, inconveniences in accessing learning contents and lack of interactive learning activities are the respondents’ primary concern, reflecting on the predictive role of perceived ease of use. The findings also provide appropriate guidance for the pedagogical design and LMS implementation for distance education based on affordance and inclusivity

Practices, purposes and challenges in integrating gamification using technology : A mixed-methods study on university academics

Literature emphasizes that gamification significantly enhances students’ engagement in learning and their motivation level. Studies have also examined the benefits of gamification in learning across different levels of education. However, the focus on academics’ pedagogical understanding, knowledge, and skills and how they utilize these in planning and carrying out their gamified lessons particularly in the context of higher education, are not well researched. A mixed-methods study was conducted at a Malaysian public university with the aim of uncovering the practices, purposes, and challenges of integrating gamification via technology from the academics’ perspective. Findings show the academics’ practices of gamification could be further enhanced and their pedagogical considerations revolve around five main themes: (i) motivating students’ learning; (ii) facilitating thinking skills and solving problems; (ii) engaging students’ learning; (iv) facilitating interactions and (v) achieving specific teaching and learning goals. Based on the findings, the researchers proposed two models that would be able to facilitate and enhance academics’ pedagogical knowledge and skills in integrating gamification for students’ learning

Exploring the Interactions on an Online Narrative Writing Platform

Purpose - This paper reports a study that investigated the interactions of six students learning to write narrative essays on an online narrative writing platform (ONWP). Participants were six students and a teacher from an urban Chinese Secondary School in the northern region of Malaysia. Methodology -The qualitative data used in this study were online interaction archives and narrative essays collected from an ONWP used by the teacher to teach narrative writing. The student-teacher interactions were coded based on the categories related to cognitive, teaching and social presences as suggested by the Community of Inquiry Model (Garrison, Archer & Anderson, 2000). Findings - Findings indicated that the cognitive, teaching and social presences suggested by the CoI model were present in the interactions while students were engaged in the ONWP. However, certain descriptors of the CoI were not found in the study. The major contribution of this study is the single, dual and triple phases which emerged from this study. The essays' scores revealed that the students improved in their narrative writing ability after engaging in the ONWP. Significance-The findings have placed the model in a new environment involving the application of CoI model in a Chinese Secondary School. Being online to fulfil wide-ranging tasks does not only involve critical thinking but also creative writing. Teachers involved in online teaching and learning activities need to encourage students to be involved in critical thinking. Students should also realise that there is more to learn in writing than just making corrections based on the comments