This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student’s perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students’ perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index (α = 0.94). The mean scores for students’ perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effectiveness (M = 3.47, SD = 0.56) constructs were high. This e-content module in Chemistry MOOC is hoped to be a good and useful online resource for both students and lecturers in the teaching and learning of Chemistry in higher education institution.
The results of the needs analysis and previous studies indicate that the implementation of the Massive Open Online Course (MOOC) has not yet achieved the target set by the Ministry of Education Malaysia. Therefore, this study aimed to develop the e-assessment module for Chemistry MOOC and investigate the perception of 129 respondents among Bachelor of Chemistry Education students. This is a design and development research using ADDIE model. The instruments involved are the module content validity evaluation form, the module reliability questionnaire and the perception questionnaire. The results showed that the S-CVI/Ave value obtained for the 389 items in the evaluation of module content validity was 1.00. Furthermore, the Cronbach’s alpha value obtained for the module reliability was 0.97. The mean and standard deviation of students' perceptions of the e-assessment module were 3.44 and 0.58, respectively. In conclusion, validity index, Cronbach's alpha reliability coefficient and mean value for students' perceptions of the e-assessment module are good. The implication is that the use of this e-assessment module for Chemistry MOOC can help students conduct self-assessments online, strengthen their understanding of chemistry concepts while helping lecturers diversify their assessment methods.
Undoubtedly, industrial activities have produced a large amount of waste, which has significantly contributed to the global environmental problem. The palm oil sector, which is considered a water-intensive industry, is one of the industrial sectors that have become a major source of severe water pollution concerns. Normally, 50% of the freshwater used during the extraction of crude palm oil will end up in the production of undesirable liquid waste. Thus, proper regulation and enforcement are required to control the discharge of such waste to ensure the sustainability of water resource management. Based on research databases such as Scopus, ScienceDirect, Web of Science and PubMed the total number of publications focused on palm oil mill effluent (POME) treatment has increased significantly over the past five years. The increase in publications shows the growing concern about the POME issue among the scientific community. This mini review focuses on selected biological treatment techniques for remediation of POME focusing on ponding systems, bioadsorption, activated sludge, microorganism and plant, aerobic biodegradation and integrated/hybrid treatment strategies. The summary of optimum operating conditions, characteristics of the treatment system, properties of materials and performance of each treatment are discussed in detail. To achieve a high level of contaminant removal performance, it is critical to discover the synergistic effect between the treatment procedures, materials employed, operational cost, and circumstances.
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