Integration of information and communication technology in teaching English among in-service teachers

The widespread application of information and communications technology (ICT) in the field of education has drawn criticism. This investigation was to discover factors influencing English language teaching (ELT) in-service teachers’ integration of ICT. The sample consists of 1216 in-service teachers who teach English language in China. Four factors are found to influence ELT in-service teachers’ integration of ICT: attitudes, self-efficacy, digital competence, and digital tools use. The findings of the research utilizing the partial least squares structural equation modeling (PLS-SEM) approach demonstrated that all four criteria have a substantial impact on how ICT is integrated by ELT in-service teachers. By considering all the variables that affect ELT in-service instructors, this research offered helpful insights for an effective designs of English language teaching with ICT

Flipped-Small Private Tuition Online Course in Learning English for Rural Students

There is still a lack of studies to implement a Small Private Online Course for learning communities. This study aimed to identify the teaching and learning (T&L) process carried out when using an English Flipped-Small Private Tuition Online Course (EESPtoc) based on Gagne's theory. Using purposive sampling, respondents were selected among rural primary school students. The respondents were introduced to the EESPtoc, which is a free tuition online platform for 4 sessions. A questionnaire and interview were used to collect data. SPSS software was used for data analysis in the form of descriptive statistics. Findings show that students have positive responses toward the use of EESPtoc and the interview had also supported the finding of the survey. To enhance this study, further research is recommended to look into the long-term effects of exploring retention of knowledge and skills from the use of the EESPtoc in the T&L process

Students’ perception to integrate education 4.0 in Science program

[EN] This study aims to explore students’ perception of integrating education 4.0 in the Science program. The technology acceptance model was used to determine students’ understanding of integrating education 4.0 focusing on the Science program. This research was conducted using a qualitative approach. The interview was used to collect the data. Five respondents among Science students were interviewed. They were undergraduate students pursue study in a science education program. The finding of the interview result showed that students had positive responses in integrating education 4.0 for technological sustainable development. The results of the study showed that students had a positive understanding of the three aspects namely, readiness in integrating education 4.0 for the Science program, the impact of technology facilities, and enhancing digital skills for employability. We recommend further research to evaluate the preparation or readiness of students to integrate training using technology 4.0. Based on the results, further research is proposed to take into account new education skills among Science students in line with the industrial revolution 4.0.We would like to acknowledge the financial support provided by the Ministry of Education FRGS grant FP024-2018A.Halili, SH.; Sulaiman, S. (2021). Students’ perception to integrate education 4.0 in Science program. Multidisciplinary Journal for Education, Social and Technological Sciences. 8(1):45-57. https://doi.org/10.4995/muse.2021.14768OJS455781Afolabi, A.A. (2015). 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Code of practice for Open and Distance Learning, The Standards Division, Malaysian Qualifications Agency, 1-34.Miller, B. (2015). The 6 C's squared version of learning skills for the twenty-first century. http://flipped4science.blogspot.my/p/the-6-cs-of-education-for-future-during.htmlMoore, R. K. (2012). A Bayesian explanation of the 'Uncanny Valley' effect and related psychological phenomena. Nature Scientific Reports, 2,10-23. https://doi.org/10.1038/srep00864Ng, S.B. (2014). Malaysian school Science education: Challenges and the way forward. http://research.utar.edu.my/SoSE2014/1.Challenges%20and%20issues%20in%20science%20education.pdfOthman, R., & Othman, R. (2014). Higher education institutions and social performance: Evidence from public and private universities. International Journal of Business and Society, 15(1), 1-18.Pai, F., & Huang, K. (2011). Applying the Technology Acceptance Model to the introduction of healthcare information systems. 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Satu kajian tinjauan tentang kesan atribut media sidang video dalam program pembelajaran jarak jauh

Satu kajian tinjauan telah dijalankan untuk melihat keutamaan penggunaan atribut media teknologi sidang video iaitu audio, video dan grafik serta melihat sama ada terdapat perbezaan signifikan antara penggunaan atribut media teknologi sidang video dengan jantina, peringkat pengajian dan program akademik. Kajian ini juga bertujuan untuk melihat sama ada proses pembelajaran berlaku atau sebaliknya apabila pelajar menghadiri sesi sidang video. Soal selidik digunakan untuk memperolehi data dan seramai 226 responden menjawab borang soal selidik yang dihantar kepada mereka. Data telah dikumpul dan dianalisis menggunakan statistik deskriptif dan ANOVA sehala. Perisian SPSS telah digunakan untuk menganalisa data. A survey study was conducted to investigate the usage of video conferencing attributes which are audio, video and graphics to investigate the importance of the three elements and to determine whether there are significance differences in the usage of video conferencing components based on gender, level and academic programme. The study was also aimed to determine whether learning process occurs during video conferencing sessions. Questionnaires were used to collect the data and 226 respondents answered the questionnaire distributed to them. Collected data was analyzed using descriptive statistics and one-way ANOV A. The SPSS software was utilised to analyse the data

Exploring Relevant Employability Skills 4.0 For University Students’ Readiness in The Work-Based Learning Program

This research discusses employability skills 4.0 for university students' readiness in work-based learning. This research explored relevant employability skills 4.0 for university students' readiness in the work-based learning program. The survey questionnaire consisted of 65 items developed to study the student's readiness to acquire these skills in a work-based learning program. This research obtained 633 respondents from five Malaysian research universities. The association between employability skills and students' readiness for work-based learning was analysed using the PLS-SEM model of SMART-PLS software. Using measurement and structural model analysis, the PLS-SEM found six employability skills communication skills, interpersonal skills, IT skills, problem-solving skills, entrepreneurship skills, and self-management skills. From this analysis, the student's readiness employability 4.0 for the university student's readiness in work-based learning has developed. Further research can explore more significant respondents from public or private universities, including postgraduate students in the surve

Experts’ Agreement of the Personalized m-Learning Curriculum Model Based on Fuzzy Delphi Method

The purpose of this study was to identify the experts’ agreement on the suitability of the personalized m-learning curriculum model. A total of 25 experts were selected to evaluate the model. A Fuzzy Delphi Method was used to identify suitability of the elements in personalized m-learning model. Based on the overall findings, all the items have met the requirements needed in the triangular ­­­­­­­­­fuzzy number and meet the deffuzification process (more than the Alpha α - cut value of 0.5). This revealed that all the experts consensually agreed with all questionnaire items. Hence, the proposed personalized m-learning curriculum implementation model is suitable to serve as a guideline for the instructor in implementing personalized m-learning. The new personalized m-learning elements for another course or programme could be determined based on the experts’ opinions. This will enable the development of personalized m-learning model that could be implemented for any course or programme

A review of flipped learning in innovative math education

Many systematic reviews have examined flipped learning models in various fields. However, there is little research on the use of the flipped learning model in mathematics education, which could help researchers and practitioners use and develop a model to implement mathematics learning processes. To fill this gap, this study aimed to analyze and synthesize current knowledge and practices in the implementation of flipped learning in mathematics education. Systematic literature review was adopted as the research method following an article selection and screening process using the preferred reporting items for systematic review and meta-analysis (PRISMA) protocol. Articles published from 2012 to 2021 in some reputable databases (Web of Science, Scopus, and ERIC) were reviewed, and 17 of 137 articles were included for detailed analysis and synthesis. The findings of this study showed that research in the implementation of the flipped learning model in mathematics education focused on documenting the affectivity of the implementation of the flipped learning model, developing learning processes, and sharing preliminary findings and student feedback. Future research is highly recommended to examine different aspects of flipped learning implementation, promote longitudinal data based on multi-year research for implementing flipped learning, and review various learning media to strengthen students’ understanding of mathematics

Online teaching in China during the COVID-19 pandemic

This study was undertaken to understand the overall impact of China's online education practices at all levels during the COVID-19 pandemic. A study of remote learning was an opportunity to better understand the long-term impact and adoption of structural and pedagogical practices in the post- pandemic period. The main research subjects were teachers and administrators in K-12 primary, vocational colleges and universities. The adult learning andragogy model was utilized as a framework for understanding the conditions under which students and faculty learned and taught in a remote learning environment. Statistical analysis of survey data indicated the research subjects had expectations for a change in teaching methods into the future. Future research is needed to carry out an in-depth analysis of how to build a model for online education. As a result of this study, it was determined that the continuous evaluation of online education would help in shaping best practice for teaching and learning in a remote environment within China’s educational system

Factors affecting learner engagement in HyFlex learning environments

Higher education institutions are increasingly implementing hybrid flexible (HyFlex) learning mode due to its accessibility and flexibility. However, little is known about students’ engagement and potential predictors in this learning approach. This study’s objective was to look into strategies for enhancing learner engagement in HyFlex learning environments. In this study, the relationships between specific predictors (learner control, self-efficacy, and learning motivation), learners’ perceived community of inquiry (CoI) presences, and learner engagement in HyFlex learning environments were investigated using partial least squares structural equation modeling (PLS-SEM). In order to collect data on the study’s variables, an online survey was completed by 367 students who were enrolled in the HyFlex learning environments at a Chinese college. The results indicated a direct and positive relationship between learner engagement and factors such as self-efficacy, learner motivation, and learners’ perceived CoI presences. However, learner control did not have a direct and positive impact on learner engagement. Instead, it indirectly influenced learner engagement by affecting learners’ perceived CoI presences. In addition, the relationships between learner motivation and engagement, as well as self-efficacy and learner engagement, were significantly mediated by the learners’ perceived CoI presences. The findings offer fresh perspectives on the roles of learner control, self-efficacy, learner motivation, and learners’ perceived CoI presences in HyFlex learning, with implications for learning processes and learner engagement

Exploring Students' Learning Styles in Using Mobile Flipped Classroom

This study aims to identify students’ learning styles of using mobile flipped classroom approach. The theoretical foundation for this study is based on Grasha-Reichmann learning styles and the flipped design of this study is based on Halili flipped learning 4.0 framework. 52 respondents answered the questionnaire distributed to them. The SPSS software version 20 was utilised to analyse the data and collected data were analyzed using descriptive statistics (means, standard deviations). This study showed that collaborative learning style recorder higher mean value as compared to others learning styles such as independent, dependent, competitive, avoidant and participative. It was found that the mobile flipped classroom approach in this research is capable of promoting collaborative learning in teaching and learning process. Researchers suggest that further studies should explore other learning style theories, use varieties of technological tools as well as include a larger sample from different institutions