The Malaysian Education Development Plan (PPPM) 2015-2025 (Higher Education) strongly emphasizes the use of information technology and the transformation of the delivery of teaching and learning processes (T & L). The plan places the ninth shift in the global online learning which is intended to transform the education system by leveraging information technology in improving the quality of learning in Malaysia. This is in line with Education 4.0 which highlights the 21st century skills that are so important to be applied in education. Massive Open Online Courses (MOOCs) are a platform introduced as a new approach to the T & L process. Although MOOCs have been found to improve teaching and increase student engagement, many previous studies have shown that students' readiness to use MOOCs is still at a moderate level. Therefore, this study was conducted to identify the major barriers to the use of MOOCs at one polytechnic in the Southern Zone. This quantitative study was conducted by administering the questionnaire to 213 students for feedback. Data were collected using a 1 to 5 Likert scale and analyzed using Statistical Package For Social Science (SPSS) by measuring the frequency and percentages. The alpha value of the questionnaire was, α = 0.887. The findings showed that internet/Wi-Fi coverage sources are a major obstacle to using MOOCs within the classroom even though students are committed and motivated towards using MOOCs.
Kemajuan teknologi masa kini menyaksikan perubahan dalam lanskap pendidikan yang banyak mengubah corak pengajaran dan pembelajaran masa kini seiring dengan pendidikan abad ke 21. Pelan Pembangunan Pendidikan Malaysia Pendidikan Tinggi (PPPM PT) 2015-2025 juga sangat memberi penekanan terhadap penggunaan teknologi maklumat dan transformasi penyampaian proses pengajaran dan pembelajaran. Pelan ini meletakkan lonjakan kesembilan iaitu pembelajaran dalam talian tahap global untuk transformasi sistem pendidikan dengan memanfaatkan teknologi maklumat bagi meningkatkan kualiti pembelajaran di Malaysia. Perkara ini juga bertepatan dengan Pendidikan 4.0 yang mengketengahkan kemahiran abad 21 yang sangat penting untuk diaplikasikan dalam pendidikan. Massive Open Online Courses (MOOC) merupakan satu platform yang diperkenalkan sebagai satu pendekatan baru dalam proses pengajaran dan pembelajaran. Walaupun MOOC didapati dapat menambahbaik pengajaran dan meningkatkan penglibatan pelajar, terdapat banyak kajian lepas menunjukkan kesediaan pelajar menggunakan MOOC masih berada di tahap sederhana. Justeru, kajian ini dijalankan untuk mengenalpasti halangan utama penggunaan MOOC dalam proses pengajaran dan pembelajaran serta mengenalpasti perbezaan dari segi halangan penggunaan MOOC oleh pelajar mengikut demografi di sebuah politeknik di zon selatan. Kajian secara kuantitatif ini dijalankan dengan mentadbir soal selidik kepada 213 orang pelajar untuk mendapatkan maklum balas. Data diukur dengan menggunakan skala likert 1 hingga 5 dan dianalisis menggunakan Statistical Package for Social Science (SPSS) untuk melihat analisis deskriptif dan inferensi kepada. Kesahan soal selidik juga telah dijalankan dan nilai alpha bagi soal selidik ialah, α = 0.887. Dapatan kajian menunjukkan sumber liputan internet/wifi menjadi halangan utama penggunaan MOOC dalam proses pengajaran dan pembelajaran walaupun pelajar memberikan komitmen dan bermotivasi untuk menggunakan MOOC.
Innovative teaching, regardless of the discipline, brings about interest and motivation to learners, which eventually leads to learning. Thus, the role of educators is to ensure that they continuously innovate their teaching methodologies so that students' learning is enhanced. This paper presents an investigation of selected Malaysian polytechnic lecturers' understanding and perception towards innovation in teaching. Data were collected from 39 lecturers from selected polytechnics in Malaysia. Open-ended questions were given among the respondents and the data obtained were then analysed. The findings showed that lecturers' definitions of innovation are varied and because of that, they found that it was challenging for them to innovate teaching methodologies. Nevertheless, the lecturers were actually interested in coming out with innovative teaching ideas provided that they are guided to begin. Overall, the findings of this study are significant in understanding the factors that hinder some of the Malaysian polytechnic lecturers in coming out with innovative teaching methodologies, thus, providing insight information for the Department of Polytechnic Education in taking proactive efforts to facilitate and encourage innovations in teaching among Malaysian polytechnic lecturers.
This study aims to examine the factors that drive student creativity, identify key factors and look at differences in creativity factors for male and female students. A total of 119 respondents from one polytechnic in the southern zone were involved in this study. The study data were obtained from the administered questionnaire and the Cronbach Alpha value obtained was α = 0.873 and then analyzed using descriptive and inferential analysis. Descriptive analysis of student gender was seen using frequency and percentage while inference analysis using t-test at a significant level 0.05 was used to see the difference in creativity factors between genders. The results of the study found that the main factor that motivates student creativity is the knowledge factor with a mean value of 4.3025. In addition, studies also show that there is no difference in creativity factors between male and female students except for the knowledge factor. It is also hoped that this finding will provide an opportunity for lecturers to continue to strive and give encouragement during the teaching and learning process so that students' creativity can be highlighted through the factors that have been mentioned. Keywords: Creativity, Creative Thinking, Higher Education, Polytechnic, Students Abstrak: Kajian ini bertujuan untuk mengkaji faktor-faktor yang mendorong kreativiti pelajar, mengenalpasti faktor utama dan melihat perbezaan faktor kreativiti bagi pelajar lelaki dan perempuan. Seramai 119 responden telah terlibat dalam kajian ini yang merupakan pelajar di sebuah politeknik di zon selatan. Data kajian diperoleh daripada soal selidik yang telah ditabdir dan nilai Cronbach Alpha yang diperolehi ialah α = 0.873 dan seterunsya dianalisis secara deskriptif dan inferensi. Analisis deskriptif mengenai jantina pelajar dilihat dengan menggunakan frekuensi dan peratusan manakala analisis inferensi menggunakan ujian t pada aras signifikan 0.05 digunakan untuk melihat perbezaan faktor kreativiti antara jantina. Hasil kajian mendapati faktor utama yang mendorong kreativiti pelajar ialah faktor ilmu pengetahuan dengan nilai min 4.3025. Melalui kajian ini juga diharap dapat memberikan peluang kepada pensyarah untuk terus berusaha dan memberi galakan semasa proses pengajaran dan pembelajaran agar kreativiti pelajar dapat diserlahkan dan ditonjolkan lagi melalui faktor yang telah disebutkan. Kata kunci: Kreativiti, Pemikiran Kreatif, Pendidikan Tinggi, Politeknik, Pelajar
Higher education plays an important role in providing human resources that will contribute to the sustainable development of a country. Thus, lecturers are the main support to shape the students in the best way to become a good manpower in the future through a creative and effective teaching process. This study aims to identify the level of creative teaching practices among polytechnic Islamic Education lecturers in Central and Southern Zone. Furthermore, it aims to identify the influence of gender, age and teaching experience on creative teaching. In order to achieve this, questionnaire was administered online and a total of 74 respondents were involved. Data collected were analyzed through descriptive analysis of frequency, percentage and mean and inferential analysis of t-test, Pearson correlation and regression. The findings indicated that the level of creative teaching practice among Islamic Education lecturers in polytechnic is at a high level. In addition, the findings showed that that there is no significant difference in creative teaching practice according to gender, age and teaching experience. The findings can be useful for faculty members in polytechnic in ensuring that creative teaching were implemented in the teaching and learning process
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