Interactive multimedia education: Using Authorware as an instructional tool to enhance teaching and learning in the Malaysian classroom

The infusion of multimedia technology into the teaching and learning process is changing the way teachers teach and students learn. It is providing powerful tools for accessing, storing and disseminating information and re-shaping the delivery methodology of our educational content. This paper discusses the use of multimedia as an enabler for educators to become developers of their educational content, focussing on the creation of an interactive multimedia learning (IML) module using Authorware. A survey was carried out to assess students' response toward the module. Results showed a favourable trend towards using authoring technology in the classroom.The infusion of multimedia technology into the teaching and learning process is changing the way teachers teach and students learn. It is providing powerful tools for accessing, storing and disseminating information and re-shaping the delivery methodology of our educational content. This paper discusses the use of multimedia as an enabler for educators to become developers of their educational content, focussing on the creation of an interactive multimedia learning (IML) module using Authorware. A survey was carried out to assess students' response toward the module. Results showed a favourable trend towards using authoring technology in the classroom

Interactive multimedia education: Using Authorware as an instructional tool to enhance teaching and learning in the Malaysian classroom

The infusion of multimedia technology into the teaching and learning process is changing the way teachers teach and students learn. It is providing powerful tools for accessing, storing and disseminating information and re-shaping the delivery methodology of our educational content. This paper discusses the use of multimedia as an enabler for educators to become developers of their educational content, focussing on the creation of an interactive multimedia learning (IML) module using Authorware. A survey was carried out to assess students' response toward the module. Results showed a favourable trend towards using authoring technology in the classroom.The infusion of multimedia technology into the teaching and learning process is changing the way teachers teach and students learn. It is providing powerful tools for accessing, storing and disseminating information and re-shaping the delivery methodology of our educational content. This paper discusses the use of multimedia as an enabler for educators to become developers of their educational content, focussing on the creation of an interactive multimedia learning (IML) module using Authorware. A survey was carried out to assess students' response toward the module. Results showed a favourable trend towards using authoring technology in the classroom

Exploring Students’ Creativity and Design Skills through a Multimedia Project: A Constructivist approach in a Malaysian classroom

Research has shown that students have graduated from institutions of higher learning with a lack of creativity and critical-thinking thinking skills. This mismatch in skills has resulted in a nationwide initiative in using technology in the classroom to create a learning environment that would stimulate students’ creative and problem-solving process, and to cultivate an engaging and media-rich design learning process. In this paper, we explored the use of constructivist learning principles within a multimedia design course on students’ creative and critical-thinking skills, via the design of a multimedia project. The project design and development required group collaboration and the enabling of students to document their design process throughout the trimester in webpages and project reports. The results of the study showed that student teams were able to create innovative and engaging applications and were able to document critical-thinking processes throughout their project development. Motivation, teamwork and collaboration, and increased understanding, were key components of this learning environment and multimedia technology was an enabler for them to become creative and critical in their thinking, thus increasing their engagement in the classroom. The constructivist learning principles used in the study also showed positive results as a pedagogical framework for creating engaging learning environments for students

Investigating the key attributes to enhance students' learning experience in 21st century class environment

The 21st century marks the beginning of digital age with the extensive use of digital media, mobile devices, and Internet resources. Recent studies found that this digital era has expanded the landscape of student experiences, and educational technologies as well as increased the educator’s awareness on embracing technologies to promote effective learning. This has redefined the meaning of effective learning and the approaches in motivating students. Therefore, redesigning the learning environments plays an important role in enhancing the students’ experiences in the university classrooms. In this study, the 21st century class environment is designed by mapping Jonassen’s model and Gagne’s events to employ the constructivist learning approach, organize the information processing, and design the instructions to support effective learning. In order to study student’s perception in the 21st century class environment, this study employed the mixed methods approach, includes conducting exploratory factor analysis on the questionnaire response and the qualitative analysis on students’ comments. The research samples were formed by 300 undergraduate degree students who studied at INTI International University, Malaysia. The exploratory factor analysis has identified four main factors, group learning, motivation, skills development and knowledge transfer. In the discussion, this study presents the key attributes, the main contributors to the attributes and its impact on student learning. For instance, the factor of group learning can be stimulated by emphasizing on the identified key attributes, such as improved work relationship, improved leadership, and refined collaborative learning which enhancing student learning experience as they are keen to attempt different approach, and anticipate changes. This study aims to identify the factors and elaborate the key attributes for supporting the strategies in transforming the university class environment to enhances students’ learning experiences and promote effective learning

Antimicrobial resistance among migrants in Europe: a systematic review and meta-analysis

BACKGROUND: Rates of antimicrobial resistance (AMR) are rising globally and there is concern that increased migration is contributing to the burden of antibiotic resistance in Europe. However, the effect of migration on the burden of AMR in Europe has not yet been comprehensively examined. Therefore, we did a systematic review and meta-analysis to identify and synthesise data for AMR carriage or infection in migrants to Europe to examine differences in patterns of AMR across migrant groups and in different settings. METHODS: For this systematic review and meta-analysis, we searched MEDLINE, Embase, PubMed, and Scopus with no language restrictions from Jan 1, 2000, to Jan 18, 2017, for primary data from observational studies reporting antibacterial resistance in common bacterial pathogens among migrants to 21 European Union-15 and European Economic Area countries. To be eligible for inclusion, studies had to report data on carriage or infection with laboratory-confirmed antibiotic-resistant organisms in migrant populations. We extracted data from eligible studies and assessed quality using piloted, standardised forms. We did not examine drug resistance in tuberculosis and excluded articles solely reporting on this parameter. We also excluded articles in which migrant status was determined by ethnicity, country of birth of participants' parents, or was not defined, and articles in which data were not disaggregated by migrant status. Outcomes were carriage of or infection with antibiotic-resistant organisms. We used random-effects models to calculate the pooled prevalence of each outcome. The study protocol is registered with PROSPERO, number CRD42016043681. FINDINGS: We identified 2274 articles, of which 23 observational studies reporting on antibiotic resistance in 2319 migrants were included. The pooled prevalence of any AMR carriage or AMR infection in migrants was 25·4% (95% CI 19·1-31·8; I2 =98%), including meticillin-resistant Staphylococcus aureus (7·8%, 4·8-10·7; I2 =92%) and antibiotic-resistant Gram-negative bacteria (27·2%, 17·6-36·8; I2 =94%). The pooled prevalence of any AMR carriage or infection was higher in refugees and asylum seekers (33·0%, 18·3-47·6; I2 =98%) than in other migrant groups (6·6%, 1·8-11·3; I2 =92%). The pooled prevalence of antibiotic-resistant organisms was slightly higher in high-migrant community settings (33·1%, 11·1-55·1; I2 =96%) than in migrants in hospitals (24·3%, 16·1-32·6; I2 =98%). We did not find evidence of high rates of transmission of AMR from migrant to host populations. INTERPRETATION: Migrants are exposed to conditions favouring the emergence of drug resistance during transit and in host countries in Europe. Increased antibiotic resistance among refugees and asylum seekers and in high-migrant community settings (such as refugee camps and detention facilities) highlights the need for improved living conditions, access to health care, and initiatives to facilitate detection of and appropriate high-quality treatment for antibiotic-resistant infections during transit and in host countries. Protocols for the prevention and control of infection and for antibiotic surveillance need to be integrated in all aspects of health care, which should be accessible for all migrant groups, and should target determinants of AMR before, during, and after migration. FUNDING: UK National Institute for Health Research Imperial Biomedical Research Centre, Imperial College Healthcare Charity, the Wellcome Trust, and UK National Institute for Health Research Health Protection Research Unit in Healthcare-associated Infections and Antimictobial Resistance at Imperial College London

Surgical site infection after gastrointestinal surgery in high-income, middle-income, and low-income countries: a prospective, international, multicentre cohort study

Background: Surgical site infection (SSI) is one of the most common infections associated with health care, but its importance as a global health priority is not fully understood. We quantified the burden of SSI after gastrointestinal surgery in countries in all parts of the world. Methods: This international, prospective, multicentre cohort study included consecutive patients undergoing elective or emergency gastrointestinal resection within 2-week time periods at any health-care facility in any country. Countries with participating centres were stratified into high-income, middle-income, and low-income groups according to the UN's Human Development Index (HDI). Data variables from the GlobalSurg 1 study and other studies that have been found to affect the likelihood of SSI were entered into risk adjustment models. The primary outcome measure was the 30-day SSI incidence (defined by US Centers for Disease Control and Prevention criteria for superficial and deep incisional SSI). Relationships with explanatory variables were examined using Bayesian multilevel logistic regression models. This trial is registered with ClinicalTrials.gov, number NCT02662231. Findings: Between Jan 4, 2016, and July 31, 2016, 13 265 records were submitted for analysis. 12 539 patients from 343 hospitals in 66 countries were included. 7339 (58·5%) patient were from high-HDI countries (193 hospitals in 30 countries), 3918 (31·2%) patients were from middle-HDI countries (82 hospitals in 18 countries), and 1282 (10·2%) patients were from low-HDI countries (68 hospitals in 18 countries). In total, 1538 (12·3%) patients had SSI within 30 days of surgery. The incidence of SSI varied between countries with high (691 [9·4%] of 7339 patients), middle (549 [14·0%] of 3918 patients), and low (298 [23·2%] of 1282) HDI (p < 0·001). The highest SSI incidence in each HDI group was after dirty surgery (102 [17·8%] of 574 patients in high-HDI countries; 74 [31·4%] of 236 patients in middle-HDI countries; 72 [39·8%] of 181 patients in low-HDI countries). Following risk factor adjustment, patients in low-HDI countries were at greatest risk of SSI (adjusted odds ratio 1·60, 95% credible interval 1·05–2·37; p=0·030). 132 (21·6%) of 610 patients with an SSI and a microbiology culture result had an infection that was resistant to the prophylactic antibiotic used. Resistant infections were detected in 49 (16·6%) of 295 patients in high-HDI countries, in 37 (19·8%) of 187 patients in middle-HDI countries, and in 46 (35·9%) of 128 patients in low-HDI countries (p < 0·001). Interpretation: Countries with a low HDI carry a disproportionately greater burden of SSI than countries with a middle or high HDI and might have higher rates of antibiotic resistance. In view of WHO recommendations on SSI prevention that highlight the absence of high-quality interventional research, urgent, pragmatic, randomised trials based in LMICs are needed to assess measures aiming to reduce this preventable complication

Students’ Perceptions in Developing a Multimedia Project Within a Constructivist Learning Environment. TOJET: The Turkish Online

ABSTRACT This paper presents a research study that was conducted in the Faculty of Creative Multimedia, Multimedia University, Malaysia, to investigate students&apos; perceptions in developing a multimedia project within a constructivist-based learning environment. Students worked in groups to create an interactive multimedia application using an authoring tool, and were solely responsible for every project development decision. They were then given a survey and asked for their comments and feedback to elicit their perceptions and attitudes towards this learning environment. A factorial analysis was performed on the survey and results showed that 5 factors influenced students&apos; perceptions in developing a multimedia project within a constructivist learning environment. Multiple regression analysis further showed that motivation played a significant role in students&apos; perception towards developing a multimedia project in this learning environment. These results were further supported by their survey comments and feedback. Results of the study showed that by setting an authentic task, via a multimedia project, into a constructivist learning environment, students became highly motivated learners and active in their learning process and provided strong support and encouragement for Malaysian educators to incorporate multimedia technology and constructivist learning into their classrooms

Technology-enhanced constructivist learning in the classroom: students’ perceptions

During the last decade, multimedia technology has permeated the Malaysian education scene and has created a significant impact on the teaching and learning methods in Malaysian classrooms. This study focused on designing a constructivist-based course using multimedia as an instructional tool, and investigated its impact on the student learning process. A multimedia design project was given to the students to create, and a student learning process which was mapped to the seven problem-solving pedagogical goals (Cunningham, Duffy & Knuth, 1993), was undertaken to complete it. Students were then given a survey and their feedback was solicited after the project was completed. A Constructivist learning environment, enhanced by multimedia technology, called the Multimedia-Mediated Constructivist Learning Environment, MMCLE, was developed. Results showed that students were very positive towards the MMCLE and gained constructivist learning skills that were integral to their future. The study thus showed that by effectively integrating multimedia technology into the curriculum, teachers will have more flexibility and scope in teaching and a technology-enhanced constructivist learning environment can be created whereby learning becomes a social activity and students become active participants in their learning process

The Merlin Project: Malaysian Students’ Acceptance of an AI Chatbot in Their Learning Process

The COVID-19 pandemic has accelerated the educational landscape of institutions of higher education, which were predominantly face-to-face. In Malaysia, many universities converted their courses into online courses to keep up with the challenges of working from home during the pandemic, using web technologies and blended learning approaches. However, there are challenges in ensuring students’ attention and retention rates are maintained and enough support and scaffolding are provided to them when they are learning online. As such, the MERLIN Project was undertaken to develop a virtual learning assistant that would provide online support to students outside of their online classes. The project used Artificial Intelligence (AI) technology with Natural Language Processing (NLP) features to develop a chatbot that simulated human-like conversation between chatbot and students. Content in the learning environment was media-rich and mapped to Mayer’s 12 Multimedia Learning Principles. Data from 102 students was collected to gauge their perceptions and feedback. Results showed that students found the chatbot to be helpful in their learning process and improved their understanding of the course material. A conceptual learning framework for the use of AI chatbots as learning assistants is proposed to improve students’ online learning experiences in the new normal

Designing a blended learning environment for enhanced learner engagement: The EQUAD Framework

Education has seen a tremendous growth in the use of technology over the last decade. Governments in many countries have developed initiatives to drive educational institutions to redesign their classrooms to become more technology-supported. In Malaysia, the Ministry of Higher Education ‘s Blueprint 2015-2025 calls for universities to develop more innovative and technology-based methods for teaching. Fortunately, with Web 2.0 tools, our educators were provided with the educational support they need to make that transition. However, this transition has received mixed results, as educators with more technology-supported or e-learning teaching experiences were better able to transition to the virtual environment than those with little to no experiences. Research has shown that there is still a lack of confidence in many educators to use e-learning technology and Web 2.0 tools in their classrooms. In Multimedia University, Malaysia, a blended learning initiative was implemented across all campuses to echo the government’s call. In particular, in the Faculty of Creative Multimedia, a blended learning framework, the EQUAD (Engage, Enhance, Empower and Enjoy), was developed, based on research supported by grants from Telekom Malaysia Research and Development (TMRnD), and applied in this study. The EQUAD framework is underpinned by Vygotsky’s (1987) Socio-Constructivist learning approaches, which posits that students are active learners who build upon their knowledge in a social environment. The framework suggests the following: - Engaging students in their learning process. This can be achieved through authentic, group-based activities, and problem-solving and project-based learning. - Enhancing cognitive engagement through process and not content learning, such a flipped classroom and collaborative learning approaches. - Empowering them to experience collaborative learning, problem-solving, teamwork and social interactions with their peers. - Enjoying the process of scholarship by becoming actively involved in their learning, becoming co-creators and owners of their learning artefacts, and consequently becoming highly motivated towards their online courses. In this study, a postgraduate class in the faculty was redesigned and incorporated the EQUAD framework and its elements. The framework was mapped to the design of the class, which consisted of 3 learning drivers: the instruction, the learning environment, as well as the activities embedded in the course. Students were given a group project to complete by the end of the trimester and activities were carried out throughout the trimester to support their final learning outcome. Blended learning tools such as Google Classroom, Padlet, blogs and Youtube provided technology and web 2.0 support for the implementation of the EQUAD framework. When the project was completed, students’ feedback was solicited to gauge their attitudes towards the EQUAD-based learning environment. Results showed that students liked the integration of the elements of the EQUAD framework and blended learning tools in their online class and reported that their learning of the course content improved and their engagement in the class increased. These results provided positive and supportive evidence for using the EQUAD framework as a learning strategy for implementing blending learning approaches in online classes