As Covid-19 cases increased rapidly in Malaysia, the Movement Control Order was imposed nationwide by the government, resulting in immediate closure of schools and universities. Consequently, teaching and learning were instantaneously transformed into distance and remote formats. This article offers a snapshot into how teacher educators and student teachers, coped with the unprecedented situation. We also share our reflections and examination of the online teaching and learning experiences through the lens of TPACK and online learning models. A major implication for both teacher educators and student teachers is to acquire TPACKtechnological knowledge and technological pedagogical knowledge to ensure learning continuity and equity.

Gamification in education refers to the introduction of game elements in the design of learning processes. Our gamification approach was based on the self-determination theory. According to this theory, people need to have competence, social connectedness, and autonomy in order to feel determined to perform certain activities. We aimed to investigate the effects of teaching presence in online gamification on sustainability learning and self-determination as well as identify the driving factors and barriers to sustaining students’ participation in online gamified activity. A mobile application called JouleBug was used. It contains game elements and aims to encourage pro-environmental behaviours. Our quasi-experimental design included two university courses (as control and treatment groups) on sustainable education with 48 participants. Both groups worked with JouleBug, whereas the treatment group was also supported by their teacher’s teaching presence. To establish online teaching presence, the teacher shares the students’ leader board rankings, acknowledges the students’ achievements, and give comments and feedback on students’ activities in the chatting group twice a week. Sustainability knowledge and pro-environmental behaviour were measured through survey. Students’ performance in the gamified activities was measured through collected points in the JouleBug application. The drivers and barriers to sustaining the students’ participation in JouleBug activities were identified through focus group interviews and students’ reflection writing. We found there were significant differences in the sustainability knowledge, pro-environmental behaviour, and performance between the treatment and control groups. The Cohen’s d effect size value obtained for the treatment on sustainability knowledge, pro-environmental behaviour, and students’ performance indicates a large effect as well. Focus group interviews with the participants and the students’ reflection writings revealed that the driving factors in sustaining the participation in the gamified activities in the application are recognition by teachers and peers, competition, and sense of belonging to a group. Meanwhile, the barriers to sustaining participation in online gamification are time constraints, boredom caused by lack of social interaction, and boredom caused by activity repetition and activity’s inappropriate level of difficulty. The conclusion is the teacher plays a role as an agent in this online gamification learning context. The findings suggest that teaching presence is one of the important building blocks that encourage the students’ participation and learning in online gamification.

Providing feedback on second language (L2) writing is an essential part of a writing teacher's job. Even though each student may have different needs for and expectation of written feedback, they may not be given the chance to choose their preferred types of feedback as decisions are often made by the teachers. Motivated by this concern, this study aims to examine the current written feedback received by secondary school students in Malaysia and to reveal how they perceived the feedback. 90 students from three schools in the State of Johor were recruited as respondents and were surveyed using a self-completed questionnaire adapted from the literature. The study revealed interesting findings of erratic feedback frequency across teachers and the dominance of feedback on writing content rather than form. The participants were also found to be affected adversely emotionally despite their acknowledgment that the feedback led them to improve their writing. The study concludes by highlighting the need for a standard guideline from local education authorities to guarantee fair and equal treatment in the essay grading practice across the nation.

The COVID-19 pandemic has significantly disrupted education and has instantaneously shifted education from being conducted predominately ‘face to face’ to being totally ‘online’. For most teachers, this unexpected teaching approach has impelled them into finding ways to provide the same quality of education to their students. One way of doing this is by adopting educational technologies in learning and teaching, including the use of augmented reality (AR) technology. AR technology has been integrated into the field of physics education. In this study, the effects of AR technology on understanding of the concepts of electricity in an online learning environment for 11th-grade students was investigated. Pretest and posttest were carried out in the control group and the experimental group. The results showed that AR technology improved understanding of electrical concepts for the students in the experimental group compared to the control group, with a very significant difference between both groups. This research contributes to the development of AR technology in education, especially in relation to the teaching and learning of abstract physics concepts.

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The purpose of this study is to discuss the Design and Development (DDR) research approach that was used to develop a Flipped Classroom and project-based learning modules for students of Design and Technology (D&T). The module's fundamental theory is based on 21st-century teaching and learning models, as well as design thinking. The DDR process is divided into three phases: analysis of needs, design and development, and evaluation. The phase of needs analysis is used to ascertain the necessity of module development and the application of design thinking. Three distinct data collection methods were used in this phase: semi-structured interviews, survey studies, and document analysis. The findings from this phase serve as a backup for the next phase. The Isman Instructional Design Model ( 2011) is adapted for use in this phase as a guide for module design and development. Additionally, the Fuzzy Delphi Method is used to obtain expert consensus on module material design, teaching and learning strategies, software development and hardware development requirements, and module prototype evaluation. The final phase is implementation and evaluation, which focuses on determining the module's effectiveness in the actual teaching and learning process. Each finding is organised and documented more systematically and orderly in accordance with the DDR phase in order to produce more meaningful research results. The conclusion of this article proposes a conceptual framework for the research. Keywords-Flipped classroom; project-based learning; design and development (DDR); Isman instructional design model I. INTRODUCTIONThe establishment of quality students with a high level of skills and thinking ability to face the wave of global revolution of the 21st century can only be achieved by implementing a quality education system and in line with technological developments [1]. Thinking skill is a skill or ability of a person to use the intellect to understand, explore various ideas, make judgments, make decisions and solve problems [2]. These skills include analytical skills, synthesis skills, evaluative skills, and the ability to generate new and noble concepts to solve problems [3], [4]. In fact, mastery of a wide range of cognitive knowledge and skills, including problemsolving skills, reasoning and creative and innovative thinking, should be inculcated and instilled in each student's identity. These skills are needed to prepare students who are always ready to face increasingly complex, fast-paced, and highly challenging challenges now and in the future. Statistics show that 72.8% of the country's labor market for low-skilled and semi-skilled workers still depends on the skills of foreign workers. This is due to the existence of a 21st-century skills gap among students regarding skills and knowledge. Trilling and Fadel [5] found that seven essential skills of the 21st century are poorly applied among students at secondary and tertiary levels, namely, oral and written communication, critical thinking, problem-solving skills, prof...

Authentic learning provides an alternative way of delivering knowledge in a meaningful way. Therefore, authentic learning environment is seen as an important approach to promote meaningful learning. This study explores the learning process involved in the development of storyboard that occurs in pre-production phase which helps to identify whether authentic learning has taken place in the Educational Technology course at the Faculty of Education, Universiti Kebangsaan Malaysia. Project-oriented Problem-based hybrid e-learning strategy was use to deliver this course. Studies showed that the strategy promotes authentic learning, which leads to meaningful learning. In promoting authentic learning, there are nine key elements involves, which are (i) authentic context, (ii) authentic activities, (iii) expert performances, (iv) multiple perspectives, (v) collaboration, (vi) reflection, (vii) articulation, (viii) coaching and scaffolding and (ix) authentic assessment. However, this paper will only focus on three elements; (i) collaboration, (ii) reflection and (iii) authentic assessment, whereby data are collected from individual and group blog and being analyzed qualitatively. From the data, it was found that the development of storyboard in pre-production phase promotes authentic learning and positively impact student's learning and creativity.

TPACK is an effective combination of technological content knowledge, pedagogical knowledge, and content knowledge to understand the understanding of how the structure, representation, and adaptation of a topic, problem, and content are adapted according to the interests, technology, and abilities of teachers and presented in teaching. Mastery of teachers’ ICT literacy is not possible without the TPACK that underlies the use of ICT. This article employed the relationship between TPACK and ICT literacy among Indonesian Mathematics Teachers in Senior School background. This research used a quantitative approach which focused on the survey as the chosen research design. The research procedures: 1) finding factor analysis of each construct; TPACK and ICT literacy with Exploratory Factor Analysis; 2) constructs the instrument by Confirmatory Factor Analysis to get a fit model; 3) structural Equation Model for the relationship between TPACK and ICT literacy. The model criteria obtained the fit index test; Chi-Square, Chi-Square/df TLI, CFI, NFI, and RMSEA. The results of the study revealed that the TPACK construct consisted of 7 valid sub-constructs and ICT literacy consisted of 4 valid sub-constructs. Whereas, the analysis of the data shows a significant relationship between TPACK and ICT literacy with a strong contribution significant relationship between TPACK and ICT literacy (β = .566).