Chemistry laboratory management techniques massive open online course: Development and evaluation on students’ perception
DOI:
https://doi.org/10.37134/ejsmt.vol7.2.6.2020Keywords:
Acceptance, Instructional design, Massive Open Online Course, Perception, Usage barrierAbstract
To date, statistics in OpenLearning have demonstrated that the number of Massive Open Online Courses developed by Malaysia higher education institution is not achieving the target of DePAN 2.0. Hence, this study is aimed at developing a Massive Open Online Course (MOOC) on Chemistry Laboratory Management Techniques (CLMT) course and investigating the students’ perception of the MOOC. The CLMT MOOC is developed by applying the ADDIE model as the instructional design model. In this regard, analysis, design, development, implementation, and evaluation are the phases involved. Three experts were appointed to evaluate the content validity of the e-content module and e-assessment module in the MOOC by filling the content validity evaluation form. According to the results, both e-content and e-assessment modules obtained validity index of 1.00. A group of 27 students was involved in the pilot study to answer the reliability questionnaire and the Cronbach’s alpha for the two modules was found to be 0.99 and 0.97, respectively. Another group of 152 students were randomly selected as the respondents of the perception survey. Results from perception questionnaire showed the highest mean score in acceptance construct (M = 4.05, SD = 0.54), followed by instructional design construct (M = 3.96, SD = 0.59) and lastly usage barrier construct (M = 3.03, SD = 0.84). In conclusion, both the e-content and e-assessment modules used in the CLMT MOOC are valid and reliable. Meanwhile, the mean score of undergraduate students on the perception toward the CLMT MOOC was found to be moderately higher. Therefore, it can be inferred that this MOOC will be a useful self-learning and flipped classroom platform for the chemistry degree students, especially amidst the outbreak of COVID-19.
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References
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[4] Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, 12(3), 19–38.
[5] Ministry of Education Malaysia. (2015). Executive summary. Malaysia Education Blueprint 2015-2025 (Higher Education). Putrajaya: Kementerian Pendidikan Malaysia.
[6] Sahyoun, S. (2014). OpenLearning.com selected as Malaysia’s national MOOC platform. Retrieved 3/3/2020, from https://www.openlearning.com/pressreleases/OpenlearningComSelectedAsMalaysiaSNationalMoocPlatform/
[7] Branch, R. M. (2009). Instructional design: The ADDIE approach. New York, NY: Springer.
[8] Reinbold, S. (2013). Using the ADDIE model in designing library instructions. Medical References Services Quarterly, 3, 244-256.
[9] Alnajdi, S. M. (2018). The effectiveness of designing and using a practical interactive lesson based on ADDIE model to enhance students' learning performances in University of Tabuk. Journal of Education and Learning, 7(6), 212-221.
[10] Croxton, R. A., & Chow, A. S. (2015). Using ADDIE and systems thinking as the framework for developing a MOOC: A case study. Quarterly Review of Distance Education, 16(4), 83–96.
[11] Budoya, C. M., Kissake, M. M., & Mtebe, J. S. (2019). Instructional design enabled agile method using ADDIE model and feature driven development method. International Journal of Education & Development Using Information & Communication Technology, 15(1), 35–54.
[12] KOÇ, E. (2020). Design and evaluation of a higher education distance EAP course by using the ADDIE model. Electronic Journal of Social Sciences, 19(73), 522–531.
https://doi.org/10.17755/esosder.526335
[13] Richey, R.C., Klein, J.D. & Nelson, W. (2004). Developmental research: Studies of instructional design and development. In D. Jonassen (Ed.). Handbook of research for educational communications and technology. (2nd Ed., pp. 1099-1130). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
[14] Davis, L.L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5, 194–197.
[15] Russell, J.D. (1974). Modular instruction: A guide to the design, selection, utilization and evaluation of modular materials. United States: Publishing Company.
[16] Ahmad, J. (2002). Kesahan, kebolehpercayaan dan keberkesanan modul program maju diri ke atas motivasi pencapaian di kalangan pelajar-pelajar sekolah menengah negeri Selangor. (Unpublished Doctorate thesis). Universiti Putra Malaysia, Serdang.
[17] Daud, M.Y., Zulkifli, F.N., Rahman, M.J.A. & Khalid, F. (2017). Kesediaan pelajar siswazah menggunakan MOOC dalam pengajaran dan pembelajaran. Rahman, S. A., Yunus, M. M., Maat, S. M., Mohamad, W. M. R. W., Aziz, A. A., Karim, A. A. et al. Paper presented in Seminar Pendidikan Serantau ke-VIII 2017. Bangi: Universiti Kebangsaan Malaysia. Retrieved 14/5/2018, from
https://seminarserantau2017.files.wordpress.com/2017/09/75-md-yusoff-daud.pdf
[18] Fesol, S.F.A., Salam, S. & Shaarani, A.S. (2017). An evaluation of students’ perception on MOOC instructional design elements. Journal of Applied Environment and Biological Sciences, 7(10), 173-179.
[19] Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35, 382–385.
[20] Noah, S.M. & Ahmad, J. (2005). Pembinaan modul: Bagaimana membina modul latihan dan modul akademik. Serdang: Universiti Putra Malaysia.
[21] Creswell, J.W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. (Fourth edition). USA: SAGE Publications, Inc.
[22] Sekaran, U. (2003). Research methods for business: A skill building approach (Fourth edition). USA: John Wiley & Sons, Inc.
[23] Venkatesh, V., Morris, M.G., Davis, G.B. & Davis, F.D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
[24] Davis, F.D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. Management Information Systems Quarterly, 13(3), 983-1003.
[25] Sukhbaatar, O., Choimaa, L. & Usagawa, T. (2018). Students’ perception and experience of Massive Open Online Courses in Mongolia. Creative Education, 9, 1818-1828.
[26] Nganji, J.T. (2018). Towards learner-constructed e-learning environments for effective personal learning experiences. Behaviour & Information Technology, 37(7), 647-657.
[27] Yang, M., Shao, Z., Liu, Q. & Liu, C. (2017). Understanding the quality factors that influence the continuance intention of students toward participation in MOOCs. Educational Technology Research and Development, 65, 1195-1214.
[28] Azmi, N.A. & Rasalli, R.I.Z. (2018). Kesediaan penggunaan Massive Open Online Course (MOOC) dalam kalangan pelajar Sijil Pengoperasian Perniagaan, Kolej Komuniti Ledang. Paper presented in International Conference on Global Education VI (ICGE VI). Pulau Pinang: Politeknik Seberang Perai, 7-8 May 2018.
[29] Hone, K.S. & El Said, G.R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers & Education, 98, 157-168.
[30] Halim, F.H.A. & Aris, N.S. (2017). Persepsi pelajar terhadap pembelajarn teradun (blended learning). Journal on Technical and Vocational Education, 1(2), 53-63.
[31] Ausubel, D.P., Novak, J.D. & Hanesian, H. (1978). Educational psychology: A cognitive view. (2nd Ed.) New York: Holt, Rhinehart and Winston.
[32] Anderson, T. & Garrison, D.R. (1998). Learning in a networked world: new roles and responsibilities. In C. Gibson (Ed.). Distance learners in higher education (pp. 97-112). Madison, WI.: Atwood Publishing.
[33] Zhu, M., & Bonk, C.J. (2019). Designing MOOCs to facilitate participant self-monitoring for self-directed learning. Online Learning, 23(4), 106-134.
doi:10.24059/olj.v23i4.2037
[34] Hervatta, N. (2016). Designing the interaction among learners and educators in MOOCs (Order No. 10111621). Available from ProQuest Dissertations & Theses Global. (1799665050). Retrieved from https://search.proquest.com/docview/1799665050?accountid=13155
[35] Baser, D. Ozden, M.Y. & Karaarslan, H. (2017). Collaborative project-based learning: An integrative science and technological education project. Research in Science & Technological Education, 35(2), 131-148.
DOI: 10.1080/02635143.2016.1274723
[36] Baharin, Y. & Yusop, F.D. (2011). Pembelajaran kolaboratif menggunakan blog dalam perlaksanaan pembelajaran mata pelajaran Ekonomi Asas. Jurnal Pendidikan, 1, 79-89.
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Published
2020-09-15
How to Cite
Lee, T. T., Wong, K. T., Daud, N., Zainol, I., Muhamad Damanhuri, M. I., & Hartono, . (2020). Chemistry laboratory management techniques massive open online course: Development and evaluation on students’ perception. EDUCATUM Journal of Science, Mathematics and Technology, 7(2), 50–64. https://doi.org/10.37134/ejsmt.vol7.2.6.2020
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