The Effect of Student Readiness on Student Understanding During ODL Sessions in UiTM Melaka

Mazlan, Nurul Asma; Ismail, Wan Adibah Wan; Norwahi, Nur Aqilah; Zolkapli, Nurhafizah Mohd

doi:10.6007/ijarped/v9-i2/7967

Cited by 1 publication

(1 citation statement)

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“…Malaysia's education sector has successfully integrated e-learning, blended learning, flipped classrooms, and open and distance learning (ODL) to improve education quality and student outcomes both nationally and globally (Mazlan et al, 2020). These approaches have also contributed to the advancement of global learning by fostering collaboration to address global challenges and promote lifelong learning opportunities worldwide.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Student Performance towards the Adoption of Blended Learning: A Case Study of Investment Students

Romli,

Mohamed,

@Darami

et al. 2023

IJARPED

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This study delves into the crucial role of blended learning in optimizing academic performance and learning experiences among investment students enrolled in the INV537 course at Universiti Teknologi MARA (UiTM) Cawangan Johor Kampus Segamat for the academic year 2022/2023. The methodology involved a rigorous data collection process, utilizing four primary sources: entrance and exit surveys, Student Feedback Online (SuFO), student statistical grades from the Student Information Management System (SIMS) database, and the Closing the Loop (CDL) and Continuous Quality Improvement (CQI) report. The major findings indicate an exceptional overall performance indicator of excellence for the course. Students expressed elevated satisfaction levels due to effective teaching methods, wellstructured content, suitable assessments, and a supportive learning environment. Despite this, the course grade was only rated as fair, pointing to areas for improvement, particularly concerning challenges faced by students in the final examination. For future research, this study recommends employing a longitudinal approach, undertaking comparative analyses with other teaching methodologies, qualitatively exploring students' perspectives, investigating the impact of faculty development programs, and assessing the efficacy of hybrid blended learning models.

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Section: Introductionmentioning

confidence: 99%