Problem-based Learning (PBL) Versus Content-Based Learning (CBL) In The Web-based Environment: an analysis of Malay students' performance in the learning process

This article reports on the study that explored the differences in Malays students’ performance regarding the learning process provided by the Problem based learning (PBL) approach compared with that of the Content-Based Learning (CBL) approach in the Web-based environment. Both of treatments content the same subject, which is namely ZCT 104-Modern Physics. A group consists of 167 Malays students was given with the two types of treatments. Sixty-seven of the students were treated with PBL and the other-half with CBL treatment. In the end of the treatment both groups will be given with a post-test to see the performance in the learning process. The analysis using the paired-sample t-test reveals that the group that explored the subject with PBL noted higher mark significantly compared to CBL group for the level of confidence p?0.05

The role of a stand-alone ICT course in a Malaysian Public University: How effective is it for student teachers?

This research attempts to measure student teachers’ confidence toward ICT and their perceived ICT skills after completing a stand-alone ICT course at Universiti Putra Malaysia. Two separate paired samples t-tests results revealed that there was a positive shift in the student teachers’ confidence toward ICT as well as an improvement in their perceived ICT skills towards the end of the course. The pre-test result showed that participants with lower prior ICT experience were as confident as those with higher experience before enrolling in the course. They, however, had much lower perceived ICT skills. The post test results showed that those with lower prior ICT experience still had similar confidence level toward ICT compared to those with higher prior computer experience but the gap between their perceived ICT skills had reduced. The responses obtained from interviewing six student teachers showed that participants were more confident with ICT related tools and felt that their ICT skills improved towards the end of the stand-alone course. The study offered some evidence that stand-alone ICT courses can benefit student teachers

The Effects Of Collaboration In The Constructivist Web-Based Learning Environment Of An Undergraduate Physics Course.

The effects of the student-facilitator and student-peer collaboration in the constructivist Web-based learning environment of an undergraduate Physics course are reported

Gender differences in attitudes towards information technology among Malaysian student teachers: A case study at Universiti Putra Malaysia

This article presents a quantitative study on gender differences in attitudes toward the usage of Information Technology (IT) related tools and applications. The study was conducted at Universiti Putra Malaysia, Malaysia, with 73 female and 29 male student teachers involved as participants. They were each presented with a questionnaire to relate their attitudes toward IT before and after undergoing a discrete IT course for the duration of one semester (14 weeks). The attitudes of the respondents were measured in terms of three dimensions, namely, usefulness, confidence and aversion. There were no significant differences between female and male student teachers when the pre- and post-test mean scores were compared. Both genders exhibited the same levels of attitudes before and after undergoing the comprehensive IT course. This suggests that the exposure to IT did not contribute to any significant gender disparity. The paired sample t-test results showed improved attitudes toward IT usage in both females and males after the exposure to IT. The biggest improvement for both females and males was in the aversion dimension which showed that their initial strong dislike toward IT was greatly reduced at the end of the course. In terms of confidence, female participants exhibited an enhanced confidence level after the course as opposed to the male participants. The results support the view that computer experience is gender-based as the increase in IT confidence over time assumed different patterns for females and males

The Web-Based Learning Environment: A Comparative Study Between The Constructivist And Content-Based Approaches.

This article reports on the investigation into the differences in students' perceptions when they are subjected to two different instructional designs of the Web-based Learning Environments (WBLEs)

A study of the ICT profile of the Open University Malaysia learners

his article reports on the study undertaken to elucidate the ICT profile of the Open University Malaysia (OUM) learners. The information is imperative for the building of the learning communities and bridging the digital divide among learners separated in space and time. The aspects studied were the computer availability and Internet accessibility at home and at the workplace, the usage of standalone and Internet-linked applications and the frequency of usage. The results revealed that a high proportion of the learners have computers both at home and at the workplace with sufficiently high rates of Internet connection at the home computer but substantially lower rates for the computer at the workplace. In terms of the usage of the standalone computer applications, a substantially higher proportion of the respondents use word processing applications, followed closely by educational CD-ROM and entertainment applications. The results also revealed that slightly more than seventy-five percent of the respondents use the Internet Browser as well as the asynchronous communication application but only a few of them utilise the synchronous chat application. In terms of the frequency of usage, the majority of the respondents use the computer at home at least three times a week but considerably less frequently at the workplace. The implications of these findings in relation to the formation of online learning communities and bridging the digital divide in the delivery of open and distance learning courses will be discussed and highlighted. (Authors' abstract

The effectiveness of problem-based learning in the web-based environment for the delivery an undergraduate physics course

This paper reports the investigation of the effectiveness of Problem-Based Learning (PBL) within a web-based environment in the delivery of an undergraduate Physics course. The effectiveness was evaluated by comparing the performances and the perceptions of the sample students (n=67) using the web-based PBL and comparing the outcomes with those of the web-based Content-Based Learning (CBL). The comparative post-test performance analysis conducted using a student t-test statistical analysis (p<0.05) revealed that the experimental web-based PBL approach yielded better performances than the controlled CBL approach. Where perceptions were concerned, the analysis also revealed that students exposed to the web-based PBL approach responded more positively with their knowledge enhancement compared to students exposed to the web-based CBL approach

The effectiveness of parameter mapping in sonifying 3D body movements

Most of instructions by trainers or physiotherapists in body movements are mostly done through voice instructions or touches. To follow these instructions without seeing it is not easy especially for blind people. It is hoped by only listening to the non-speech sounds, a person should be able to follow the exact body movements. Thus, this paper explains the potential of using non-speech sound to represent 3D body movements. The conversion data-to-sound technique to be used is Parameter Mapping, where the movement properties will be mapped with sound properties. The experimental results will also be discussed

A Study-Of The Self-Loci Of Control Towards Students' Achievements In Distance Education.

This article reports on the study undertaken to elucidate the role of the self-loci of control towards the achievements of distance education learners in their endeavour to pursue life-long learning. -Six dimensions of the self-loci of control were studied, namely time management, the learning style, attitude and perception, motivation, self directedness and past learning experiences