Development and evaluation of massive open online course (MOOC) as a supplementary learning tool: an initial study

The popularity of Massive Open Online Courses (MOOCs) is prevalent among researchers and practitioners as a new paradigm of open education resource. Since the development of this technology may entail enormous investment, it is critical for institutions to clearly plan the process in designing, developing and evaluating MOOCs that fulfill the needs of target users while keeping the investment to a minimum. Evaluation plays a vital role in assuring that the developed product meets user's satisfaction. This study presents the process of developing a MOOC as a supplementary learning tool for students in a higher education and its usability evaluation which are rarely discussed in detail in prior literatures. Evaluation was done through a questionnaire and the items were adapted from Computer System Usability Questionnaire (CSUQ). The MOOC development process in this research which was based on the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model and the MOOC usability evaluation results enrich existing literatures on MOOC. Overall, findings showed that users were satisfied with the developed MOOC with most of the items gained high mean score above 4.00. When respondents were asked to comment on the strength of the MOOC, the most prominent one turned out to be the MOOC's ability to make students' learning easier

Mobile educational games for learning Sirah Nabi: development and usability evaluation

The pervasive use of the internet and mobile phone among the age group 5 – 17 years old makes learning through these media an attractive proposition. Mobile learning presents a flexible and inventive way of learning as well as the new normal. On the other hand, learning Sirah is an essential part of every Muslim in the world in order to understand what has happened in the past regarding our beloved prophet and to learn from his behaviour and follow his sunnah. However, past studies shown that the traditional learning approach seems dull and not interesting enough. Mobile learning thus offers a new solution in learning the Sirah and similar subjects most students find of low interest and dull. The study used a quantitative approach using survey for data collection; and was divided into two phases: Sirah Game Prototype Design and Usability Evaluation phase. The ADDIE model was adapted as a model to guide instructional design process and development of the Sirah mobile applications with five phases throughout the process. An evaluation model consisted of seven components namely Game Usability, Mobility, Learning Content and Playability, Satisfaction, Efficiency was implemented. The findings suggested that students are highly interested in the use of the games for learning, able to learn Sirah subject in better ways by using the games and learning with games was found as enjoyable way to learn. This study adds more to Islamic digital content and enhances the learning approach for Sirah subject. We hope to contribute more towards Islamic digital content in the future for the benefit of our ummah and community

Planning a Course: Lecturers’ Understanding of Design Components in Constructive Alignment

The purpose of this study is to assess the lecturers’ understanding of design components in constructive alignment. The design components are the intended learning outcomes, teaching methods, and assessment methods. For intended learning outcomes, the lecturers’ understanding of programme learning outcomes, graduate attributes, and learning taxonomy domains are assessed. For the teaching and assessment methods, the lecturers’ understanding are assessed for each learning taxonomy domain. A survey method was used in this study. The data were collected by using online questionnaires from 61 lecturers at one of the public universities in Malaysia. Data were analysed using descriptive statistics such as frequency, percentage, and inferential statistics, namely Kruskal-Wallis Test. This study found that the majority of lecturers had a good understanding of programme learning outcomes; a fair understanding of graduate attributes; a fair understanding and a good understanding of Bloom's cognitive domain; and a low understanding of Simpson's psychomotor domain and Krathwohl's affective domain. There are elements of design components in constructive alignment that have significant differences in terms of the level of understanding according to lecturers' teaching experience. Nevertheless, some elements have no significant difference in terms of the level of understanding according to lecturers' teaching experience. This study provides an opportunity for the faculty and university to take appropriate measures to enhance the lecturers’ understanding of the design components in constructive alignment in the future. This study has contributed to the research literature on the topic in the world generally and Malaysia specifically. Keywords:Constructive alignment, Graduate attributes, Learning taxonomy, Outcome-based education, Programme learning outcomes DOI: 10.7176/JEP/13-12-11 Publication date: April 30th 202