E-learning using Massive Open Online Courses (MOOCs) has attracted a great deal of attention among higher education providers. The use of MOOCs is one of the great ideas supported by the Malaysian Ministry of Education in making the standard of our country’s education system in line with global education. Today, there were a growing number of MOOCs that continually becoming available on commercial platforms such as Openlearning.com and MOOCs Universiti Teknologi MARA (UiTM). Like many other subjects, Mathematical Statistics is a challenging subject for teaching and learning. Certain skills in this subject require ongoing guidance on how to provide the best teaching. Hence, MOOCs for Mathematical Statistics has been created to provide knowledge and skills to teach mathematics and statistical modeling briefly, conveniently, and effectively. This study focuses on providing a general design for assessing learners who study Mathematical Statistics through MOOCs platform. The platform is developed in such a way that learners can discuss and reflect. The design of MOOCs is governed by the Guidelines for Development and Delivery of Malaysia MOOCs. With the development of these MOOCs, it is hoped that it could help learners to understand Mathematical Statistics in a more effective and efficient way.
Massive Online Open Course (MOOC) since its launch provides a wide selection of courses and learning modules. Openlearning.com said that more than 4000 MOOC from around the world, making it a very needed to get knowledge in addition to the traditional class or formal education. This is a growing number of MOOC which means that the mass has a passion for studying a variety of subjects’ virtual ways with their own levels and comforts. Although this amount is increasing, there is also concern that not all subjects and skills can be delivered and taught online. Like many language subjects, Basic Statistics and Probability is a challenging course for teaching and learning. This is because certain skills requiring ongoing guidance on how to provide the best teaching. Hence, Basic Statistics and Probability course has been created to provide knowledge and skills to teach fundamental of statistics and probability briefly, convenient, and effectively, according to MOOC’s requirements. This course is unique as its modules are organized for the first time to dominate the basic skills required in statistics and probability, then introduce the relevant tasks, and steps in ensuring the performance of the Basic Statistics and Probability verbally and in writing are effective. Presentation of this course promotes a smooth transition from understanding and using the basic skills to transfer these skills into reading, writing, and speaking about basic statistics and probability. It is hoped that ten (10) modules designed specifically help students to understand Basic Statistics and Probability faster and more effective. Basic Statistics and Probability course have the potential to become important in the teaching material at pre-university and University and to provide Statistics and Probability skills required for university students to implement the academic practice.
The World Health Organization (WHO) has declared COVID-19 a pandemic after the outbreak became increasingly severe. The Malaysian government has taken various measures to reduce the spread of COVID-19 to protect Malaysians from the adverse effects of COVID-19 infection. One action taken by the Ministry of Higher Education Malaysia is to close all educational institutions that previously conducted face-to-face learning and replace it with open and distance learning (ODL). The unprecedented experience of 'home quarantine' has a wide range of effects on students' mental health. This study aimed to assess depression, anxiety, and stress levels and examine the relationship between socio-demographic characteristics and the Depression and Anxiety Stress (DASS) subscale among undergraduate students. A cross-sectional survey of 258 undergraduate students in the public universities in Malaysia was conducted between October 2021 and January 2022 using convenience sampling techniques. The survey instrument used in this study was designed and adapted based on the Depression and Anxiety Stress scale-21 (DASS-21). An independent sample Ttest and a One-Way ANOVA were used to investigate the association between these perspectives. The findings revealed that 30.2% had severe depression, 52.3% experienced very severe anxiety, and 36.4% experienced moderate stress among undergraduate students. Anxiety and stress showed significant differences between gender, age group, level of education, and place of residence compared with depression. Therefore, it is important to identify students with mental health issues to receive appropriate interventions. Further studies are needed to design intervention program strategies for this group of students.
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