The development of massive open online course (MOOC) in traditionally taught course of emergency nursing among nursing students: a concept paper

Education plays an important role in the development of a country and is only the bridge to create the better future of citizens. As technology is a very powerful tool in education, it provides new and innovative forms of support to teachers, students and the learning process more broadly. As web-based education and technology integration continue to increase, innovative approach to deliver online learning will also occur. One of the approach is Massive open online course (MOOC) and it is a technological based learning tool that is recently emerged in the higher educational landscape to provide additional learning opportunities for learners, teachers and educational institutions. The use of MOOCs in nursing education is currently under evaluated area of pedagogy, with only an emerging evidence base to support the wider integration into relevant undergraduate curricula. Although MOOCs have been available for almost a decade, and courses continually becoming available on commercial platforms, there remains a paucity of empirical evidence to support their utilization. Specifically, in nursing education, numerous roles for MOOCs have been proposed for both on- and off-campus learning, however, a clear rationale for their effective utilization is still nascent. This study aims to develop MOOC course and investigate the effectiveness of this integrated MOOC course of emergency nursing subject among nursing students. In addition, this study goes to identify the experiences of students and lecturers in this MOOC course. The course will be developed by applying the phases of Design Developmental Research (DDR) method such as phase 1- need analysis, phase 2- design and development, phase 3- implementation and evaluation. This study will contribute the critical thinking skills and innovative ideas among nursing students thus enhancing the students' learning abilities and equips the nursing students with innovation concepts and creative skills for an ever changing technologically-driven health care environment

Pembangunan persekitaran pembelajaran e-kolaboratif untuk pelajar separuh masa / Mohd Shahril Nizam Bin Shaharom

Kajian ini bertujuan untuk membangunkan sebuah persekitaran e-pembelajaran yang menyediakan ruang interaksi dan menjana pola pembelajaran dalam persekitaran reka bentuk e-kolaboratif. Reka bentuk kajian yang digunakan ialah reka bentuk Kajian Pembangunan Jenis 1 (Developmental Research-DR1) di mana ia melibatkan pengkaedahan kajian lapangan (field research) menerusi penelitian mendalam terhadap interaksi pembelajaran menerusi kehadiran dan penyertaan pelajar dalam persekitaran epembelajaran yang diberi nama diskusiMAYA. Ia telah direka bentuk khusus sebagai medium e-kolaboratif rasmi ke atas 84 orang pelajar selama 2 semester berturut-turut. Medium forum yang dibina telah memperlihatkan hasil penyertaan pembelajaran secara kolaboratif kepada, (a) proses kolaboratif; dan (b) tahap kolaboratif. Segala hasil penjanaan jumlah jam belajar pelajar menerusi forum pembelajaran formal dan forum pembelajaran tidak formal digunakan untuk melihat pola interaksi pembelajaran pelajar. Setiap interaksi yang dihasilkan dalam proses pembelajaran melalui persekitaran ekolaboratif ini telah direkod dan dikategorikan dengan lebih terperinci. Dapatan data diperolehi daripada data-data bersifat kualitatif menerusi penyertaan pembelajaran, temu bual, dan log interaksi, serta disokong oleh data-data kuantitatif menerusi gred pelajar, hasil jam belajar pelajar, dan soal selidik. Melalui reka bentuk ini, kaedah memperolehi data juga dapat divariasikan di samping lebih terperinci untuk dianalisis. Hasil daripada interaksi pembelajaran yang berlaku dalam persekitaran e-kolaboratif telah direkodkan ke dalam sebuah laporan log interaksi yang telah dikategori untuk memudahkan proses analisis data. Proses analisis data menggunakan ujian statistik iaitu analisis perkaitan, analisis regresi pelbagai dan analisis crosstab digunakan sebagai sokongan terhadap dapatan kualitatif melalui analisis kandungan dalam lapangan persekitaran e-kolaboratif. Bagi menentukan kesahan dan kebolehpercayaan soal selidik yang telah dibina, satu kajian rintis dijalankan terhadap 78 orang pelajar dengan nilai pekali alpha Cronbach adalah .825 sebelum semester kajian dijalankan. Soal selidik tersebut mengukur 3 konstruk utama, (a) penggunaan diskusiMAYA; (b) reka bentuk interaksi; dan (c) orientasi pembelajaran. Dapatan utama kajian ini telah mendapati bahawa wujudnya 4 jenis kumpulan pelajar menerusi interaksi pembelajaran yang berlaku dalam persekitaran e-kolaboratif iaitu ‘kumpulan pelajar yang tidak menyertai’, ‘kumpulan pelajar yang memerhati’, ‘kumpulan pelajar sosial’ dan ‘kumpulan pelajar aktif’ dalam proses pembelajaran mereka. Menerusi kewujudan kumpulan pelajar tersebut, terdapat satu corak interaksi dapat diperhatikan, iaitu transformasi interaksi daripada kumpulan pelajar yang memerhati kepada kumpulan pelajar sosial dan seterusnya menjadi sebahagian daripada kumpulan pelajar aktif dalam proses pembelajaran menerusi persekitaran e-kolaboratif yang dibentuk. Di samping itu maklumat terbaru bagi reka bentuk e-pembelajaran menerusi platform diskusiMAYA yang diperolehi daripada (a) hasil penyertaan dan penggunaan dalam platform diskusiMAYA, (b) jenis-jenis interaksi yang dihasilkan, (c) jenis-jenis pengguna ekolaboratif, (d) pola pembelajaran yang berlaku, dan (e) keperluan peruntukan masa yang digunakan dalam aktiviti e-kolaboratif juga turut dilaporkan

Enhancing Self-Leadership in Online Fitness Education and Training: Exploring Strategies and Addressing Challenges Among Social Media Influencers in Henan Province, China

The advent of social media platforms has brought about a paradigm shift in the dissemination of information, consequently giving rise to a new breed of individuals known as Social Media Influencers (SMIs). These SMIs have exerted a substantial influence on individuals and society as a whole. Within the domain of fitness education and training, the emergence of Social Media Influencers (SMIs) has significantly disrupted conventional approaches to disseminating information. The purpose of this study is to examine the SMIs’ practices of self-leadership and further explained in terms of their challenges, practices, and strategies of online fitness coaching. Qualitative interviews, coding, and thematic analysis were used to address three key research questions. From findings, these SMIs practice several contextual challenges; which include creating quality digital content, lack of creativity, low digital literacy, lack of financial, physical, and marketing skills, falling out of trends, designing unique programs, and adapting to changing environments. To overcome these challenges, SMIs practice self-leadership by upskilling in content and digital marketing, graphic design, and video-making, seeking constant feedback, leveraging word-of-mouth inquiries, and participating in trending workshops and interest groups. By effectively managing these challenges, SMIs can provide valuable fitness education to their audience and have a significant impact on promoting health and wellness

Development of Augmented Reality Practicum Modules to Grow Independent Learning in Cultural Anthropology Courses

The specific purpose of this development is to develop a practicum module containing augmented reality (AR) which is used for Cultural Anthropology courses which are arranged systematically, and refers to clearly measurable learning objectives. The specification of the innovation product developed is in the form of a practicum module containing augmented reality (AR) which is used for the Cultural Anthropology course in the even semester with the name Augmented Reality Based Cultural Anthropology Module or Modul Antropologi Budaya Berbasis Augmented Reality (MABAR). This development is of course also based on several other reasons, namely based on the results of interviews with several students who have taken the Cultural Anthropology course, it was revealed that: 1) students have difficulty understanding one of the materials about anthropological works (ethnography), 2) when doing practical going to the field to conduct mini-research based on ethnography, students find it difficult because there is no systematic practicum guide. The research method used is the research and development method with the Borg and Gall development cycle model. There are 10 steps in R & D developed by Borg, Gall, and Gall. The conclusion in this development research is the feasibility of MABAR. The results of the development refer to the results of the assessment of material experts, media experts, and limited trials in the form of student responses. The average score of expert validation results, namely material experts is 85% in the very feasible category, while the results of media expert validation are 88% in the very feasible category, and the average student test results are 86.5% in the very feasible category. Thus MABAR is declared feasible to be used in the learning process