PPIP-ONLINE: ADVANCING WITH EMERGING TECHNOLOGY

i

Volume 1 June 2008 ISSN-1985-546X

Theme:

IT in Education

JURNAL MAJLIS DEKAN PENDIDIKAN MALAYSIA

iii

MALAYSIAN EDUCATION DEANS’ COUNCIL JOURNALJurnal Majlis Dekan Pendidikan Malaysia

Volume 1 • December 2007

PATRONProf. Dr. Zakaria Kasa

EDITORIAL BOARDChief Editor

Assoc. Prof. Dr. Abdul Rashid Mohamed

EditorsAssoc. Prof. Dr. Munirah Ghazali | Dr. Abdul Ghani Kanesan Abdullah

Assoc. Prof. Dr. Hashim Othman | Assoc. Prof. Dr. Anna Christina AbdullahAssoc. Prof. Dr. Sharifah Norhaidah Syed Idros | Dr. Shaik Abdul Malik Mohamed Ismail

Dr. Tan Kok Eng | Dr. Abdul Jalil Ali

ADVISORY COMMITTEEProf. Dr. Noraini Idris (UM) | Prof. Dr. Mohd Salleh Abu (UTM)

Prof. Dr. Jailani Md. Yunos (UTHM) | Prof. Dr. Mohammad Ibrahim (UPSI)Prof. Dr. Lilia Halim (UKM) | Assoc. Prof. Dr. Abdul Malek Abdul Karim (UUM)

Assoc. Prof. Dr. Zulkifli Mohamed (UMS) | Assoc. Prof. Dr. Normah Abdullah (UiTM)Assoc. Prof. Dr. Ahmad Marzuki Hj. Zainuddin (UIAM) | Assoc. Prof. Dr. Sopia Md. Yasin (UPSI)

Assoc. Prof. Dr. Kamarulzaman Kamaruddin (UPSI) | Assoc. Prof. Dr. Adnan Nawang (UPSI)Dr. Abd. Ghani Abu (UPSI) | Dr. Mohd Hassan Abdullah (UPSI)

Dr. Norlia Mat Norwani (UPSI) | Dr. Ahmad Hashim (UPSI)Dr. Rosni Samah (USIM) | Encik Abd. Rahim Ramli (UDM)

iv

CONTENTS

From Editor’s Desk v

PPIP-ONLINE: Advancing with Emerging Technology 1 - 8Abdul Rashid Mohamed, Fong Soon Fook and Hairul Nizam Ismail

A Prototype Electronic Lesson Generator 9 - 16for Malaysian TeachersAbdul Rashid Mohamed, Shaik Abdul Malik Mohamed Ismail,Munirah Ghazali, Abdul Ghani Abdullah, Sharifah Norhaidah SyedIdros, Mohammad Kamarul Kabilan, Lee Lay Wah, Norlida Ahmad,Leong Lai Mei, Tan Kok Eng, Fong Sook Fook and Termit Kaur

Field Dependence - Independence Students and 17 - 28Animation Graphic Courseware Based InstructionJailani Md. Yunos, Wan Mohd Rashid Wan Ahmad andAhmad Rizal Madar

Development Of Multimedia Learning Resources for 29 - 36Children with Learning Disabilities In an UndergraduateSpecial Education Technology CourseLee Lay Wah

Changing Student Teachers' Perception about Problem 37 - 46Solving Through The Integration of ICT in A MathematicsTeaching Methods CourseMunirah Ghazali, Zurida Ismail and S. Abdul Rahman

Evaluation of Courseware for Teaching and Learning 47 - 56of Form One Mathematics and ScienceRahimi Md Saad, Noraini Idris, Loh Sau Cheong,Ahmad Zabidi Abdul Razak and Norjoharuddeen Mohd Nor

Blending Virtual Reality Technology in the Classroom 57 - 69Ros Aizan Yahaya

Pembangunan Perisian Kursus Multimedia Interaktif 71 - 84Acad R14 : Penghasilan Lukisan PersembahanRosnaini Hj. Mahmud, Mohd. Arif Hj. Ismail,Arba'at Hassan and Isham Shah Hassan

Penggunaan Internet dalam Pengajaran Bahasa: 85 - 98Kajian Terhadap Bahasa Arab Komunikasi PelanconganRosni bin Samah

Design of Instructional Materials for Teaching and Learning 97 - 110Purposes: Theory into PracticeRio Sumarni Shariffudin

v

FROM THE EDITOR’S DESK

First of all, I would like to express my sincere thanks and appreciation to the Malaysian EducationDeans' Council Journal Editorial Board for their hard work in making sure that the first volume of thisjournal is produced on time. I also would like to thank the articles' contributors and the Advisory Boardfor their support, encouragement, guidance and advice. The production of this first volume was madepossible as a result of collaborative and collective efforts of the members of the Malaysian EducationDeans' Council. The Council has discussed, conferred and deliberated to produce this journal for afairly long time under the able chair of Professor Dr. Zakaria Kasa, who he has made valuable contributionand put up concerted effort to ensure that the journal materialized.The theme for this issue is "IT in Education" and ten related articles have been refereed and chosen forthis inaugural volume. As it has been decided that this will be a bilingual journal, seven articles written inEnglish and two are in Malay have been chosen.The first and second articles highlight the efforts of School of Educational Studies, Universiti SainsMalaysia to enhance the use of IT among school teachers and university students in Malaysia. The firstarticle introduces readers to the prototype of an e-Lesson Generator (eLG) that intends to provideteachers with a comprehensive range of teaching resources. Teachers may use the eLG to customizetheir lessons in order to sustain quality classroom instruction. The second article explains the benefitsof PPIP-online to the Universiti Sains Malaysia students. PPIP-online in general provides accessibilityto course materials such as Instructional Plans, PowerPoint lecture slides, supplementary lecture notes,reading articles, multimedia presentations, and interactive multimedia learning materials.The third article reports the results of a quasi-experimental study pertaining to the effects of animationgraphic courseware on students' achievement in the Electronic System subject matter at Polytechnicsunder the Ministry of Higher Education Malaysia. Results indicate that there is a significant difference instudents' achievement between the control and treatment groups. Apparently the treatment groupperforms better than the control group. The fourth article is about a project conducted in an undergraduateTechnology Special Education programme. This project specifically relates to the use of MicrosoftPowerPoint to teach special education students in Malaysian schools. The fifth article looks into thebeliefs of student teachers with regard to problem solving in Mathematics and how these beliefs changedwith the use of Information Technology.Results on teachers' perception in the use of Mathematics and Science multimedia courseware werediscussed in the sixth article. It was found that in general most teachers agree that the courseware iseffective; however, some teachers indicated certain aspects and components of the courseware mayneed to be improved. The seventh article reports the findings on the use of Virtual Technology (VT)technology among students. The study found that students in VT environment could better constructknowledge about marketing decision making than students in a non-VT environment.The authors of the eighth article write about the development and evaluation of multimedia interactive toteach the ACAD R14 courseware in the process of producing visual arts products. The ninth articleexamines teaching resources from the internet. This article also indicates the importance of internet inpreparation of materials for teaching Arabic for those in the tourism industry. Finally, the tenth articlediscusses the design of instructional materials for teaching and learning purposes.We believe that knowledge must be shared and we would like to share the wisdom from these articleswith you. We are confident that the articles in this journal will be of great value to our readers. Thank youand enjoy reading this journal.

ASSOC. PROF. DR. ABDUL RASHID MOHAMEDChief EditorMalaysian Education Deans' Council Journal

1

MEDC Volume 1, December 2007

PPIP-ONLINE: ADVANCING WITH EMERGING TECHNOLOGY

Abdul Rashid MohamedFong Soon Fook, Hairul Nizam Ismail

School of Educational Studies, Universiti Sains Malaysia

Abstrak: Artikel ini melaporkan tentang pembinaan PPIP-Online yang menyediakan aksesinternet dan muat turun bahan pengajaran dan sokongan di samping meningkatkan mutupengajaran bersemuka yang sedia ada. Secara khusus, PPIP-Online memberikan manfaat24 jam kepada pelajar dari segi akses kepada bahan pembelajaran dalam pelbagai bentukelektronik, membolehkan pelajar muat turun nota dan bahan pembelajaran lain. PPIP-onlinedibina berasaskan teori yang dikenali sebagai Teori Aktiviti. Teori ini berasal daripada TeoriVygotsky yang berkaitan dengan mediasi alatan. Menurut teori Vygotsky, aktiviti manusiadapat dijelaskan sebagai proses mediasi yang dicetuskan oleh artifaks (peralatan teknikal)atau simbol (peralatan psikologi) dalam persekitaran sosial yang menyumbang kepadapembelajaran individu. PPIP-online yang berbentuk interaktif ini mempunyai beberapa ciriunik yang terdapat dalam tapak e-pembelajaran seperti forum, sumber, kuiz dalam pelbagaibentuk, blogs, wikis, aktiviti database, tinjauan dan ruang chat. Namun, PPIP-online ini jugamempunyai beberapa cabaran antaranya pengguna masih belum bersedia sepenuhnyamenggunakannya dan pengguna dewasa kurang daya tumpu terhadap bahan yang dirujukdan kerap mengubah selera kepada laman web lain.

INTRODUCTIONWe are in the midst of an e-learning revolution, which brings with it rapid change, amyriad of emerging technologies, and greater opportunities to generate significantreturns on e-learning investments. Thus, e-learning is fast gaining the acceptance asa tool for training in corporate institutions and for teaching and learning in academicenvironments.Employing new pedagogies and technologies, where appropriate, will enhance theparadigm shift as described by Hairul & Fong (2005) and Barr & Tagg (1995) in creatingan ideal e-learning environment for students and educators to attain some measuresof constructivist learning, where students learn at their own convenience and at a timeand place of their choice. It eliminates the barriers of time and distance. Approachesto learning that promote social constructivism, or learning within a social context andthat feature active group construction of knowledge, rather than transfer of knowledge,then provide ideal learning environments for the new era. Today, an exciting emergingtechnology, the learning management system (LMS) might be able to deliver the e-learning environment to deliver social-constructivist learning.In general, there are two types of e-learning - asynchronous and synchronous.Asynchronous Learning is the most widespread e-learning style today. It involves self-paced learning, either CD-ROM based, network-based, Intranet-based or Internet-based. It may include access to instructors through online bulletin boards, onlinediscussion groups and e-mail. It may also be totally self-contained with links to referencematerials in place of a live instructor. Conversely, in Synchronous Learning, real-timecommunication with a live instructor facilitates the learning process. Every studentlogs in at a set time and communicates directly with the instructor and each other.This type of learning typically takes place via the Internet using the text-chat, audio-chat and even webcam video-chat.

Abdul Rashid Mohamed, Fong Soon Fook and Hairul Nizam Ismail

2

LEARNING MANAGEMENT SYSTEM (LMS)Learning Management Systems (LMS) is a multimedia and Internet-based technology,where the content is delivered digitally using text, graphics, animation, sound andvideo. It was designed with the underlying concept of a “virtual teacher within a virtualclassroom environment”, having the ability to “teach” the students rather than justsimply deliver the learning materials to a learner. Using an intelligent navigation feature,the system would deliver materials according to the ability of the individual student.Each learner would be presented with different sets of materials based on their ability.An extensive tracking and monitoring feature built into the system intelligently recordsthe learner’s progress and activities, which is subsequently used to evaluate andmeasure the effectiveness and return-on-investment (ROI) of the training. This couldalso be used to identify problematic areas for each learner and customize appropriatemeasures to be taken. All data can be viewed graphically.LMS has many supporting tools such as Staff and Student Registration System,Learning Object Manager, Question Bank, Intelligent Navigation System, Short Notes,E-Mail, Online Chat, White Board, Newsgroup, Bulletin Board and Report Card. Thedevelopment of LMS really signifies the creation of an intelligent, interactive, self-paced and instructor-led, web-based teaching and learning tool. These supportingtools allow teachers to manage class and student assignments, track individual studentprogress, create custom diagnostic tests, and automatically generate prescriptiveassignments based on each student’s unique areas of need.

INTRODUCING PPIP-ONLINEIn January 2004, the School of Educational Studies (SES) achieved MS ISO 9001:2000.In line with the quality policy, SES is committed to provide the best and highest qualityof teaching and learning environment to all the students - holistically and continuously.Acknowledging the academic needs of ICT-savvy students, SES created an electronicfacility known as PPIP-online (http://www.ppip.usm.my). With the availability of abroader bandwidth to support e-learning activities at Universiti Sains Malaysia, PPIP-Online could offer high-speed accessibility and large volume downloads. It is hopedthat using PPIP-Online will bring added value to all the courses and support, as wellas enhance face-to-face instruction.PPIP-online offers many benefits to students:-• Provides 24/7 accessibility to course materials such as Instructional Plans, PowerPoint

slides, lecture notes, reading articles, multimedia presentations, interactive multimedialearning materials (video clips, audio clips, animation, etc.) and assignments. Thesematerials can be accessed prior to class or at any convenient time.

• Allows students to download and print course materials as needed. This willreduce expenses in copying and printing.

• Gives immediate access to course materials from any location. Students neednot have to spend time walking across campus to the library searching for red-spotted reading materials.

• Is an advantage to students who can now focus on understanding the lecturesinstead of scrambling to copy notes.

• Offers asynchronous and synchronous communication tools which include a weeklybulletin board with the latest announcements for each course, discussion forums andchat sessions to give each and every student an opportunity to participate in discussions.

PPIP-ONLINE: Advancing With Emerging Technology

3

• Allows students to work in groups without the constraints of meeting together at a certaindate, time and location. Permits students to upload their assignments to course lecturers.

Realizing these benefits, SES adopted a Learning Management System (LMS) froma provider called Moodle and integrated it into USM’s e-learning system. Moodle is afree of charge e-learning environment built using an open-source software, combiningconstructivist inspired tools for open-ended investigation with communication andcollaboration tools that support multi-learner collaboration and emphasizes student-centered, collaborative and critical reflection activities. For instance, it offersasynchronous and synchronous communication tools which include a bulletin boardwith the latest announcements for each course, discussion forums and chat sessionsto give each and every student an opportunity to participate in discussions. It alsoallows students to work in groups without the constraints of meeting together at acertain date, time and location.

THEORETICAL FRAMEWORKThe theoretical framework underlying PPIP-Online is known as Activity Theory (AT). Itis a philosophical and cross-disciplinary framework for studying different forms of humanpractices as developmental processes, with both individual and social levels interlinkedat the same time. AT has its origin in Vygotsky’s theory of tool mediation. According toVygotsky, human activity can be explained as a mediated process triggered by artifacts(technical tools) or signs (psychological tools) in a social environment that contributesto the individual learning. Engestrom expanded Vygotsky’s model of the human activitysystem by adding three social-cultural elements in the Activity Triangle (Fig. 1).Fig. 1 Engestrom’s Human Activity Model

Engestrom’s model views a humanactivity system as a collective activitysystem with complex interrelationsbetween the individual subject andhis or her community. The basic unitof activity analysis is an activitysystem. There are six componentsin the model which can be explainedas follows.1. The subjects of the activityrefer to individuals or groups ofparticipants engaged in the activity.

2. The object represents the purpose and intention of human activity that targetscertain objectives. It can be a material or mental product.

3. Tools refer to any mediating artifacts, material or conceptual, that shaped the activity.4. Rules refer to norms, regulations and conventions that constrain the activity

being carried out.5. Division of labour refers to the allocations of responsibilities and variations in job

roles of the subjects as they carry out the activity.6. Community refers to the social and cultural context of the environment in which

the subjects operate.


4

FEATURES OF PPIP-ONLINEPPIP-Online has many features expected from an e-learning platform including:Forums, Content Resources, Quizzes with different kinds of questions, Blogs, Wikis,Database activities, Surveys and Chats.

WELCOMING PAGEThe welcoming page consists of a “Welcoming Message” by the Dean, major links, adigital counter and current news of events in SES USM.

Is This Your First Time Here?For full access to courses students will need to create a new account for oneself onthis web site. Each of the individual courses may also have a one-time “enrolmentkey”: This will “enrol” you in the course.For Subscribed MembersTo ensure security and confidentiality, only permitted subscribed students can log inwith specific username and password.


5

Open-Forum - “If You Have Something To Tell The Dean...”

Through PPIP-Online, students were able to freelycommunicate with the Dean. For instance, theforum created by the Dean entitled “If you havesomething to tell the Dean...” attracted manycurious comments and suggestions.

Dean: “In line with our quality policy, PPIP is committed to provide the best and highestquality of teaching and learning environment to our students - holistically andcontinuously. Suggestions on improving any aspect concerning PPIP are mostwelcomed. Thank you.”

Siti: “It is my pleasure to be able to communicate online with you after being herefor more than two years. PPIP-Online made it possible!!!. I would suggest thatthe computer laboratory be opened for longer hours.”

Dean: “Dear Siti, Thank you for your comments. PPIP will look into the possibilities ofopening our present computer lab. for a longer period of time for students touse. I will discuss the matters with Dr. Fong and we will try to rectify the problemASAP. I will announce about this very soon. Please look out for theannouncement on the main page of PPIP online.”

Anne: “Hello Dean. I have never met you in person, so it is my pleasure being able tocommunicate with you PPIP-Online. The introduction of PPIP-Online is certainlya great idea as it makes our access to matters pertaining to our course easier– anytime and anywhere”. The PPIP-Online programme is an asset for allPPIP students and I feel that we should make good use of it. However, theavailability of the lab for our use should be more flexible to accommodatestudents at any time.”

Dean: “Hi Anne, I am glad that you find our PPIP-Online useful. I will try to look intothe problem. We will see how we can accommodate you and other students’need to use the lab. Thanks.”

Leng Choo: “Dearest Dean, it is indeed a privilege for us to be able to communicateand give our views through PPIP-Online in regards to teaching andlearning environment. Although it is the first experience for me, I find PPIP online a very essential platform especially for E-learning. We can access it anytimeand anywhere without much constraints. Learning as well as communicationare made easy.”

Dean: “Hi, Leng Choo, Thank you. I am happy that you all are responding very well toour effort. Work hard and be the best.”


6

AnnouncementsIn compliance to the ISO requirement, the attendance of students is very important.Hence, the announcement is made public and displayed in PPIP-Online as a constantreminder.

Content ResourcesPrior to lectures, students may download the Powerpoint files and lectures notesthrough PPIP-Online.

Threaded Discussion ForumWith a clear understanding of their roles and the rules in the learning activity, studentswithin small groups participate in lively intellectual discussions. The students weretold that their comments and critiques were assessed and graded for their quality andmaturity.


7

Mutual Concerns As A CommunityThere were instances when some family members passed away. For example, uponhearing the news of the passing away of the mother of a student, an announcementwas placed in PPIP-Online. A “Condolence-forum” was immediately set up for wordsof condolences and encouragement.

Salbiah: “Assalamualaikum Cikgu Din, Salam takziah dari saya. Aggap ini satulumrah hidup. Yang hidup pasti akan pergi. Take care..Bye”

Mei Ling: “Hai Kamaruddin, Salam takziah daripada saya terhadap kematian bondayang anda sayangi dan hormati. Diharap anda dapat menghadapinyadengan hati yang tabah. Bye...”

Aizah: “Assalamualaikum Cikgu kamaruddin, Saya ucapkan takziah kepada cikgusekeluarga di atas pemergian emak Cikgu ke Rahmatullah. Semogadicucuri rahmat ke atas beliau dan sama-sama kita berdoa beliauditempatkan bersama orang-orang yang beriman. Amin!”

Kamaruddin: “Terima kasih atas perhatian dan simpati yang diberikan. Thank you foreverything”

ISSUES AND CHALLENGESOne of the main issues facing educators is the readiness of the learners. Many of thelearners are not ready for self-paced learning. All along they have been guided in a teacher-centered system. Therefore, it will be a gradual change to switch to a learner-centeredsystem. Most of the contents available today are in analog or paper format. The conversionfrom paper to digital format is expensive and time consuming. The application of instructionaldesign during the conversion is also important. Access to good instructional designers islimited. This results in digital content that is of lower quality.Another challenge is the short duration of concentration among the online learners. Itis estimated that an adult usually has about 20-30 minutes of concentration in anonline environment. In an online environment where a learner could easily switch his/


8

her applications to others such as browsing sports information or accessing onlinenews, an interactive content can help to reduce distractions. Some students find thatthe online environment limits their ability to learn in a way that matches their learningstyle. In particular, for visual and auditory learners, who need the presence of a spokenword, this indeed can be a real challenge.For many institutions, the journey to incorporate a learning management system intoa predominantly face-to-face culture will take time and create many challenges. Thereis an old Zen saying, “The journey is the reward”; so our advice is enjoy the explorationand the journey.

REFERENCESBarr, R. B., and Tagg, J. (1995). From teaching to learning: A new paradigm for

undergraduate education. Change, 27(6), 13 – 25.

Hairul, N. & Fong, S.F. (2005). Greenhouse for Learners’ Minds. Symbiosis –Harnessing Technology for Business. February 2005, 49-51.

http://www.ppip.usm.my (Retrieved October 25, 2007)

9


A PROTOTYPE ELECTRONIC LESSON GENERATOR FOR MALAYSIANTEACHERS

Abdul Rashid Mohamed, Shaik Abdul Malik Mohamed Ismail, Munirah GhazaliAbdul Ghani Abdullah, Sharifah Norhaidah Syed Idros, Mohammad Kamarul KabilanLee Lay Wah, Norlida Ahmad, Leong Lai Mei, Tan Kok Eng, Fong Sook Fook, Termit Kaur

School of Educational Studies, Universiti Sains Malaysia

Abstrak: Kami bersimpati dengan kesukaran yang dihadapi oleh guru luar bandar di Malaysiapada masa ini yang rata-ratanya kekurangan sumber pengajaran. Kami cuba membina prototaipe-Lesson Generator (eLG) untuk membantu menyediakan guru dengan sumber bahanpengajaran yang sesuai. Pembinaan prototaip ini berdasarkan hasil kajian yang dijalankanoleh Pusat Pengajian Ilmu Pendidikan, Universiti Sains Malaysia berkaitan trend dan gayapengajaran guru di Malaysia. Makalah ini melaporkan tentang reka bentuk dan perkembanganlaman web sumber multi media yang dikenali sebagai e-Lesson Generator. Ia sebenarnyadireka sebagai sumber pedagogi yang boleh diguna secara berulang-ulang kali dan bolehdiubahsuai oleh guru mengikut keperluan masing-masing. Guru boleh menggunakan eLG untukpengajaran dengan tujuan meningkatkan kualiti pengajaran. Ciri-ciri penting dalam laman webini termasuk rangka rancangan mengajar yang dinamik, enjin muat turun yang stabil dan mudahdigunakan, enjin pencari maklumat, pengguna yang berdaftar, dan sistem navigasi yang mudahdikawal. Kami telah menghubungi Universiti Qatar dan Bahagian Teknologi Pendidikan,Kementerian Pelajaran Malaysia untuk meningkatkan lagi keupayaan eLG. Pada masa ini kamijuga sedang menjalankan kajian keberkesanan eLG ini secara formatif.

INTRODUCTIONIn line with the widespread use of ICT in education teachers have experiencedtremendous developments in the manner they teach. Someone once said; “Teachingis not a lost art, but the regard for it is a lost tradition.” We don’t teach anymore so itseems! We are afraid to use the word ‘teaching’ lest we be accused of being oldfashioned and out of touch with the ‘real’ world. Education it seems must be studentcentered and the teacher must only act as the facilitator, for fear that we be consideredold fashioned and out of date. We must not forget the words of William Arthur Ward;“The mediocre teacher tells. The good teacher explains. The superior teacherdemonstrates. The great teacher inspires”. In the Malaysian context, especially in therural schools the students still need the services of these overworked teachers toprovide quality teaching in order to obtain quality learning. Quality teaching comesfrom quality teachers who plan quality lessons and execute quality instructions. Buthow do these overworked teachers find the time to plan quality lessons and executequality instructions every day when they have very little time to spare? They are busymarking exam scripts, planning school sports, attending to disciplinary problems anda host of other non-teaching matters. So where does quality teaching come from?Do we at the Centre of Excellence for e-Learning, School of Educational Studies,Universiti Sains Malaysia believe we have the answer? This center was made possibleby the grant awarded by the Project Steering Committee on e-Learning for Life. Thiscommittee was set up with the cooperation of the Malaysian Ministry of Education,United Nations Development Programme, and Coca-Cola Far East. This grant enablesus to put our ideas into motion. We are of the opinion that teaching is still pertinentespecially in the Teaching of English as a Second Language (TESL) context. Webelieve that teachers still have a lot to offer but they do not have the time or the

Abdul Rashid Mohamed, Shaik Abdul Malik Mohamed Ismail, Munirah Ghazali, Abdul Ghani Abdullah, Sharifah Norhaidah SyedIdros, Mohammad Kamarul Kabilan, Lee Lay Wah, Norlida Ahmad, Leong Lai Mei, Tan Kok Eng, Foon Sook Fook and Termit Kaur

10

resources to produce good quality lessons consistently. A brilliant teacher is like whatSamuel Johnson said; “Knowledge is of two kinds. We know a subject ourselves, orwe know where we can find information upon it.” We believe once the teachers viewour work they would know we have the answer to their problem – sustainable qualityteaching through reusable multimedia resources. The Sustainable Quality Teachingthrough Reusable Multimedia Teaching Resources Project is based on the premisethat the teachers, due to their workload are unable to produce sustainable qualityteaching even if they want to.This is a pioneer project and the e-Lesson Generator is still at the prototype stage. Atthis initial stage, we have chosen to start with the Malaysian Primary Six EnglishCurriculum for the simple reason that we need to start somewhere. Primary Six is alsothe transition period between primary and secondary education as such both StandardSix and Form One teachers can use them. Materials for the other levels as well asother subjects are in the pipeline, hopefully with the cooperation of the two interestedparties mentioned earlier (University of Qatar and ETD, Ministry of Education, Malaysia).Our platform is based on a simple lesson plan principle, which normally contains a setinduction stage, a presentation stage, a practice stage, a consolidation stage and anevaluation stage. All these hardworking but busy teachers have to do is to go ‘shopping’.First they have to decide what to buy and who to buy it for (topic and student proficiency).Once the decision has been made, all they have to do is to go to the ‘supermarket’(multimedia library that we have created). For that we provide them with a ‘trolley (anempty template) and with the ‘trolley’ teachers can walk around the ‘supermarket’(multimedia library) through the neat rows (different stages of a lesson) of shelvesand collect the ‘materials’ (resources) they need. Once their trolley is full, they canleave the supermarket WITH the trolley (that’s wonderful isn’t it?). At ‘home’ (classroom)they can either ‘serve’ (teach) it straight from the can (template) or ‘heat’ (modify) it upa little to suit the ‘taste’ (needs) of the students. The whole free ‘shopping spree’ takesless than 5 minutes and you can ‘feed’ and satisfy 40 ‘hungry’ pupils.

HOW IT ALL STARTEDThe ‘e-Lesson Generator’ (eLG) was borne out of another project, the e-Learning forLife Project which was sponsored by the United Nations Development Programmeand Coca-Cola Far East. The objective of that project was to get English as SecondLanguage (ESL) teachers to create their own lesson plans which were posted on aspecially designed website to be used by other teachers. However, it was found thatthe teachers’ lesson plans were too rigid and fixed to be used by other teachers. Theoutcome from that project showed that there was a great need for a resource pool ofmultimedia based learning objects which is flexible and adaptable enough for teachersto customize to suit their learning objectives. This we believe and hope is part of thesolution to the above-mentioned problem.

DESIGN AND DEVELOPMENT PROCESSThe design and development process was based on the systems approach model(Alessi & Trollip, 2001; Dick, Carey & Carey, 2001). A multidisciplinary team of expertswas recruited for this project. Content experts managed the task of developingpedagogically sound lessons together with a team of content developers consisting ofexperienced English teachers who were pursuing their Masters and PhD degrees at

A Prototype Electronic Lesson Generator for Malaysian Teachers

11

that time. Instructional designers were recruited to collaborate with the content expertsand web developers to organize and develop the content in close coordination withgood website design principles. Generally, the principles of a good web page designsuch as clear and consistent page organization, wise use of space, clear and consistentnavigations and hyperlinks were adhered to. The first phase of formative evaluationwas conducted with input from experts. The multimedia content developed was furtherrevised and refined by the content experts themselves. These enhancements wereduly incorporated into the website. After formative evaluation was done, the prototypewas subsequently named the ‘e-Lesson Creator’, and is hosted at http://www.lessoncreator.net. The main page of the prototype is shown in Figure 1.

Figure 1: The Prototype Index Page

MAIN FEATURES OF THE PROTOTYPEThe main features of the e-Lesson Creator website are described below.

Content Rich Pedagogically Sound Reusable Multimedia Learning ObjectsA comprehensive set of multimedia learning objects is presently available online forteachers to browse, choose and download. These multimedia learning objects are inPowerPoint, Flash animation and video formats. They are organized into three contentareas based on the National Curriculum, namely, World of Knowledge, World of Selfand World of Stories. In each of these content areas, the multimedia learning objectsare organized into topics. Each of these topics is further structured into three levels ofcontent based on learners’ ability: beginners, intermediate and advanced. Figure 2illustrates the organization of the multimedia learning objects content in the prototypeand the number of topics available under each content area.


12

Figure 2: Organization of Multimedia Content in e-Lesson Prototype

In Malaysia, a typical instructional plan usually consists of five events of instruction; 1.Set Induction; 2. Delivery; 3. Practice; 4. Production and 5. Closure. The multimedialesson objects were developed based on these five stages of instruction. For eachstage of instruction, four multimedia learning objects were developed. This resulted ina matrix of 5 X 4 choices of multimedia learning objects for each topic at each sublevelof instruction. Table 1 illustrates the organization of multimedia lesson objects for theArea: World of Knowledge, Topic: Local Places, Towns and Cities, and Level: Beginner.Table 1: A sample set of multimedia learning objects

A total of 3,241 multimedia learning objects were developed. Details of each multimedialearning object on the e-Lesson Generator can be obtained from the website’s dynamicsite map. The dynamic site map reflects the repository pool of multimedia learningobjects available and the organization and structure of these objects.

LESSON WIZARDThe main innovative feature of this website is the Lesson Wizard, a dynamic lessonplan template that allows teachers to access the repository pool of multimedia objectsas described in the section above. The Lesson Wizard was specifically designed andcreated for facilitating teachers’ creation of a multimedia lesson plan template. Teachersare guided to select the Area, Topic and Level of the lesson and then guided to selectthe multimedia learning objects for each event of instruction; Set Induction, Delivery,Practice, Production, Closure (see Figure 3). The resulting lesson will be generatedby the dynamic lesson plan template system (see Figure 4). Upon generation of thelesson based upon the teachers’ selection, teachers are given the option either to

Event of Instruction

Multimedia Learning Objects

Set induction

Stating the Landmarks

Matching places

Identify the names of cities

Stating the places

Delivery Reading the text Read and respond

Reading Role Play

Practice Complete the partial answer

Label the names of cities

Matching sentences

Matching the questions

Production Fill in the blanks Write a letter Note expansion Write a short paragraph

Closure Crossword puzzle Word maze Stating the locations

Drawing


13

Figure 4: Generating the customizedmultimedia learning objects lesson

review their multimedia lesson or to download the lesson. If the multimedia learningobjects assembled with the help of the Lesson Wizard are not to their satisfaction,teachers can further revise the lesson (see Figure 5) and review it again. Once teachersare satisfied with the multimedia content assembled, they can then proceed to downloadthe entire lesson. This flexibility of choice and generation of a complete lesson ofmultimedia learning objects is the main innovative feature of the website.Figure 3: Customizing and assembling themultimedia learning object

Figure 5: Reviewing the generated multimedia learning objects lesson

Stability of Structure andDownloading EngineOnce the lesson with themultimedia learning objects isgenerated, it can be downloaded.The downloading engine willautomatically zip all PowerPoint,Flash and video objects anddownload it in html format.Downloading is easy and efficientand can be completed with the clickof a button. Once downloaded, theuser needs to unzip the folder toobtain the individual multimedialearning objects.

Built-in Search EngineAnother useful feature of this website is the built-in search engine. Teachers caneasily browse the repository of multimedia lesson objects from the built-in searchengine available on the Teaching Ideas page. The search is conducted based uponkeywords (see Figure 6). The search results can then be previewed.


14

Figure 6: Searching the repository for multimedia learning objects

Integrated Registered Users Database SystemA database system was developed to handle subscription and registration of users.Administration of users is fully automated. When new users register on the website,an acknowledgement email will be generated automatically for the new users. Themanaging administrators of the website will decide whether to register the users intothe system. When the users are registered into the system, a password will beautomatically generated and this information will be emailed directly to the new users.The new users are then encouraged to login to the website and to change theirpassword from the users’ profile page.

User-friendly NavigationNavigation on this website is developed based on principles of good website design.Navigation is well constructed, easy to use and intuitive. New users are first encouragedto go through the lesson creation procedure systematically. This will allow them tobrowse and have an overview of the overall content of the website. Once they arefamiliar with the creation process, users are encouraged to use the express navigationpanel (see Figure 7) which shortens the lesson creation procedure to a single panel.The express navigation bar can be accessed on the website.


15

Figure 7: Express Navigation Bar

FUTURE PLANSWe are currently conducting a summative evaluation to gather feedback in order toimprove the e-Lesson Generator. In line with the advances in ICT, we hope to expandthis idea to include other subject content areas and grade levels (see Figure 8). Anotherfeature that will be given more emphasis in future plans is the enhancement of theinteractivity level of the multimedia learning objects. It is hoped that this innovativeway of customizing one’s lesson would later be the standard adopted by teacherswhen integrating ICT into their classrooms. In the Ninth Malaysia Plan, the potentialrole of ICT in improving teaching quality, learning environments and ultimately studentperformance especially in rural schools is emphasized. In our opinion, the e-LessonGenerator has the potential to meet this particular need of the nation. Our experienceworking with the e-Lesson Generator has prompted us to rethink its tremendouspotential in the area of e-education databases and services. In addition to the expansionplans to include other subject content areas and grade levels, we look forward toembarking on developing an e-Learning Generator; a full-blown e-educational platformthat is capable of handling a series of related educational services that will benefitschools, teachers and administrators. This powerful technology generator has thepotential to support services such as the development of e-education administrativedatabase, e-lifelong learning, e-soft skills education and the like; that will positivelyimpact our nation’s future workforce quality.Figure 8: e-Lesson Generator Common Repository Pool

e-LESSON GENERATOR

COMMON REPOSITORY

POOL

ENGLISH

BAHASA OTHER LANGUAGES

SCIENCES GEOGRAPHY

MATHS

COMMERCE

HISTORY


16

CONCLUSIONOne of our doctoral students has conducted a summative evaluation on the e-LG. Sheattempted to find out the usability of the e-LG, and the teachers’ opinions about themultimedia learning objects. Preliminary data from her study show that the usability ofthe e-LG indicated that the information was well-organised and easily accessible.However, the speed of retrieval and consistency of instructional language may needsome improvement. Another study conducted on the e-LG which focused on the contentfound that there were substantial grammatical errors. Feedback from these researcheswill help us to improve the delivery of the e-Lesson Generator for the use of teachersin Malaysia.Future plans include the expansion of the website in terms of subject content areasand grade levels. We are positive that other partners will join us in this project. Untilthen we will keep improving the eLG.

ACKNOWLEDGEMENTWe would like to acknowledge the grant provided by UNDP-Coca-Cola and hard work put inby the design and development team of the e-Lesson Creator under the e-Learning Centre ofExcellence, School of Educational Studies, Universiti Sains Malaysia.

REFERENCESAlessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and

Development (3rd. ed.). Boston: Allyn and Bacon.

Cobus, L., Dent, V.F. & Ondrusek, A. (2005). How twenty-users helped redesign anacademic library website. Reference and User Services Quarterly, 44(3), 232-246.

Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5thed.). New York: Longman.

E-Learning Center of Excellence. (2005). e-Lesson Creator courseware managementsystem user manual. School of Educational Studies, USM.

Gall, J.E. (2004). Book Review. Educational Technology Research & Development,52(3), 87-90.

Mayer, R. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.

Ministry of Education, Malaysia (2003). Curriculum specifications English LanguageYear 6 SK schools. Ministry of Education, Malaysia.

Moreno, R. & Valdez, A. (2005). Cognitive loads and learning effects of having studentsorganize pictures and words in multimedia environments: The role of studentinteractivity and feedback. Educational Technology Research & Development,53(3), 35-45.

Smith, P. L., & Ragan, T. J. (1999). Instructional Design (2nd. ed.). New York: JohnWiley.

Wilson, B.G. (2004). Designing e-learning environments for flexible activity andinstruction. Educational Technology Research and Development, 52(4), 77-84.

17


FIELD DEPENDENCE – INDEPENDENCE STUDENTS AND ANIMATIONGRAPHIC COURSEWARE BASED INSTRUCTION

Jailani Md. Yunos, Wan Mohd Rashid Wan Ahmad, Ahmad Rizal MadarFaculty of Technical Education, Universiti Tun Hussein Onn Malaysia

Abstrak: Makalah ini melaporkan hasil kajian tentang kesan perisian animasi grafik terhadappencapaian pelajar dalam mata pelajaran Sistem Elektronik di Politeknik KementerianPengajian Tinggi Malaysia. Kajian ini membandingkan pencapaian pelajar dengan kumpulankawalan yang mengikuti pendekatan konvensional dan kumpulan yang mengalami pengajaranmenggunakan perisian animasi grafik. Kajian dijalankan untuk membandingkan gaya kognitif,iaitu field independent (FI) dan field dependent (FD). Sampel kajian telah dipilih dalam kalanganpelajar semester pertama Diploma Kejuteraan Elektronik di Politeknik Merlimau, Melaka.Seramai 63 responden dipilih secara rawak. Kajian ini dilaksanakan secara kuasi-eksperimen,dan reka bentuk pra dan pasca ujian. Instrumen yang digunakan dalam kajian ini Ujian GroupEmbedded Figures (GEFT) untuk mengenal pasti pelajar FI dan FD adalah ujian pra-pasca,perisian animasi grafik, dan soal selidik. Data keseluruhan yang diperolehi diproses denganmenggunakan Statistical Package for the Social Sciences (SPSS) versi 12.0. Analisis datadilaksanakan dengan menggunakan statistik deskriptif seperti skor min dan frekuensi. Statistikinferential digunakan untuk menguji hipotesis pada paras 0.05. Ujian pra dan pascadibandingkan untuk mendapatkan skor pencapaian pelajar dalam topik Sine Wave AmplificationCircuit. Ujian parametrik terdiri daripada Ujian-t dan Kolerasi Pearson digunakan untuk analisisdata. Analisis mendapati terdapat perbezaan yang signifikan dari segi pencapaian dalamkalangan pelajar kawalan dan pelajar yang menerima rawatan. Pelajar FI dalam kumpulanyang dirawat adalah lebih baik berbanding dengan kumpulan kawalan. Namun tidak terdapatperbezaan yang signifikan bagi pelajar FD dalam kumpulan rawatan yang sememangnyalebih baik daripada kumpulan kawalan. Kajian ini juga mendapati korelasi negatif yang lemah(r = - 0.318) antara pelajar FI dengan pelajar FD berdasarkan peningkatan skor. Perisiangrafik animasi meliputi lima elemen iaitu mudah digunakan (min 4.16), reka bentuk interface(min 4.01) reka bentuk interaksi (min 3.83), bantuan berkaitan topik pembelajaran (min 3.86),dan motivasi (min 4.25). Sebagai penutup, implementasi perisian animasi grafik dalam prosespengajaran dan pembelajaran meningkatkan pencapaian pelajar dalam mata pelajaran SistemElektronik di Politeknik, yang mendapati pelajar FI beroleh lebih manfaat dalam pembelajaran.

INTRODUCTIONEach student learns in a different way and individual differences in learning have beencorroborated in many studies. It has been argued that students learn in different ways,thus, instruction should be designed in such a way that it can accommodate differentlearning styles (Raven, et al., 1993). The dimension of field dependence (FD) andfield independence (FI) reflecting one’s mode of perceiving, remembering, and thinkinghas emerged as the most widely studied cognitive style with the broadcast applicationto problems of education (Messick, 1976).Cognitive styles can generally be described as stable attitudes, preferences or habitualstrategies determining a person’s typical modes of perceiving, remembering, thinking,and problem solving (Azizi, et al., 2005). Cognitive style measures do not indicate thecontent of the information but simply how the brain perceives and processes theinformation. This study focuses on only two of the cognitive style constructs, FI andFD. Field independence – dependence is an established cognitive style that correlateswith particular abilities and often predicts success in traditional and computer basedinstructional environments (Hall, 2000).

Jailani Md. Yunos, Wan Mohd Rashid Wan Ahmad and Ahmad Rizal Madar

18

Witkin et al., (1977) developed the concept of FD and FI to differentiate two distinctcognitive learning styles. Summerville (1999) referred to FI and FD dimensions as aglobal versus an articulated style that reflected the degree to which an individual’sprocessing of information is affected by the contextual field. Mayer (2001) pointed outthat the differences between FI and FD learners are more likely the result of ‘varyinginformation processing skills such as selective attention, short term memory encoding,and long term recall at which FI individuals are more accurate and efficient.’Ennjoo Oh and Doohun Lim (2005) found that the level of field independency has asignificant impact on the ways learners organize and navigate information, prioritizecontent, and develop meta cognitive strategies in computer based instruction. FDlearners tend to be less successful in activities such as reorganizing and reproducinginformation, recognizing salient cues, and structuring information in computer basedinstruction than in classroom environments.Research also found that individuals are different in their ways of seeking andprocessing information, and cognitive styles serve as a relatively stable indicator onhow learners perceive and interpret information, and respond to learning environments(Lourdusamy, 1994). An FI person tends to perceive surroundings analytically,separating objects discretely from their backgrounds, while an FD person tends toperceive things in a relatively global fashion, being influenced by a prevailing field orcontext (Witkin et al., 1971). According to Witkin et al., (1977), FI and FD learnershave different characteristics, as outlined in Table 1.

Table 1: Differences between Field Independent and Dependent Learners

On the other hand, other studies have found that there is no significant difference instudents’ learning outcomes based on their levels of field independency (Truell, 2001;Wang et al., 2001). Cognitive styles are not correlated with their performance inclassroom or computer based instruction. Summerville (1999) examined the effect ofa hypermedia environment on 177 students enrolled in undergraduate technology

Field Dependence - Independence Students And Animation Graphic Courseware Based Instruction

19

courses. Although the quantitative result did not yield significant differences inachievement and satisfaction scores, interviews revealed that FD learners preferredmore step-by-step instructions with more human direction. FD learners need moresocial interaction and assistance in a hypermedia environment.Liu and Reed’s (1994) study showed that FI students tended to create their ownstructure while working with the hypermedia setting whereas FD students were moreprone to follow the structure imposed by the software. In addition, FD studentsdeveloped a more spectator and social approach to learning. FI learners are moreanalytical in their approach to processing information whereas FD learners are morelikely to employ a more global visual approach to learning. Yea Ru Chuang (1999)examined the combination of animation, text, and voice on Mathematics achievementand found it affected FI students more than FD students. FI student obtained morebenefits from the greater media complexity.One of the most rapidly changing and exciting areas of education in the world today isthe development of computer based teaching materials, especially multimedia that isused in teaching and learning. Multimedia is defined as a combination of variousdigital media types such as text, images, sound, and video into an integrated multisensory interactive application or presentation to convey a message or information tothe students (Jamalludin & Zaidatun, 2000). Furthermore, interactive multimedia canbe a powerful learning and teaching tool because it engages multiple senses. Studentsusing animation graphic courseware are reading, seeing, hearing, and activelymanipulating materials. A multi sensory experience can be created for the audience,which in turn elicits positive attitudes toward the application. Multimedia has also beenshown to elicit the highest rate of information retention and results in shorter learningtime (Allesi & Trollip, 2001).In other words, multimedia means “an individual or small group using a computer tointeract with information that is represented in several media, by repeatedly selectingwhat to see and hear next”. It is also interactive and enables the end users of theapplication to control the content and flow of information. Furthermore, animationgraphic courseware as teaching aids usually integrates some combination of orientationtools. These kinds of tools further point to the major benefit of multimedia, thepersonalization or individualization of the learning experience. By allowing users tocontrol the sequence and pacing of materials, animation graphic courseware facilitatesgreater individualization learning, allowing students to proceed at their own pace in atailored learning environment. With multimedia technologies, this would make themactive participants in their own learning process, instead of just being passive learnersof educational content (Eun Mi Yang et al., 2003).Animation can function in two main ways to foster learning. First, they can have aneffective function whereby they engage learner interest and sustain motivation (SitiAishah et al., 2004). The animations have another function of helping learners tounderstand and remember the content that they are required to study. This cognitivefunction is about facilitating the knowledge building process that is fundamental foreffective learning. Well designed applications of multimedia, such as animation graphicsenable students to come to understanding more quickly than through more conventionalclassroom or textual media. Animation graphic courseware is also an excellent aid forteachers when it comes to explaining a difficult subject. The difficulty of subjects mayarise due to the involvement of mathematics or imagination.


20

Engineering subjects at Polytechnics, Ministry of Higher Education Malaysia, are dividedinto two categories: theory and practical. Students learn the theory and then they practiceit at the laboratory to gain the engineering concept. The students fail to understand theconcept in difficult subjects (Cockroff, 1986). According to Basco (1986), students areweak in the learning process mainly because they cannot remember or forget what theyhave learned. Implementation of computer based instruction in the teaching and learningprocess helps to solve problems faced by students in engineering subjects (Sahairil, 2003).The popularity of using animation to help learners understand and remember informationhas greatly increased since the advent of powerful animation graphic courseware.The subject selected in this study is Electronic System, one of the Electrical andElectronic Engineering subjects at the polytechnic. Candidates have to pass this subjectwhich is taught in the first semester of the Diploma in Electrical and ElectronicEngineering. The Sine Wave Amplification Circuit topic in this subject contains a lot oftheories and calculations. It is difficult to explain using texts only and students take along time to understand these engineering concepts. Students have problems inimagining the operation process of the electrical circuit.According to the Department of Examination, Polytechnic Sultan Azlan Shah (PSAS),the results of this subject for every semester are not satisfactory. Other than that, therate of students who fail this subject is increasing every semester. Nin Hayati (2005)found that engineering students at polytechnics face difficulty in understanding thetheory and calculation. This subject needs animation graphic courseware to explainthe moving components and also current flow in an electrical circuit under the SineWave Amplification Circuit topic. Many topics in this subject contain moving componentsthat need demonstration or dynamic teaching aids where students can understandbetter. According to Zol Bahri (2001), much research has been done on animationeffectiveness as a learning aid in science subjects, but not in engineering subjects.The most significant feature of the multiple forms of media is that they allow thepresentation of knowledge in numerous ways. Thus, students can learn about abstractprinciples through text and see the application of those principles through an animation.These present the opportunity for a deeper level of understanding.In order to teach successfully to a wide range of learners, instructors must recognizeand promote the learning or cognitive styles of their students (Shahabuddin & Rohizani,2003). Individual characteristics - found to be effective in terms of achievement andattitudes of the students, are also studied by many researchers who are interested incomputer based instruction. If educators teach exclusively in one style, student’scomfort level may be diminished and students may lose mental dexterity to think indifferent ways. The importance of individual differences and the truth that everybodycan learn in specific instructional conditions force the researchers to find the mostappropriate instructional condition for all kinds of learners.

RESEARCH QUESTIONSThis study has the following research questions:a) Is there a significant difference in score gains in the achievement test among students

learning using the animation graphic courseware and conventional method?b) Is there a significant difference in score gains in the achievement test among

Field Independent (FI) students learning using the animation graphic coursewareand conventional method?


21

c) Is there a significant difference in score gains in the achievement test amongField Dependent (FD) students learning using the animation graphic coursewareand conventional method?

d) Is there a significant difference in score gains between FI and FI students?e) What are students’ views (as measured on a Likert scale) on the elements of

animation graphic courseware of Electronic System in helping them learn the subject?

METHODOLOGYA quasi-experimental design method was used with a pre test and a post test.Respondents were divided into two groups; control group and treatment group. Pretest and post test were based on the Sine Wave Amplification Circuits topic. The pretest was given before teaching and learning process started in both groups. The controlgroup followed the conventional teaching process while the treatment group used theanimation graphic courseware. The pre test was used to measure students’ priorknowledge based on Sine Wave Amplification Circuits topic at the beginning of theresearch. The post test was given to measure students’ achievement after followingthat teaching and learning method. The students’ score gain in their achievement wasbased on the comparison between the post test and pre test scores.The population of this research was first semester students taking the Electronic Systemin the Diploma Electrical and Electronic Engineering course at the Electrical EngineeringDepartment. The research was done at two polytechnics; Polytechnic Sultan AzlanShah, Behrang as a treatment group and Polytechnic Merlimau, Melaka as a controlgroup. The intake into all polytechnics is based on similar academic qualifications andthe students can be considered to be of equal academic ability. All polytechnics usethe same syllabus. Therefore, a sample taken from Polytechnic Sultan Azlan Shahand Polytechnic Merlimau Melaka were assumed to be representative of the population.The instruments used in this research were Group Embedded Figures Test (GEFT), pre– post test, animation graphic courseware, and a questionnaire. The cognitive styles ofthe students were measured using the GEFT which was developed by Witkin et al. (1971)and translated and adapted into Bahasa Malaysia by Ng (1998). GEFT was designed tomeasure individuals’ levels of field independency by tracing simple forms in the largercomplex figures. The test instrument consists of three sections with 21 items: the firstsection contains three items for practice, and the second and third sections contain nineitems each for scoring. The total score is the number of figures that are correctly traced inthe second and third sections and possible maximum score is 18. People who tend to beField Independence (FI) find the hidden figure more easily than the people who tend to beField Dependent (FD). The reliability and validity of the test instrument has been provenby a number of studies over the years (typical reported coefficients are in the order of 0.82– 0.90 can be found in the GEFT manual) (Witkin et al., 1971). For this study, theclassification of the students according to their cognitive styles namely FD and FI is basedon the scores. Students within a range of 0 – 9 were identified as FD. Respondentsscoring 10 – 18 were identified as FI. Pre test and post test were used to evaluate theachievement after the teaching and learning process. The questions were developedbased on the syllabus of the Electronic System subject. The questionnaire regarding theelements of animation graphic courseware (containing 20 questions) was developed bythe researcher. The instrument composed five sub sections: easy usage of courseware,interface design, interaction design, helps to learn in topics, and motivation, using a five-point Likert Scale (5 = Strongly Agree, 4 = Agree, 3 = Not Sure, 2 = Disagree, 1 = Strongly


22

Pre Test

Sum of Squares

df

Mean Square

F

Significant

Between Groups .000 1 .000 .000 1.000

Within Groups 1639.293 61 26.874

Total 1639.293 62

Disagree). Three experienced researchers in the instructional technology area reviewedthe instrument to ensure the content validity of each survey item. The responses for thequestionnaires were analyzed using Cronbach’s Alpha tests in SPSS, and the resultsyielded a reliability estimation of 0.875of the survey.

RESULTS OF STUDYTable 2: GEFT Test Score for Treatment and Control Group

Table 2 contains the range of scores by category and the number of students in eachcategory. Based on the scores, the students who scored 0 to 9 were defined as FD,and those who scored 10 – 18 were defined as FI learners. Of those 63 respondents,51 (81%) students were identified as FI, and 12 (19%) as FD learners.Table 3: ANOVA Homogeneity Test Score for Pre Test Treatment and Control

Table 3 shows the results of homogeneity pre test scores for the treatment and controlgroups. The result shows there is no significant difference between the treatment andcontrol groups. Hence, prior knowledge between the two groups was the same on theSine Wave Amplification Circuits topic in the Electronic System subject.Table 4: Mean Score, Pre Test, Post Test, and Score Gain for Treatment and Control Group

Test Score Treatment Group Control Group GEFT Sex Total Sex Total

Male Female Male Female 0 - 9 6 0 6 1 5 6 Field Dependent 10 - 18 22 5 27 11 13 24 Field Independent

Total 28 5 33 12 18 30

Group Pre Test Post Test Score Gain Treatment 3.6664 64.0261 60.3464 Mean

33 33 33 N 5.38100 22.53811 23.39245 Standard Deviation

Control 3.6663 31.1423 27.4760 Mean 30 30 30 N 4.95750 17.43007 14.56317 Standard Deviation

Total 3.6663 48.3671 44.6938 Mean 63 63 63 N 5.14200 26.04519 25.60235 Standard Deviation


23

Table 5: Result of T – Test

T – Test results are shown in Table 4 and 5. The null hypothesis was rejected becausep value is less than á (p = 0.00 < 0.05). There was a statistical significant difference inmean score gains between the treatment and control groups. Those students in thetreatment group show a higher mean score.

Table 6: Mean Score, Pre Test, Post Test, and Score Gain among Field Independent (FI)Students for Treatment and Control Group


Table 6 and 7 shows the T - Test results for FI students between the treatment andcontrol groups. The null hypothesis was rejected because p value is less than á (p =0.00 < 0.05). There was a statistical significant difference in mean score gains betweenthe treatment and control groups.

Group N Mean Standard Deviation t df

Significant (2 tailed)

Treatment 33 60.3464 23.39245

Control 30 27.476 14.56317

6.616 61 0.000 p < 0.05


24

Group N Mean Standard Deviation t df


Treatment 6 52.6183 31.83463

Control 6 21.4283 15.03816 2.170 10

0.055 p > 0.05

Table 8: Mean Score, Pre Test, Post Test, and Score Gain among Field Dependent (FD)Students for Treatment and Control Group

Table 9: Result of T - Test

Table 8 and 9 shows the T – Test results for FD students between treatment andcontrol group. The null hypothesis was accepted because p value is greater than á (p= 0.055 > 0.05). There is no statistical significant difference in mean score gains inFD students between treatment and control group.Table 10: Mean Score, Pre Test, Post Test, and Score Gain among FI – FD Students


25


Table 10 and Table 11 show the T-Test results between two groups of students in FI-FD. Null hypothesis was rejected because p value is greater than á (p = 0.252 > 0.05).There was no statistical significant difference between the two cognitive styles of FIand FD students. But the FI students’ achievement was better than FD students.Table 12: Mean Scores for Elements of Animation Graphic Courseware

As Table 12 indicates, the animation graphic courseware generally includes fiveelements, namely, easy usage of courseware (mean = 4.16), interface design (mean= 4.01), interaction design (mean = 3.83), helps to learn in topics (mean = 3.86), andmotivation (mean = 4.25). The mean scores for the five elements are high. Theseelements helped students in their teaching and learning process in the ElectronicSystem subject. The learners who used the animation graphic courseware in theteaching and learning process, strongly believed in the effectiveness and efficiency ofthe animation graphic courseware in improving their achievement.

DISCUSSIONIn this study, analyses of the GEFT scores indicate that students tend to have differentcognitive styles. Engineering students at polytechnics tend to be more field independent.This is consistent with earlier findings that the engineering students were field independentindividuals (Witkin et al., 1977; Lourdusamy, 1994; Azizi et al., 2005). Field independentstudents tend to choose academic majors that require cognitive restructuring skills,such as Engineering. Field dependent individuals tend to choose areas that requiregreater social and interpersonal involvement, such as Law and Humanities.The achievement of students in the animation graphic courseware teaching andlearning group is better than students in the conventional teaching group. This resultsupports the dual coding theory that when the material is being processed in separatechannels (visual and verbal), it can be held into working memory at the same time(Mayer, 2001). It can be held there long enough for the students to make connectionsto prior knowledge which aids in the transfer of information and promotes constructivist

Student N Mean Standard Deviation t df


Field

Independent (FI)

51 46.4986 24.75933

Field Dependent

(FD) 12 37.0233 28.78825

1.157 61 0.252 p > 0.05

Bil Elements Mean Score 1. Easy Usage of Courseware 4.16 2. Interface Design 4.01 3. Interaction Design 3.83 4. Helps to Learn in Topics 3.86 5. Motivation 4.25


26

learning (Mayer and Anderson, 1992). Images of mental construction were assistedby the images shown on the computer screen during the learning (Mayer, 2001).Images help students build cognitive relationship between verbal and image information(Paivio & Clark, 1991). Animation is able to describe complex concepts to bring abouteasy and effective understanding (Sahairil, 2003).The implementation of the animation graphic courseware in the teaching and learningprocess among FI students helps to improve in their learning achievement in the SineWave Amplification Circuit topic. The element of multimedia such as text, animation,audio, and graphic in instructional interface resulted in significantly better learningoutcomes among FI students (Hsu, et al., 1994; Yea Ru Chuang, 1999).However, the animation graphic courseware in teaching and learning process among FDstudents does not help to improve their achievement compared to conventional teachingmethod. It is difficult for FD students to process and gain benefit from animation (Hsu, etal., 1994). According to Canino and Cicchelli (1988), FD students’ achievement will increasewhen the students get more guidance from instructors. They are more likely to accept andencode the information presented without reorganization, restructuring, or revision. FDstudents have a global cognitive style because they are more ready to allow the externalcues of an experience to point the way to understanding (Liu & Reed, 1994). The findings from this research indicate that student’s cognitive styles, FI-FD are notsignificantly correlated with student’s learning achievement. On the other hand, otherstudies have found that there is positive correlation between the FI-FD cognitive styleand achievement in science and mathematics (Kumar, 2003).Lastly, this research found that the five elements (easy usage of courseware, interfacedesign, interaction design, help in learning topics, and motivation) used to developthis animation graphic courseware help students to improve in their teaching andlearning process in the Electronic System subject.

CONCLUSIONThe animation graphic courseware as a teaching aid in the teaching and learningprocess helps students to improve their performance in the Electronic System subjectat Polytechnics in Malaysia as compared to the conventional teaching and learningmethod. The use of the animation graphic courseware is an effective and innovativeteaching and learning strategy because it motivates the students and helps them tounderstand and remember the complex concepts in the topics covered. Images helpstudents to construct a cognitive relationship between verbal and visual information.Cognitive styles, Field Independent - Dependent, can also influence students’achievement in their learning process through the animation graphic courseware.From these findings, several recommendations can be made to improve the animationgraphic courseware as a teaching aid for engineering students. Individual differenceshave to be considered when designing the courseware in education. The characteristicsof FD students also have to be considered because the design of the courseware willincrease learning in the engineering subjects.


27

REFERENCESAlessi, S. M. and Trollip, R. S. (2001). Computer Based Instruction; Methods and

Development. (3rd. ed.) Boston: Allyn and Bacon.

Azizi Yahaya, Asmah Suboh, Zurihanmi Zakariya & Fawziah Yahya (2005). AplikasiKognitif Dalam Pendidikan. (1st. ed.) Pahang: PTS Professional. 80 - 91.

Bosco, J. (1986). “An Analysis of Evaluation of Interactive Video.” EducationalTechnology. 25. 7- 6.

Cockcroff, W. H. (1986). Mathemathics Count. London: HMSO.

Canino, C. dan Cicchelli, T. (1988). Cognitive Styles, Computerized Treatments onMathematics Achievement and Reaction to Treatment. Journal of EducationalComputing Research. 4. 253 - 264.

Ennjoo Oh, dan Doohun Lim (2005). “Cross Relationships Between Cognitive Stylesand Learner Variables in Online Learning Environment.” Journal of InteractiveOnline Learning, 4(1).

Eun-Mi Yang and Andre, T. (2003). Spatial Ability and The Impact of Visualization/Animation on Learning Electrochemistry. Journal of Science Education. 25. 329- 349. (Retrieved on September 14, 2006 from http://www.nclor.org)

Hall, J. K. (2000). Field Independence-Dependence and Computer Based Instructionin Geography. Virginia Polytechnic Institute and State University: (UnpublishedDissertation)

Hsu, T. E., et al. (1994). Effects of Learner Cognitive Styles and Metacognitive Toolson Information Acquisition Paths and Learning in Hyperspace Environments.

Jamalludin Harun and Zaidatun Tasir (2000). Pengenalan Kepada Multimedia. KualaLumpur: Venton Publishing (M) Sdn. Bhd. http://home.alltel.net/vogannod/THESIS.html (Retrieved on February 14, 2007)

Kumar Doraisamy (2003). Perhubungan Di Antara Gaya Kognitif Bergantung Medan– Bebas Medan Dengan Pemilihan Kumpulan Elektif Di Kalangan PelajarTingkatan Empat. Universiti Sains Malaysia: (Unpublished M. Ed. Thesis)

Lourdusamy, A. (1994). Perbezaan Gaya Kognitif Individu dan Implikasinya TerhadapPendidikan. (Siri Syarahan Perlantikan Professor 1995 Bil. 3). Pulau Pinang:Universiti Sains Malaysia.

Liu, M. & Reed, M. R. (1994). “The Relationship Between The Learning Strategiesand Learning Styles in a Hypermedia Environment.” Computer in HumanBehavior. 1(4). 419 - 434.

Mayer, R. E. (2001). Multimedia Learning. United Kingdom: Cambridge University Press.

Mayer, R. E. & Anderson, R. B. (1992). The Instructive Animations: Helping

Students Build Connections between Words and Pictures in Multimedia Learning.Journal of Educational Psychology. 16(1). 444 - 452.

Messick, (1976). Individuality and Learning. San Francisco, California: Jossey-Bass Inc.

Nin Hayati Binti Mohd Yusof (2005). Keperluan Pembelajaran Berbantu MultimediaBagi Subjek Sistem Elektronik 1 di Politeknik Malaysia. Kolej Universiti TeknologiTun Hussein Onn: Unpublished M.A Thesis.


28

Raven, M. R., Cano, J., Garton, B. L. & Shelhamer, V. (1993). A Comparison of LearningStyles, Teaching Styles, and Personality Styles of Preservice Montana and OhioAgriculture Teachers. Journal of Agricultural Education. 31(1). 40 - 50.

Paivio, A. & Clark, J. M. (1991). Dual Coding Theory and Education. EducationalPsychology Review. 3(3). 149 - 170.

Shahabuddin Hashim and Rohizani Yaakub (2003). Psikologi Pembelajaran danPersonaliti. First edition. Pahang: PTS Publications & Distributor Sdn. Bhd.

Siti Aishah Sa’adon, Rasyidi bin Johan & Che Soh Said (2004). Tinjauan TerhadapPenggunaan Koswer Multimedia Sains Tahun 3: Satu Kajian Kes. UniversitiPerguruan Sultan Idris: Fakulti Teknologi Maklumat dan Komunikasi.

Sahairil Azlan Sahidun (2003). Penggunaan Animasi Melalui Multimedia InteraktifDalam Pengajaran dan Pembelajaran Matapelajaran Elektrik dan Elektronik.Kolej Universiti Teknologi Tun Hussein Onn: Unpublished M.A Thesis

Summerville, J. (1999). The Role of Awareness of Cognitive Style in Hypermedia.International Journal of Educational Technology. 1(1).

http://www.outreach.uiuc.edu/ijet/v1n1/summerville/ (Retrieved September 2, 2006)

Truell, A. D. (2001). Student Attitudes Toward Evaluation. The Delta Phi Epsilon Journal.43(1). 40 - 49.

Wang, X. C., Hinn, D. M. & Kanfer, A. G. (2001). Potential of Computer SupportedCollaborative Learning for Learners with Different Learning Styles. Journal ofResearch on Technology in Education. 34(1). 75 - 85.

Witkin, H., Oltman, P., Raskin, E. and Karp, S. (1971). A Manual for The EmbeddedFigures Test. Palo Alto: Consulting Psychologists Press. http://www.lib.usm.my/press/SSU/lourd/ (Retrieved Ogos 17, 2006).

Witkin, H. A., Moore, C. A., Goodenough, D. R. & Cox, R. W. (1977). Field Independentand Field Dependent Cognitive Styles and Their Educational Implications. Reviewof Educational Research. 47. 1 - 64.

Yea Ru Chuang (1999). Teaching in a Multimedia Computer Environment: A Study ofthe Effects of Learning Style, Gender, and Maths Achievement. InteractiveMultimedia Electronic Journal of Computer Enhanced Learning. http://imej.wfu.edu/articles/1999/1/10/index.asp (Retrieved Ogos 17, 2006).

Zol Bahri Razali (2001). Pembelajaran Berbantu Multimedia: Implikasi PembelajaranSubjek Kejuruteraan Mekanikal. KUKUM.

29


DEVELOPMENT OF MULTIMEDIA LEARNING RESOURCES FOR CHILDRENWITH LEARNING DISABILITIES IN AN UNDERGRADUATE SPECIAL

EDUCATION TECHNOLOGY COURSE

Lee Lay WahSchool of Educational Studies, Universiti Sains Malaysia

Abstrak: Sebuah projek telah dilaksanakan dalam kursus teknologi program pendidikankhas ijazah pertama yang memberi peluang kepada guru pendidikan khas pra perkhidmatanuntuk mengalami persekitaran pembelajaran konstruktivis dalam program pendidikan guru.Tujuan projek ini adalah untuk mereka cipta sumber pembelajaran multimedia untuk kanak-kanak pendidikan khas dengan menggunakan Microsoft PowerPoint. Prinsip dan model rekabentuk pengajaran melibatkan tiga komponen penting iaitu perancangan, perkembangan danpenilaian, yang telah memberi arah tuju kepada proses reka cipta sumber pembelajaranmultimedia untuk kanak-kanak yang mempunyai masalah pembelajaran. Contoh projek gurupra-perkhidmatan yang mempunyai elemen reka cipta yang baik dan yang telahmemaksimumkan penggunaan teknologi untuk disesuaikan dengan keperluan kanak-kanakpendidikan khas diketengahkan.

INTRODUCTIONIn Malaysia, children with learning disabilities are defined as those with a wide spectrumof different categories of disabilities. These include children with mental retardation, childrenwith specific learning disabilities such as dyslexia and dyscalculia, children with emotionaland behavioral disorders which include children with autism and ADHD, children withspeech and language problems as well as children with motor difficulties such as dyspraxia.The main defining feature of these children is that their learning difficulties differ from thenorm to such an extent that an individualized, adapted and specialized education is requiredto meet their needs. In order to meet their learning needs, some are placed in regularclasses with supplementary instruction and services, but most of these children are placedin special education classes that are attached to normal schools. These special educationclasses follow a specialized curriculum, and are taught by special education teachers whoare trained in special education methods of instruction.

MULTIMEDIA RESOURCES FOR CHILDREN WITH LEARNING DISABILITIESSpecial education for children with learning disabilities is individually planned, intensiveand specialized instruction that is goal-oriented in order to help these children maximizetheir potential to achieve self-sufficiency. A competent special education teacher istrained to develop appropriate lessons that incorporate curriculum and instructionalstrategies with individualized education goals. However, in reality, teachers rarely dohave time to personally give individual students all the practice and reinforcement thatthey need. Instructional support or tools that are available to help special educationteachers in their jobs should then be fully utilized. One of the most promising ways inwhich instruction can be individualized is through the use of multimedia technology(Lee, 2003). Over the past two decades, much research has been conducted on theuse of multimedia technology to support learning and instruction for normally developingchildren as well as children with special needs. For typically developing children, theresults have been very promising (Mayer, 2001). For children with special needs, thepositive effects of technology have been even clearer and much more positive thanfor the general school-age population (Belson, 2003). Multimedia software and

Lee Lay Wah

30

multimedia learning environments have been proven to be effective in helping childrenwith disabilities to develop skills in domains as varied as academic domains of literacyand numeracy, life skills and social interaction. Lee and Zabedah (2005) developedmultimedia reading lessons based on a phonics method of instruction to teach wordrecognition skills to children with reading disabilities. They found that their interventionusing multimedia-based phonics lessons were effective in helping these children withlearning disabilities to master the foundational skills of word recognition. Azmi andLee (2004) explored the use of available multimedia resources to teach reading tostudents with learning disabilities in a special education class. They reported that theuse of multimedia enhanced the literacy skills of these children.Multimedia technology can be defined in many ways. Generally, multimedia involves thecomputer presentation of multiple media formats (e.g. text, pictures, sounds, video etc.)to convey information in a linear or nonlinear format. There is a good match betweenmultimedia technology and the learning needs of children with learning disabilities.Presentation of information in both verbal and pictorial forms allows children with learningdisabilities to process information via two channels. With twice as much exposure to thesame information, a more meaningful connection can be made between the visual andverbal presentations. As children with learning disabilities are usually limited by print reading,presenting print information through additional formats of oral presentation (enhancedwith pictorial prompts) will allow children with learning disabilities to create a deeperunderstanding of the information presented than from either words or pictures alone.In addition to the cognitive benefits of multimedia learning for children with learningdisabilities, the use of multiple media also helps to increase motivation. More oftenthan not, children with learning disabilities lack intrinsic motivation to finish learningtasks. Multimedia technology has the potential to provide extrinsic motivation for taskcompletion. Generally, children have a longer attention span when interacting with thecomputer than when interacting with everyday print materials. This is especially sowhen the information is presented in a games format, whereby children are reinforcedperiodically over the span of playing.Apart from the elements of multiple media, there is another part to technology thataugurs well for teaching children with learning disabilities. Children with learningdisabilities require instruction that is relentless and repetitive which bends towardsover learning. It is the nature of multimedia technology to lend itself to repetition throughdrill and practice without loss of ‘patience’ or depletion of ‘energy’. The multimediaresources can be reused to serve the purpose of mastery.Even though the elements of multimedia augurs well for learning and research hasalso shown the effectiveness of multimedia for children with special learning needs,the development of multimedia resources for this special population is still limited asit is considered not commercially viable to develop for this market. Hence, usingtechnology with special needs students can prove challenging as finding ageappropriate and ability appropriate resources specifically focused on academics andmatched to individual learning needs and educational goals can be difficult (Belson,2003). The lack of multimedia resources, in part, has hindered the integration ofmultimedia technology in our Malaysian special education classes. It is not uncommonto find special education teachers using software developed for typically developingchildren. As such the software is usually too difficult for children with learning disabilitiesin their classes, often it is the special education teacher that is interacting with thesoftware through demonstrations rather than the students engaging with the multimedia

Development of Multimedia Learning Resources for Children with Learning Disabilities In An UndergraduateSpecial Education Technology Course

31

programs themselves. The lack of appropriate multimedia programs have preventedthe children from benefiting from the interactivity of computers which allows studentsto be engaged, guided and supported in their learning.As the main medium of instruction in Malaysian schools is Malay, a lot of availablemultimedia resources in English from the overseas market are not fully accessible tostudents with learning disabilities. Apart from the lack of resources, most multimedia contentavailable in the market is also not based upon the local context and thus, might not beappropriate to promote the learning objectives of our country. Thirdly, some of the localmultimedia resources available in the market have been found lacking in pedagogicallysound principles. The lack of or almost non-existence of multimedia resources for childrenwith special needs in Malaysia is one of the reasons which prompted the project below.

DEVELOPMENT OF MULTIMEDIA RESOURCES IN AN UNDERGRADUATESPECIAL EDUCATION TECHNOLOGY COURSEAs new knowledge on how people learn is centered around the constructivist paradigmand learners are now considered as active agents who engage in their own constructionof knowledge through interactions with the environment, it follows that preservicespecial educators be given the opportunity to experience authentic technology-supported constructivist learning environments in their teacher education programme.A constructivist learning environment in teacher education should involve the processof problem-solving tasks found in authentic settings which are closely related to workin the real world. Technology has been found to be one of the most promising tools tointegrate constructivist principles in teacher education (Nanjappa & Grant, 2003).Technology should therefore be integrated into students' coursework in order to providethem with opportunities to explore creative uses of technology.The goal of training preservice special educators in the use of multimedia technologyfor children with special needs was incorporated into the Technology in Special Educationcourse curriculum. As mentioned earlier, most software developers are not keen todevelop programs for children with special needs due to its limited marketability. Thusat the present moment, the onus of realizing the potential of multimedia learning forchildren with learning disabilities will have to fall on the shoulders of the special educatorsthemselves. In line with this reality, it was considered essential to equip preservice specialeducation teachers with skills and knowledge in developing basic multimedia instructionalcontent which can be integrated into their future teaching repertoire.Their task in this course was constructivist-based, which was to design, develop andevaluate multimedia learning resources for a child with learning disabilities. The courserequirement was designed to provide them with an authentic task in special educationwhich they have to problem-solve with the creative use of multimedia technology. Theprocesses that the preservice teachers had undertaken to complete their task of developingmultimedia learning resources for students with learning disabilities are described below.

NEEDS ANALYSISThe process of creating the multimedia learning resources in this course was guided bythe principles and models of instructional design, which usually involve three majorcomponents of planning, development and evaluation (Dick, Carey & Carey, 2001). Thefirst step in the design process was to conduct a needs analysis, which included problemidentification, assessment of needs and specification of goals and objectives. In orderto provide the preservice special education teachers with a constructivist approach to

Lee Lay Wah

32

learning, they were required to engage in tasks found in authentic contexts. The preservicespecial education teachers were required to identify a child or a group of children withlearning disabilities and conduct a needs assessment in order to identify their strengthsand weaknesses. Based on the results of their assessment, they were required to identifythe instructional needs of the child. As in real life teaching situations, they were requiredto refer to the Sukatan Pelajaran Pendidikan Khas Bermasalah Pembelajaran SekolahRendah & Menengah (Jabatan Pendidikan Khas, 2003) during the needs analysisprocess. This special education curriculum for students with learning disabilitiesencompasses four developmental domains which are life skills, functional academicskills, ethical and social skills. Most of the preservice special educators identified functionalacademic skills as the main problem area.

DESIGNThe next step in their planning process involved task analysis of the problem contentarea. The purpose of conducting a task analysis was to break down complex skillsinto component skills in order to determine an effective teaching sequence. Based onthe results of the task analysis and analysis of the child's characteristics, goals andperformance objectives of their multimedia learning resource were specified. Thenext step in the planning process after task analysis was flow charting. Flow chartingis an important step in planning multimedia learning resources as multimedia resourcesshould be interactive and these interactions are best depicted as visual representations.Even though the preservice special education teachers were quite adept at conductingtask analysis to determine teaching sequences, they faced problems in designing andvisualizing the interactions for their program. Interactivity are usually decisions, events,consequences and feedback. This problem arose most probably because they weremore used to a sequential form of learning. They found it much easier to incorporateinteractivity into their multimedia software as they were authoring the learning resourceduring the development phase. Storyboarding, which is a process of drafting textualand pictorial displays was a much easier task for them.

DEVELOPMENTThe next phase in their project was to translate their designs into multimedia resources.They were provided with guidelines on screen design, use of language, amount andcomplexity of instruction. Navigational issues were also addressed. These guidelinesconsidered the learning characteristics of children with learning disabilities. For example,presentation of textual information should be concise, preferably supported by audiorecordings and visual information in order to provide more channels for understandingthe textual information. Instructions given to children with learning disabilities should beconcise and consistent throughout the multimedia program and navigational icons shouldbe large enough with a consistent design throughout the program. In order to decrease the learning curve due to time constraints in this course, it wasdecided that the multimedia learning resources be developed based on a platform whichwas familiar to teachers and which will also be readily available in actual school settings.The use of Microsoft PowerPoint as an authoring tool for the project seemed to be themost logical choice. The preservice special education teachers were given lessons inMicrosoft PowerPoint which included the more advanced features of interactivity. Theywere also taught basic editing of pictures as well as how to create their own sound files.During the process of development, feedback was provided by the author to improve themultimedia resources being developed. Suggestions were given to improve on screen


33

layout, navigation, and interactivity of their program. The custom animation feature inMicrosoft PowerPoint was maximized. The 'Add Effect' and 'Effect Options' under thisfeature were fully utilized to enhance interactivity of their multimedia learning resources.

FORMATIVE EVALUATIONAfter the completion of their multimedia learning resource, the preservice specialeducation teachers were required to evaluate their product by assessing how wellthe lesson works on the targeted special child. However, due to unforeseencircumstances, the second batch of preservice special educators was unable tocarry out this phase of the project. The feedback reported here is from formativeevaluation by the first batch of preservice special educators. Evaluation data werecollected mostly through observations and through simple tally recording. Thepreservice special educators were able to identify the strengths and weaknessesof their own programs to meet the needs of children with learning disabilities.Collectively, the preservice special educators reported that motivation wasincreased with the use of the multimedia learning resources. They also reportedthe importance of using varied reinforcements in their programs to maintain interest.The preservice special educators also realized the value of using multimedia. Theyreported that the use of a combination of audio, visual and textual information topresent concepts to children with learning disabilities had motivated and enhancedlearning. Most of them also discovered that the effectiveness of their multimedialearning resource was dependent on the level of interactivity. They reported thatone of the areas to be improved was interactivity in their multimedia resource.Another result was the use of prompts, which varied across individual children.They found that physical and verbal prompts were initially required to teach thechildren to interact with the multimedia learning resources. In general, 95% of thepreservice special educators reported that their targeted learning objectives wereachieved after five presentation sessions.

SAMPLE MULTIMEDIA LEARNING PROJECTSBelow are some examples of the preservice special education teachers’ projects. Thefirst two projects were also highlighted previously in an article by Lee (2005) discussingmultimedia talking books.The special feature of the first project was in its lesson objective, which focuses onbehavioral change. Most of the other projects focused on functional academics. Inthis project, a social story was created based on a child’s schedule in school. Actualpictures of the child engaging in real life activities were used to enhance the child’sparticipation and to increase motivation. Simple sentences were constructed,supported by oral narration. A set of questions based on the social story wasconstructed to test the child’s understanding. Formative evaluation revealed thatthe social story was able to help modify the child’s behavior in school. Some of theslides from the social story are shown in Figure 1.

Lee Lay Wah

34

Figure 1: Sample slides from the Social Story

The lesson objective of the second project was to identify and name animals (MengenalBinatang). Multimedia elements such as sound effects, animation and text narrationwere used to elaborate on the concept taught. A series of questions at the end testedthe child’s understanding. The preservice teachers found that the child was able toanswer all the questions correctly after five learning sessions. Sample slides from thisproject are shown in Figure 2.

Figure 2: Sample slides from Mari Mengenal Binatang.

The lesson objective of the project illustrated in Figure 3 teaches children abouttransport (Kenderaan). Children with learning disabilities were taught word recognitionthrough blending of syllables. Blending is illustrated graphically via movement ofsyllables across the screen to form a word. In the screen capture below, the wordmotosikal is formed from the blending of four syllables. The children with learningdisabilities were also taught vocabulary skills through matching of labels to pictures.In order to increase motivation, a theme song was taught. Another feature which thechildren positively reacted to was a game-like task at the end which required them toclick an icon in order to trace the movement of the icon to reach a destination. Thisproject was one of the most comprehensively developed as it fully utilises the multimediaand interactivity features in Microsoft PowerPoint to illustrate concepts. Verbal or graphicprompts were provided throughout the lesson to guide children in their learning andimmediate feedback was built into the learning resource tasks.


35

Figure 3: Sample slides from Kenderaan.

The final project described in this paper is concerned with teaching recognition ofbody parts (Anggota badan). Children with learning disabilties were given a choice towork with either a picture of a girl or a boy. The pictures below illustrate one of thepuzzle exercises found in this program. The user is required to choose a part andmatch the part to the picture. Feedback is given via the use of sounds or movement.The wrong choice would result in the puzzle piece moving back to its original position.Sample puzzle slides are shown in Figure 4.Figure 4: Sample slides from Anggota Badan

CONCLUSIONIn conclusion, the objective of the course was achieved as the preservice teachershad demonstrated knowledge and skills in developing and evaluating multimedialearning resources for children with learning disabilities. In addition to that, the skillswere demonstrated in an authentic technology-supported constructivist learningenvironment in their teacher education programme. The multimedia learning resourcesdeveloped by the preservice teachers showed promise that those resources can beeffective in teaching children with learning disabilities especially in the area of functionalacademics. The multimedia learning resources were able to allow children to cognitivelyengage in learning via multiple senses and they were also able to increase motivationfor learning. It also showed promise as a reusable tool for individualizing instruction.More research on the effectiveness of using multimedia to teach children with learningdisabilities is required. Having gone through the process of developing multimedialearning resources, it is hoped that generalization of learning will occur with the

Lee Lay Wah

36

preservice special educators using multimedia learning resources as part of theirfuture teaching repertoire.

REFERENCESAzmi Abu Bakar & Lee Lay Wah. (2004). Penilaian aplikasi multimedia untuk mengajar

kemahiran membaca kepada pelajar bermasalah pembelajaran. Proceedingsfrom Seminar Kebangsaan Pendidikan Khas 2004 (pp. 165-182). Bangi: UKM.

Belson, S. I. (2003). Technology for Exceptional Learners. New York: Houghton Mifflin.

Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction, 5th

Ed.. New York: Longman.

Jabatan Pendidikan Khas. (2003). Sukatan Pelajaran Pendidikan Khas BermasalahPembelajaran Sekolah Rendah & Menengah. KL: Kementerian Pelajaran Malaysia.

Lee Lay Wah. (2003). An introduction to assistive technology: Meeting the needs ofstudents with disabilities. Diges Pendidik. 3(2), 31-37.

Lee Lay Wah. (2005). Multimedia Talking books: Enhancing Literacy for All Children.Diges Pendidik , 5(1), 103-107.

Lee Lay Wah & Zabedah Aziz. (2005). Evaluation of a multimedia phonics basedcourseware to teach single word reading to children with reading disabilities. InAmbigapathy Pandian, Muhammad Kamarul Kabilan, Sarjit Kaur (Eds.),Teachers, Practices and Supportive Cultures. (pp.12-20). KL: UPM Press.

Mayer. R.E. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.

Nanjappa, A. & Grant, M.M. (2003). Constructing on Constructivism: The Role ofTechnology. Electronic Journal for the Integration of Technology in Education,2(1). http://ejite.isu.edu/Volume2No1/nanjappa.htm (Retrieved Oct. 20, 2007).

37


CHANGING STUDENT TEACHERS’ PERCEPTION ABOUT PROBLEM SOLVINGTHROUGH THE INTEGRATION OF ICT IN A MATHEMATICS TEACHING

METHODS COURSE

Munirah Ghazali, Zurida Ismail, S. Abdul RahmanSchool of Educational Studies, Universiti Sains Malaysia

Abstrak: Penyelesaian masalah adalah salah satu ciri penting dalam aktiviti matematik danjuga satu pendekatan untuk mengembangkan pengetahuan matematik. Tujuan utamapengajaran dan pembelajaran matematik adalah untuk mengembangkan keupayaan untukmenyelesaikan masalah matematik yang kompleks. Namun, proses penyelesaian masalahdalam matematik tidak diberi perhatian yang sepatutnya. Hal ini mungkin disebabkan gurusendiri kurang selesa dengan aspek penyelesaian masalah. Oleh itu, guru tidak mengajarteknik dan proses penyelesaian masalah. Kertas ini akan melihat kepercayaan guru pelatihtentang penyelesaian masalah dan bagaimana kepercayaan berubah dengan pengunaanteknologi maklumat. Langkah ini adalah satu usaha yang mengintegrasikan teknologikomunikasi maklumat dalam kursus kaedah pengajaran matematik dengan tujuan mengubahkepercayaan dan persepsi pelajar tentang penyelesaian masalah supaya mereka boleh menjadipenyelesai masalah yang lebih berupaya selain daripada meningkatkan keupayaan merekamengembangkan strategi penyelesaian masalah yang lebih luas.

INTRODUCTIONThe National Council for Teachers of Mathematics (2000) has given strong emphasisto problem solving in the mathematics classroom. The process of problem solving,according to Polya (1957), involves four steps: understanding the problem, devising aplan (solution), implementing the plan and looking back (examining the solution). Theseprocesses demand the ability to develop a deep understanding of the problem and todevise a plan to solve it. Problem solving (Polya, 1973; Schoenfeld, 1985) has beenadvocated as revealing more of the strategies employed by children in the course ofsolving mathematical problems. While problem solving can be described through theuse of heuristics and meta-cognitive strategies, the underlying assumption is that allmathematical entities consist of well-organized structures, waiting to be discovered.Teachers of mathematics should inculcate in children the inclination to developstrategies in the process of solving problems and to value its importance. However,the process of problem solving has not been given proper emphasis in schools, possiblydue to the fact that teachers themselves are not very competent problem solvers andthe burden of syllabus to finish and public examinations to prepare the students for.

REVIEW OF LITERATURE

ICT and mathematics problem solvingAmarasinghe and Lambdin (2000) described three different varieties of technology usage:technology as a data analysis tool, as a problem-solving / mathematical modeling tool,and using technology to integrate mathematics with a context. Children believed that ifthey had greater access to current technology in their education then they would getgreater satisfaction from school, learn more, produce more high quality projects, andperform better on tests and assessments (NetDay, 2004). There is evidence that studentswho are given more complex, intellectually challenging, and authentic assessmentsperform better on standardized tests (Newmann, Bryk & Nagaoka, 2001).

Munirah Ghazali, Zurida Ismail and S. Abdul Rahman

38

Technology is now seen as an essential tool in the teaching and learning of mathematics(Ittigson & Zewe, 2003; Harskamp & Suhre, 2006). Earlier on, Duffy and Cunningham(1996) state:

Technology is seen as an integral part of the cognitive activity….This view ofdistributed cognition significantly impacts how we think of the role of technologyin education and training, the focus is not on the individual in isolation andwhat he or she knows, but on the activity in the environment. It is the activity– focused and contextualized – that is central... The process of construction isdirected towards creating a world that makes sense to us, that is adequate forour everyday functioning (pp. 187-188).

Many researchers (Balacheff & Kaput, 1996; Kilpatrick & Davis, 1993) have discussed theimpact of technological forces on learning and teaching mathematics. ICT improves theway mathematics should be taught and enhances student understanding of basic concepts.The researchers argued that with the introduction of technology, it is possible to de-emphasize algorithmic skills; the resulting void may be filled by an increased emphasis onthe development of mathematical concepts. Technology saves time and gives studentsaccess to powerful new ways to explore concepts at a depth that has not been possible inthe past. In this manner, students can concentrate on problem-solving processes ratherthan on calculations related to the problems (Ittigson & Zewe, 2003) thereby promotinghigher order thinking and better problem solving strategies among students.Many technologies are a natural match for designing and developing innovativeconstructivist learning environments and real-world assessments (Tileston, 2000).Technology, according to Jonassen, Peck, and Wilson (1999) refers to “the designsand environments that engage learners” (p. 12). The focus of both constructivism andtechnology are then on the creation of learning environments. The task of the learneris seen as dynamic, and the computer makes available new learning opportunities.The power of computers leads to fundamental changes in mathematics instruction.For example, the ability to build and run complex mathematical models, and easyexploration of “what if” questions through parametric variation have opened up newavenues for mathematics (Dreyfus, 1991). Furthermore, as Munirah (1996) observes,the teaching of calculus has seen a dramatic change now that activities such asexploring data or graphical data analysis have been revolutionized by the computertechnology. It is also reported that weaker students often are better able to succeedwith the help of technology, and thereby come to recognize that mathematics is notjust for their more able classmates.Although there has been much written about the potential of technology to change howmathematics is taught, there does not seem to be much written about how the use oftechnology changed students’ perception about mathematical problem solving. We areinterested to know whether the use of technology could change students’ perceptions ofproblem solving. However, we are aware that students were not exposed and didn’thave the experience of using technology during their school mathematics lessons.

Attitudes & anxiety toward computer useWe were also interested to investigate the students’ attitudes and anxiety level as theyactually use computers in this project. Attitude has been defined as an inclination to actor to be in a state of ‘readiness’ to act (Gagne, 1985). A positive attitude arises due toprevious successful experiences or from a perception that success is possible. TheTechnology Acceptance Model (TAM) (Davis, Bagozzi, and Warshaw, 1992) suggests

Changing Student Teachers' Perception About Problem Solving Through The Integration of ICTIn A Mathematics Teaching Methods Course

39

that attitudes towards its use directly influence intentions to use the computer andultimately actual computer use. Davis et al., (1997) demonstrated that an individual’sinitial attitudes regarding a computer’s ease of use and a computer’s usefulness influenceattitudes toward use and that training significantly improved the computer self-efficacyof both males and females. They also reported that training programs seemed moreeffective for male and female respondents with positive attitudes toward computers.Anxiety by definition is intense dread, apprehension, or nagging worry. Computeranxiety as defined by Howard, Murphy & Thomas (1987) is the “fear of impendinginteraction with a computer that is disproportionate to the actual threat presented bythe computer”. Computer anxiety can be understood to mean an uneasiness of themind caused by the apprehension of things going wrong when using computers.Working with computers seem like an area more prone to feelings of anxiety such asirritation, frustration and bewilderment because users have to deal not only with correctuse of software but at the same time, be faced with technical computer problems(Fajou, 1997). Those who are computer-anxious may experience fear of the unknown,feeling of frustration, possible embarrassment, failure and disappointment (Fajou,1997). Rosen, Sears and Weil (1987) have established three levels of technophobia:• Anxious Technophobe:

• Exhibits the classic signs of an anxiety reaction when using technology: sweatypalms, heart palpitations, headaches.

• Cognitive Technophobe: • On the surface is calm and relaxed, but internally seethes with negative

messages: “Everybody but me knows how to do this!” or “I’ll hit the wrongbutton and mess this machine up!”

• Uncomfortable User: • May be slightly anxious or use some negative statements, but generally not in

need of one-on-one counseling.Feelings of anxiety toward computers and computer use, are common, affecting 30 to40% of the population (Tseng, Macleod, Wright, 1997). It was reported that one thirdof all college students experience some type of technophobia (DeLoughry, 1993). Despite technology proliferation, women are frequently found to be computer-anxiousor “technophobic,”, and girls and young women are being left behind on the road toinformation technology (Cooper and Weaver, 2003). Cooper and Weaver (2003) foundthat computer use was directly related to Internet use. With the relationship betweencomputer use and Internet use, it is proposed that computer anxiety could directlyrelate to Internet anxiety.According to Sieber et al. (1977) computer tasks also place great pressure on usersdue to the speed in which computers perform tasks that may prove to be overwhelmingfor those new to computers. Sieber et al. (1977) proposed that the level of anxiety thatis initially evoked by a computer may be somewhat higher than when the same task ispresented in a conventional manner. Computer anxiety has been associated withdecreased use and worse, avoidance of information technology. Avoidance canseriously affect some students’ academic progress. Research has shown that computeranxiety is prevalent amongst pre-service and practicing teachers, and many suffer atsubstantially high levels (Ayersman, 1996). However, research suggests that computerexperience is negatively related to computer anxiety (Koohang, 1989; Liu, Reed, &


40

Phillips, 1992; Maurer & Simonson, 1993-1994). As teachers gain experience withcomputers, anxiety is reduced. But even more critical to computer experience is thepleasantness (Gos, 1996) of these computer experiences, especially one’s firstencounter with computer technology.Researchers (Loyd & Gressard, 1984; Glass & Knight, 1988), support the theory ofincreasing computer experience will decrease computer anxiety. Necessary & Parish(1996) found that college students with little or no computer experience have moreanxiety than those students who have experience. The results of their study revealedthat “increased levels of computer experience and balance of weekly computer usagewere both related with reduced levels of computer related anxiety”. Glass & Knight(1988) determined those computer anxious students will become less anxious afteran initial trauma period. By working through this fearful or frustrating stage, studentswill gain experience, thus reduce anxiety. It is reasonable to assume that by increasingcomputer usage thereby experience, one would naturally reduce anxiety. There arehowever conflicting findings to these reports. Fajou (1997) reported that subjects whoexhibit computer anxiety prior to class are likely to be still anxious even after training.They further suggested that training may not be a mitigating factor for computer anxiety.One such measure that can be taken could be a one-to-one instructor and studenttraining as an effort to overcome computer anxiety.

METHODOLOGYThe sample consisted of 131 student teachers attending a second-year MathematicsTeaching Methods Course at the School of Educational Studies, Universiti SainsMalaysia. These student teachers are from different basic mathematics qualification,gender and teaching experience. Ninety three percent of the sample was females(122) and seven percent (9) were males. Most of them are young student teachersranging from 20 to 30 years of age with little or no teaching experience (92%). Morethan eighty percent of the sample was of Malay ethnicity and the rest were of Chineseand Indian ethnicity. The sample averaged fairly in their background mathematicsability ranging from good (68%) to average (32%).As part of the course requirement, the students were given a coursework in whichthey are required to prepare a three-part assignment. First, they are to search theWorld Wide Web (WWW) for at least three (3) lesson plans or articles on the use oftechnology, namely Excel to teach certain mathematics topics of their choice. The useof spreadsheet was suggested because of its user-friendly features and the availabilityof research done using it. Then they are to analyze the articles from the website andwrite a report on process of teaching and learning, giving attention to its strengths andweaknesses and how they would use the information to teach the topic in their ownclassrooms. They are also required to find two (2) articles in Mathematics Journalsabout the topic and include the findings in the report. Second, they are to prepare acreative and effective lesson to teach the topic they have chosen, based on the findingsand analysis done in the report. This lesson should integrate the use of Excel in teachingthe topic and must be prepared for a one period teaching and learning activity (fortyminutes). Third, they are to carry out a micro teaching session lasting for fifteen totwenty minutes based on the lesson planned.The Indiana Mathematics Belief Scales was administered at the beginning of thesemester to find out about the students’ beliefs about mathematics and problem solving.This instrument consists of items that elicit responses on beliefs about mathematical


41

Table 1: T-test for pre and post time scores Time N mean dfe t Sig. (2-tailed) Initial 115 2.84 114 -0.464 0.644 Final 115 2.84 114 -0.464 0.644

problem solving and the processes involved in it. This 30-item questionnaire recordedresponses on a 4-point Likert scale ranging from strongly agree (4) to strongly disagree(1) and was administered before and after the course. Along with it, The MinnesotaComputer Awareness Assessment (1979) instrument was also administered to lookinto the student teachers’ attitude towards learning with computers. This 30-itemquestionnaire also recorded responses on a 4-point Likert scale ranging from stronglyagree (4) to strongly disagree (1) and was also administered before and after thecourse. At the end of the semester, apart from The Indiana Mathematics Belief Scalesand The Minnesota Computer Awareness Assessment, a post-evaluation wasconducted to find out the student teachers’ perception about problem solving and howit has changed with the use of technology.

DATA ANALYSISThe data was analyzed based on the Indiana Mathematics Belief Scales that comprisefive categories of beliefs regarding mathematics problem solving (word problems).The five belief categories are time spent on mathematics problems, understandingthe steps in solving mathematical word problems, getting the answers, attitude towardsword problems and effort put in to solve the problems. The five belief scales can besummarized as follows:Belief 1: I can solve time-consuming mathematics problems. (Questions 1 – 6)Belief 2: There are word problems that cannot be solved with simple, step-by-step

procedures. (Questions 7 – 12)Belief 3: Understanding of concept is important in mathematics. (Questions 13 – 18)Belief 4: Word problems are important in mathematics. (Questions 19 – 24)Belief 5: Effort can increase mathematical ability. (Questions 25 – 30)Table 1 shows the t-test for pre- and post-time scores. The results regarding time scoresindicated that the initial score level was positive with a mean of 2.84 (see Table 1).

Table 1: T-test for pre and post time scores

* significant at 0.05 level

Although there is a slight increase in the mean of the time scores after undergoing thiscourse (mean = 2.85), it was not statistically significant. This shows that although thestudent teachers agree that they can do lengthy mathematics problems, the use oftechnology did not alter their view on this matter significantly.There is a notable increase in the mean of the steps scores after undergoing thiscourse (mean = 3.04) and this was found to be statistically significant (see Table 2).This suggests that the student teachers agree that it is important to understand thesteps involved in solving mathematics word problems and not merely follow simplestep-by-step procedures.


42

Table 5: T-test for pre and post attitude scores Time N mean dfe t Sig. (2-tailed) Initial word problems 116 2.54 115 -0.557 0.579 Final word problems 116 2.56 115 -0.557 0.579

Table 2: T-test for pre and post steps scores


Table 3 indicates the positive mean scores for getting answers to mathematics wordproblems. There is a significant increase in the mean (mean = 3.28) after undergoingthe course and it is statistically significant. This shows that the teachers believe andagree that it is important to understand the concepts in mathematics rather than justfollowing steps and being satisfied with getting the right answers.

Table 3: T-test for pre and post answers scores


When effort is concerned, the study revealed that the teachers believe and stronglyagree that effort can increase mathematical ability. This is indicated by the increase inthe mean of the effort scores (mean = 3.71) after the course and this was found to bestatistically significant (see Table 4).

Table 4: T-test for pre and post effort scores


However, scores for attitude towards word problems in mathematics indicates a positivescore that was not statistically significant (mean = 2.56). This suggests that the studentteachers are uncertain about the importance of word problems in mathematics becausetheir belief was not altered after attending the course (see Table 5)

Table 5: T-test for pre and post attitude scores


Table 2: T-test for pre and post steps scores Time N mean dfe t Sig. (2-

tailed) Initial understanding steps 115 2.91 114 -4.510 0.000

Final understanding steps 115 3.04 114 -4.510 0.000

Table 3: T-test for pre and post answers scores Time N mean dfe t Sig. (2-

tailed) Initial getting answers 114 3.03 113 -5.797 0.000 Final getting answers 114 3.28 113 -5.797 0.000

Table 4: T-test for pre and post effort scores Time N mean dfe t Sig. (2-tailed) Initial effort 62 3.54 61 -3.257 0.002 Final effort 62 3.71 61 -3.257 0.002


43

The data also revealed that the course had a positive effect on the student teachers’attitude towards computers. There is a notable increase in the mean of the attitudescores after undergoing this course (mean = 3.01) and this was found to be statisticallysignificant (see Table 6)

Table 6: T-test for pre and post attitude scores


On the other hand, the anxiety scores actually went up (mean = 3.13) after the course.Although this was not statistically significant, it is something anticipated because thiswas a new experience for the student teachers in using ICT in teaching of mathematics(see Table 7)

Table 7: T-test for pre and post anxiety scores


CONCLUSIONThis was a novice attempt to encourage future teachers of mathematics to integrateICT in the teaching and learning mathematics. The findings revealed that the studentteachers’ perception about problem solving in mathematics actually changed with theuse of ICT. Although they were quite apprehensive at first, they seemed to enjoy it andmost importantly, they experienced a new perspective on mathematical problem solving.The role of ICT is seen as supporting and enhancing the ability of the student teachersto solve mathematics problems. Significantly, it changed the way the teachers see theproblems and devise ways of teaching mathematical problem solving using technologyin order to offer new and powerful learning environment for our future generations.

REFERENCESAdams, P. E. (1996). Hypermedia in the classroom using earth and space science

CD-ROMs. Journal of Computers In Mathematics And Science Teaching, 15(1/2), 19-34.

Amarasinghe, R., & Lambdin, D. (2000, March 8-10). Uses of computer technology ininterdisciplinary mathematics learning. Paper presented at the InternationalConference on Learning With Technology, Temple University, Philadelphia, PA.

Ayersman, David J. (1996). Reviewing the research on hypermedia-based learning.Journal of Research on Computing in Education, 28(4), 500-526.

Table 6: T-test for pre and post attitude scores Time N mean dfe t Sig. (2-tailed) Initial attitude 104 2.95 103 -1.867 0.065 Final attitude 104 3.01 103 -1.867 0.065

Table 7: T-test for pre and post anxiety scores Time N mean dfe t Sig. (2-tailed) Initial anxiety 96 2.88 95 -1.178 0.242 Final anxiety 96 3.13 95 -1.178 0.242


44

Balacheff, N., & Kaput, J. J. (1996). Computer-based learning environments inmathematics. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde(Eds.), International handbook of mathematics education (pp. 469-501).Dordrecht: Kluwer.

Cooper, J., & Weaver, K. D. (2003). Gender and computers: Understanding the digitaldivide. Mahwah, NJ: Erlbaum. Corwin Press, Inc.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptanceof information technology. MIS Quarterly, 13, 319-340.

Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). User acceptance of computertechnology: A comparison of two theoretical models. Management Science,35(12), 982-1003.

Deloughry, T. J. (1993, April 28). 2 researchers say “Technophobia may afflict millionsof students”. The Chronicle of Higher Education, 25-26.

Denning, R., & Smith, P. J. (1997). Cooperative learning and technology. Journal ofComputers in Mathematics and Science Teaching, 16(2/3), 17- 200.

Dreyfus, T. (1991). On the status of visual reasoning in mathematics and mathematicseducation. Paper presented at the The 15th International Conference for thePsychology of Mathematics Education, Genoa.

Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the designand delivery of instruction. In D. H. Jonassen (Ed.), Educational communicationsand technology (pp. 170-199). New York: Simon & Schuster Macmillan.

Fajou, S. (1997). Computer anxiety. Computer Anxiety.

Gagne, R. (1985). The conditions of learning and theory of instruction. New York:CBS College Publishing.

Glass, C.R. & Knight, L.A. Cognitive factors in computer anxiety, Cognitive Therapyand Research 12 (1988) (4), pp. 351–365.

Gos, M.W. (1996) Computer Anxiety and Computer Experience: A New Look at anOld Relationship, The Clearinghouse, May-June 1996 v69 n5 :271-277.

Harskamp, E., & Suhre, C. (2006). Improving mathematical problem solving: Acomputerized approach. Computers in Human Behavior, 22( 5), 801-815.

Howard, G., Murphy, C., & Thomas, G. (1987). Computer anxiety considerations fordesign of introductory computer courses. Educational Research Quarterly, 11(4),13-22.

Ittigson, R. J., & Zewe, J. G. (2003). Technology in the mathematics classroom. In L.A. Tomei (Ed.), Challenges of Teaching with Technology Across the Curriculum:Issues and Solutions (pp. 114-133). Hershey: Information Science Publishing.

Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: Aconstructivist perspective. Upper Saddle River, NJ: Merrill/Prentice Hall.

Kilpatrick, J. & Davis, R. B. (1993). Computers and curriculum change in mathematics.In Keitel, C and Ruthven, K. (eds.), Learning from Computers: MathematicsEducation and Technology. New York, Springer-Verlay, 203-221.


45

Koohang, A.A. (1989, Winter). A study of attitudes toward computers: Anxiety,confidence, liking, and perception of usefulness. Journal of Research onComputing in Education, 22(2), 137-150.

Liu, M., Reed, W.M., & Phillips, P.D. (1992). Teacher education students and computers:Gender, major, prior computer experience, occurrence, and anxiety. Journal ofResearch on Computing in Education, 24(2), 457-467.

Loyd, B.H.,& Gressard,C. (1984).The effect of sex,age, and computer experience oncomputer attitudes. AEDS Journal 18(2):67-77.

Maurer, M.M. & Simonson, M.R. (1993-94, Winter). The reduction of computer anxiety:Its relation to relaxation training, previous computer coursework, achievement,and need for cognition. Journal of Research on Computing in Education, 26(2),205-219.

Munirah Ghazali. 1996. The use of spreadsheet in the teachnig of calculus in secondaryschools. Menemui Matematik, Buletin Persatuan Matematik Malaysia, 42-52.

Necessary, J.R. & Parish, T.H. (1996) The Relationship between Computer Usageand Computer-Related Attitudes and Behaviors, Education, Spring 1996, v116n3: 384-387.

NetDay. (2004). Voices and views of today’s tech-savvy students: National report onnetDay speak up day for students 2003. Retrieved August 17, 2005, from http://www.netday.org/speakupday2003_report.htm

Newmann, F., Bryk, A., & Nagaoka, J. (2001). Improving Chicago’s schools: Authenticintellectual work and standardized tests: Conflict or coexistence? http://ccsr.uchicago.edu/publications/p0a02.pdf (Retrieved October 12, 2007)

Polya, G. (1957) How to solve it. Garden City, NY: Doubleday and Co., Inc.

Polya, G. (1973) How to solve it. New Jersey: Princeton

Rosen, L. D., Sears, D. C., & Weil, M. M. (1987). Computerphobia. Behavior ResearchMethods, Instruments and Computers, 19, 167-179.

Schoenfeld, A.H. 1985. Mathematical problem solving. Orlando, FL: Academic Press,Inc.

Sieber, J. O’Neil, H.F., & Tobias, S. (1977). Anxiety, Learning and Instruction, Hillsdale,NJ. Erlbaum

Tileston, D. (2000). 10 best teaching practices: How brain research, learning styles,and standards define teaching competencies. Thousand Oaks, CA: Corwin.

Tseng, H. M., Macleod, H. A., & Wright, P. (1997). Computer anxiety and computerisedversus paper and pencil assessment of induced mood change. Computers andHuman Behaviour 13, 305-316.

47


EVALUATION OF COURSEWARE FOR TEACHING AND LEARNING OF FORMONE MATHEMATICS AND SCIENCE

Rahimi Md Saad, Noraini Idris, Loh Sau Cheong, Ahmad Zabidi Abdul Razak,Norjoharuddeen Mohd Nor

Faculty of Education, University of Malaya

Abstrak: Sistem pendidikan Malaysia telah mengalami perubahan yang signifikan apabilaKementerian Pelajaran mengambil keputusan supaya pengajaran Matematik dan Sainsdikendalikan dalam bahasa Inggeris mulai Januari 2003 di semua sekolah bantuan penuhkerajaaan. Bagi memastikan pelaksanaan yang berkesan terhadap polisi ini, kementeriantelah menyediakan pelbagai bahan pengajaran dan sumber bagi membantu proses pengajarantersebut. Antaranya yang penting ialah perisian multi media. Perisian berkenaan mempunyaiperanan yang dalam pengajaran dan pembelajaran serta penerangan tentang konsepMatematik dan Sains. Apabila seseorang guru menggunakan bahan pengajaran tersebut,mereka mahukan sumber berkenaan berkesan, tepat dan menyakinkan. Sebagai penggunapandangan terhadap perisian berkenaan penting bagi memastikan isi kandungan dan ciri-ciriberkaitan dapat membantu proses pengajaran dan pembelajaran. Kertas ini mengenengahkanpenilaian guru terhadap perisian pengajaran Matematik dan Sains dalam bahasa Inggeristingkatan satu sekolah menengah di Malaysia. Sampel terdiri daripada 68 orang guru daripelbagai negeri di Malaysia yang telah melengkapkan satu set soal selidik yang mengandungi39 item berbentuk skala Likert. Data dianalisis dengan menggunakan SPSS versi 13.0. Bagimenjawab persoalan kajian, statistik deskriptif seperti kiraan frekuensi dan min telah digunakanuntuk menyatakan pandangan guru. Analisis mendapati sebahagian besar daripada gurubersetuju bahawa perisian berkenaan adalah efektif untuk pengajaran dan pembelajaran.Namun, mereka berpendapat sebahagian daripada aspek dan komponen perisian masih bolehdipertingkatkan lagi.

INTRODUCTIONIn 2003, the schools in Malaysia changed the medium of instruction in the teachingand learning of Mathematics and Science from Bahasa Malaysia to English. Thelearning of Mathematics and Science in English was introduced to enhance fluency inEnglish and facilitate proficiency in Mathematics and Science. It was felt expedient toteach these subjects in English in order to equip the students with necessary knowledgeand skills in accelerated access to and mastery of these fields of knowledge in orderto compete effectively in the international arena (Ministry of Education, 2002).To ensure smooth implementation of the policy, the Ministry of Education provided thenecessary infrastructure to prepare teachers for implementing the change. The ministryset up 14 working committees to implement the decision (Pillay & Thomas, 2004).These committees represented the areas of curriculum, textbooks, teacher training,teaching resources, supplementary resources, Information and CommunicationsTechnology (ICT), publicity, monitoring, assessment, special education, technicalstudies, matriculation programs, promoting English language use and special fundingfor schools. The Ministry decided that teaching and learning in the classroom wouldbe supported by the use of ICT. In the national budget for 2003, the Prime Ministerannounced that RM5 billion would be allocated between 2002-2008 for implementingthe policy of teaching Mathematics and Science in English. All the teachers teaching

* This research is funded by the Centre for Economic Development and Ethnic Relations(CEDER), University of Malaya.

Rahimi Md Saad, Noraini Idris, Loh Sau Cheong, Ahmad Zabidi Abdul Razakand Norjoharuddeen Mohd Nor

48

these two subjects and English from national schools would be given a laptop. Inaddition to this, each school was given a launching grant of RM 5,000 to RM 15,000 toacquire additional reference resources and materials. This represented a massiveinvestment of resources by the Malaysian government and helped to kick-start theuse of ICT in the classroom.There are varying opinions on the use of ICT, specifically the use of educational softwarein the teaching and learning process. However, most of these opinions belong to twodifferent groups: firstly, those who believe that ICT is the universal solution to alleducation problems, compared to those who consider ICT only as an amusementand entertainment resource. But it is undeniable that, with the current global challengesand aspiration of the new millennium, educational strategies and methods must developand sustain the pace of the digital generation.Da Costa (2003) mentioned that the value of educational software goes far beyond itsentertainment qualities and the natural attraction it exerts on the young students, as itcan be a priceless help in teaching and learning. It can give students interactivity andimmediate feedback, control over their own learning process and access to difficult orimpossible experiments. It can be used either to individualize the teaching and learningprocess, if it is used by one student alone, at his own pace, or, it can promotecollaborative habits, if used by a group of students.Following the widespread use of ICT in education, an abundance of educationalsoftware is available. The plethora of educational software in the market makesselecting appropriate software for classroom use an increasingly difficult task forteachers (Bayram & Nous, 2004). Being aware of the types of software available andhaving some strategies for making decisions about the quality of these software , willallow teachers to use it more effectively as one tool in their instructional practice.Many teachers new to technology, mistakenly assumes that a piece of software claimingto teach mathematics, for example, can keep students captivated in front of thecomputer for a large portion of their mathematics or science instruction.Evidently, the teachers must always keep in mind that, claims of software publishers aremade to get rid of their product. While they are probably not blatantly intending to mislead,the product developers are unfamiliar with the students’ particular levels or needs. Anyone piece of software may or may not be helpful to a certain group of students inaccomplishing their individual goals in the manner that best works for them. As aprofessional, the teacher must always ensure that any instructional tool, software included,is the best way to teach a particular concept to a particular student or group of students.Software will never replace teachers - the professional, human, decision-making abilitiesof caring teachers will always be required to guide student learning.Schwars & Lewis (1989) found that teachers are still not satisfied with the quality ofthe design and presentation strategies used in educational software. The teachersare aware that simply putting instructional routines on the computer does not assurethat the courseware will support the learning process. According to Chen & Chung(1989), many educational software products in the market are of poor quality inpresentation and do not follow the theories of learning. Similarly, Abtar (2000) gave acritical review of educational software produced by private companies, suggestingthat they are attractive in graphical presentation but lack pedagogical value. Azman(1993) pointed out that most of the educational software still employ traditionalinstructional methods and only emphasize fact recall and trial and practice.

Evaluation of Courseware for Teaching and Learning of Form One Mathematics and Science

49

In Malaysia, the Mathematics and Science courseware is designed and developed bythe Educational Technology Department (ETD) to support the implementation of teachingMathematics and Science in English. These courseware serves as a model forpronunciation of scientific terms and acts as teaching instruction especially for teacherswho lack competency in English. Before distribution to schools the software was pre-screened for content and pedagogy by experts and the development committee.According to Robyler & Edwards (2000) courseware should not be used simply becauseit is supplied by government. Teachers should evaluate the courseware provided evenafter the experts and committee had pre-screened the courseware to determinewhether the courseware fitted the planned teaching strategies in order to produce theintended outcome. On the other hand, some researchers suggested that the learnersor students should serve as the evaluator in order to improve the evaluation process(Chris, 1997; Schwarz & Lewis, 1989). In response to the implementation of teachingMathematics and Science in English, therefore, it is timely and important to evaluatethe educational software to ensure the courseware provided by the Ministry of Educationcan really help in achieving the educational objective.

OBJECTIVESTeachers today are encouraged to use technology-driven teaching and learning aidsto enhance students learning. They need to ensure that, the educational softwareused as part of their classroom instruction is appropriate and effective in producingthe intended outcome and achieving educational goals (Robyler & Edwards, 2000). Inresponse to this need, this paper will present the findings of an investigation carriedout by a group of researchers to examine the teachers’ perception of the coursewaresupplied by the Ministry of Education for teaching and learning Mathematics andScience in English.

METHODOLOGYResearch design: The study was conducted using the survey method.Population and sample: The population for this study comprised teachers who hadtaught Mathematics and Science for Form One in Malaysian Secondary schools. Thestudy sample consist of 68 teachers selected from various schools nationwide, whowere identified based on several criteria. These criteria were aimed at ensuring thesample included teachers from all kinds of schools having the characteristicsrepresentative of Malaysian schools.Location: The study was conducted at thirty-three schools in Malaysia. All the schoolsinvolved in the study were from the fourteen states in Malaysia.Instrument: The instrument used in this study for data collection is a “CoursewareEvaluation Form” modified from the CAI Evaluation Form produced by Peter Desberg,California State University (available on-line at http://www.csudh.edu/soe/ged535/CEF.html). The instrument was adapted for the local environment and the objectives ofthis study. The evaluation form was divided into two main sections. Section A, gathereddata on teacher and courseware profile and Section B, comprising 39 items, acquireddata on perceptions of the courseware in terms of instructional content, instructionaldesign, ease of use, management, motivation and learning aspects. Meanwhile, inorder to measure the perceptions towards the courseware, teachers were asked toindicate their agreement or disagreement with several statements using a four-pointLikert scale ranging from “1 = strongly disagree” to “4 = strongly agree”.


50

Reliability and validity: A pilot study had been conducted to establish the validity andreliability of the evaluation form. Instrument reliability was determined through thereliability coefficient, Cronbach alpha. The Cronbach alpha value for section B is .94.Other members of the research team validated the evaluation form.Data Collection: The data were collected from the samples using the evaluation formwhich was distributed to the samples during visits to the schools. The research teamvisited the selected schools from July to November 2005 and collected the responsesto the evaluation form immediately before leaving the schools.Data analysis procedure: The survey data were analyzed using the Statistical Packagesfor the Social Sciences (SPSS) version 13.0. Descriptive statistics in the form ofpercentage, mean and standard deviation were computed.

FINDINGSRespondents’ review of courseware for teaching Science and Mathematics in Englishwere measured based on their perceptions towards statements related to six subscalesin the evaluation form comprising 39 items.Generally, the teachers showed favourable perception towards the courseware withan overall mean of 2.88, and standard deviation of 0.33. Specifically, they agreed thatthe courseware contents were useful and supported their teaching process withMean=3.01, SD=0.36 and that the contents were designed properly and appropriatelyfor the teaching and learning process with Mean=3.00, SD=0.34. However, theirperception towards management aspects of the courseware was less impressive,with Mean=2.69, SD=0.49. Table 1 shows the overall results of the study.Table 1: Teacher’s Perception towards the Courseware for Teaching Mathematics

and Science in English

As shown in Table 2, a large number of teachers agreed with most of the statementsrelated to the instructional content of the courseware. They believed that thecourseware could facilitate them in performing their duties and helping the studentsin the learning process.Most of the teachers (89.5%) noted that the courseware content was appropriate withthe students’ level. Meanwhile, 94.1% of them agreed that it could be used to introduceand explain the lessons and also to reinforce learning compared to 91.1% felt that thegraphics incorporated were useful for teaching and learning. In terms of language,79.4% believed that the reading level of the content was appropriate for students,besides 88.2% agreed that it was written clearly and grammatically approriate.

Subscale Items N Mean SD Teacher’s perception toward instructional content of the courseware 1 – 11 63 3.01 0.36

Teacher’s perception toward instructional design of the courseware 12 – 18 63 3.00 0.34

Teacher’s perception toward ease of use of the courseware 19 – 24 62 2.84 0.41

Teacher’s perception toward management of the courseware 25 – 29 65 2.69 0.49

Teacher’s perception toward motivation aspects of the courseware 30 – 34 66 2.76 0.43

Teacher’s perception toward learning aspects of the courseware 35 – 39 65 2.89 0.46


51

Table 2: Teacher’s Perception toward Instructional Content of the Courseware

Table 3 shows that the teachers found the courseware contents well-designed forinstructional purposes. A total of 98.6% teacher in the study, believe the users wouldbe able to understand the content easily as the lessons were presented in context andrelated to their prior knowledge. Meanwhile, 83.6% felt that the contents were conciseand well-grouped. Furthermore, 94.2% of the teachers noted that the main points ofthe topics were emphasized to enhance student understanding , apart from 88.1% ofthem also noticed the use of variety in displays, sound and colour in the courseware.

Table 3: Teacher’s Perception toward Instructional Design of the Courseware

Item Statement Strongly Disagree Disagree Agree

Strongly Agree Mean SD

12 new information is presented in context, and related to prior knowledge

0 (0%)

1 (1.5%)

60 (89.5%)

6 (9.0%)

3.07 0.32

13 lessons are concise and well-grouped

0 (0%)

11 (16.4%)

51 (76.1%)

5 (7.5%)

2.91 0.48

14 examples/illustrations are relevant

0 (0%)

8 (11.8%)

46 (67.6%)

14 (20.6%)

3.09 0.57

15 student or teacher can select level of difficulty

4 (6.0%)

20 (29.9%)

39 (58.2%)

4 (6.0%)

2.64 0.69

16 main points are emphasized 0 (0%)

4 (5.8%)

59 (86.8%)

5 (7.4%)

3.01 0.37

17 summaries and reviews are provided

1 (1.5%)

10 (14.9%)

46 (68.7%)

10 (14.9%)

2.97 0.60

18 uses a variety of displays, sound, colour

0 (0%)

8 (11.9%)

43 (64.2%)

16 (23.9%)

3.12 0.59


52

As shown in Table 4, the teachers were positive towards the ease of use of thecourseware. A high percentage of teacher, 83.8% of them agreed that the users couldnavigate the courseware content easily as they could move forward, backward or backto the menu easily. In addition to this, 71.7% of them noted that the help procedureswere included and 79.1% of them felt that they were clearly written. Even though so ,Only 72.1% of the teachers believed that users could utilize the courseware independently.

Table 4: Teacher’s Perception toward Ease of Use of the Courseware

In the management aspect, Table 5 shows that a volume of 76.2% of the teachersagreed that the courseware was easy to customize and prepare but, there are lessagreement among teachers pertaining to the other statements in this subscale.Whereby, Only 62.2% agreed that the courseware keeps records of student responsesand only 43.8% agreed that it branches appropriately based on students’ scores. Someof them (39.2%) felt that the courseware cannot be used effectively in groups.

Table 5: Teacher’s Perception toward Management of the Courseware

In terms of motivation, 63.3% of the teachers said that the students could interactmeaningfully with the courseware as they (77.9%) agreed that it could also promoteconfidence among students and preserve their privacy. However, 44.1% of the teacherscommented that the courseware could not hold student attention and keep them ontask. Table 6 shows the teachers’ responses towards the motivational aspect of thecourseware.



19 teacher/student can use independently

0 (0%)

19 (27.9%)

38 (55.9%)

11 (16.2%)

2.88 0.66

20 teacher/student can navigate easily

1 (1.5%)

14 (20.9%)

45 (67.2%)

7 (10.4%)

2.87 0.60

21 bookmarking feature available

2 (3.1%)

21 (32.8%)

38 (59.4%)

3 (4.7%)

2.66 0.62

22 help procedures are included 3 (4.5%)

16 (23.8%)

42 (62.7%)

6 (9.0%)

2.76 0.68

23 users can move easily (forward/backward/to the menu)

2 (2.9%)

9 (13.2%)

51 (75.0%)

6 (8.8%)

2.90 0.58

24 manual is clearly written and useful

0 (0%)

14 (20.9%)

44 (65.7%)

9 (13.4%)

2.93 0.59

Item Statem ent S trongly D isagree D isagree A gree S trongly

A gree M ean SD

25 easy to custom ize and prepare

1 (1 .5% )

15 (22 .3% )

46 (68 .7% )

5 (7 .5% )

2 .85 0 .63

26 keeps records of responses

2 (3 .0% )

23 (34.8% )

39 (59.2% )

2 (3 .0% )

2 .66 0 .66

27 branches appropriately based on student scores

0 (0% )

28 (43.8% )

32 (50.0% )

4 (6 .2% )

2 .66 0 .67

28 provides d iagnostic/entry level testing

5 (7 .6% )

20 (30.3% )

37 (56.1% )

4 (6 .0% )

2 .61 0 .72

29 is used effectively in groups

3 (4 .4% )

23 (33.8% )

37 (54.4% )

5 (7 .4% )

2 .65 0 .69


53

Table 6: Teacher’s Perception toward Motivation Aspects of the Courseware

Table 7 indicates that 60.6% of the teachers felt that the students were able tounderstand the learning topics better with the use of the courseware. Whereby 95.5%of them agreed that it enhances visualization and thinking skills among students.

Table 7: Teacher’s Perception toward Learning Aspects of the Courseware

DISCUSSION AND CONCLUSIONEducational courseware evaluation is considered a crucial activity in evaluating thepurposes of using information technology for educational purposes. Unfortunately,there is not enough agreement about what actually is pertinent to evaluation and whoshould carry out such evaluations. In this paper, the researchers focused on teachers’role pertaining evaluating the educational courseware that eventually will provide usefulinformation for them in the classroom teaching and learning process.The aspect of quality of the instructional content and the design, remains as twoimportant considerations in evaluating courseware. This study has shown that theteachers exhibited positive reactions towards the instructional content and design ofthe courseware as reflected in the responses they gave in the evaluation form.Different elements of content and design should be used to present stimulatinginformation to motivate and assist the learners for information retention and recall. Thepsychological limitations to consider when designing courseware include: (a) Memoryload: how many different control icons is it reasonable for learners to remember at anyone time? (b) Perception: what colors and fonts provide the best readability?; and (c)Attention: how can the users’ attention be drawn to relevant information when there is a

Item Statement Strongly Disagree Disagree Agree Strongly

Agree Mean SD

35 students are able to understand the topic better

2 (3.0%)

24 (36.4%)

36 (54.5%)

4 (6.1%)

2.64 0.65

36 promotes thinking 1 (1.5%)

10 (14.9%)

52 (77.5%)

4 (6.1%)

2.88 0.51

37 promotes visualization

1 (1.5%)

2 (3.0%)

47 (70.1%)

17 (25.4%)

3.19 0.56

38 promotes creativity 1 (1.5%)

16 (23.9%)

42 (62.7%)

8 (11.9%)

2.85 0.63

39 promotes interaction 1 (1.5%)

16 (23.9%)

44 (65.7%)

6 (9.0%)

2.82 0.60



30 holds student attention, keeping student on task

1 (1.5%)

29 (42.6%)

31 (45.6%)

7 (10.3%)

2.65 0.69

31 student interacts meaningfully with it

1 (1.5%)

24 (35.3%)

38 (55.9%)

5 (7.4%)

2.69 0.63

32 does not insult or demean student

1 (1.5%)

12 (18.2%)

50 (75.8%)

3 (4.5%)

2.83 0.51

33 promotes confidence 0 (0%)

15 (22.1%)

47 (69.1%)

6 (8.8%)

2.87 0.54

34 preserves student's privacy

0 (0%)

26 (38.2%)

39 (57.4%)

3 (4.4%)

2.66 0.56


54

lot of different information on the screen? (Preece, 1993). A large number of screendesign guidelines have been produced by several researchers on educational technology(Cox & Walker, 1993; McAteer & Shaw, 1995; Morris, Owen, & Fraser, 1994).One of the core elements in all educational settings is ‘motivation’, which largely definesthe instructional nature of an information environment. A typical way to motivate thelearners, is to inform them what they will achieve at the end of the instruction bystating the aims and objectives. Most of the teachers mentioned that the objectiveswere clearly defined in the courseware. Moreover, the teachers also reported that thecourseware was useful for their students. They observed that the courseware facilitatedstudent learning.The learning process in the perspective of the educational technology setting, refersto the usability of a product and is always evaluated by observing and measuring theend-users’ attitudes. Usability is usually associated with five parameters (Nielsen,1990): (a) Easy to learn: Users can quickly get some work done with the system, (b)Efficient to use: Once the user has learnt the system, a high level of productivity ispossible, (c) Easy to remember: The casual user is able to return to using the systemafter some period without having to learn everything all over, (d) Few errors: Users donot make many errors when using the system or if they do so they can easily recoverthem, and (e) Pleasant to use: Users are subjectively satisfied by using the system.Most of the teachers (74.7%) involved in this evaluation recognized that, the coursewarepromoted interaction among users ,while, 63.3% of them mentioned that the studentsinteracted meaningfully with the courseware. Interactivity has been touted by someresearchers as one of the educational technology principles. Interactivity in instructioncomprises the nature of the activity performed by the technology and the learner, as wellas the ability of the technology to adapt the events of instruction in order to make thatinteraction more meaningful (Reigeluth, 1987). It is important to design as muchmeaningful interactivity as possible into instructional courseware (Orr, Golas, & Yao,1994). Guidelines for increased interactivity were produced by some researchers suchas Shneiderman and Kearsley (1989) and Tessmer, Jonassen, and Caverly (1989).Some of the teachers (39.2%) noted that the courseware did not provide any diagnosticor entry level testing and it also did not keep records of student responses. It meansthat, the courseware did not provide positive feedback for the students. Whereas,feedback is closely related with the issue of interaction, as action without feedback iscompletely unproductive for a learner. Laurillard (1993) identifies two types of feedback,‘intrinsic’ and ‘extrinsic’. Intrinsic feedback is what is given as a natural consequenceof an action. On the other hand extrinsic feedback does not occur within a situationbut as an external comment on it: right or wrong. She suggests that extrinsic feedbackis not a necessary consequence of the action, and therefore is not expressed in theworld of the action itself, but at the level of the description of the action.In computer-based teaching and learning, however, the intrinsic feedback relates tonavigation and interactivity with the instructional program, and the extrinsic feedbackrelates to the feedback on user’s performance. Schimmel (1988) identifies three typesof extrinsic feedback: (a) Confirmation feedback that simply confirms whether alearner’s answer is correct or incorrect; (b) Correct response feedback that presentsthe correct answer; (c) Explanatory feedback, such as a step-by-step solution to anincorrectly answered question. Many actions require more extended extrinsic feedbackthan confirmation feedback. Simple answers such as right or wrong cannot provideany information about how learners should correct their performance. A more helpful


55

form of extrinsic feedback, such as correct response and explanation feedback, wouldgive learners relevant information on how to adapt and correct their performance.

SUMMARYAnalysis revealed that most of the teachers involved in this study agreed that thecourseware is useful for teaching and learning. However, some of them thought thatcertain aspects and components of the courseware need to be improved. Follow-upresearch is required in order to improve the courseware for teaching Mathematicsand Science in English. As this study is only limited to the teacher’s evaluation, Itshould be recommended that, another study shoul be done from the student’sperspective to ensure the courseware is useful and relevant to student needs. Basedon the findings from this study, it is essential to note that the courseware needs to berevised as there is room for improvement to fulfil the student needs.

This research is funded by the Centre for Economic Development and Ethnic Relations (CEDER),University of Malaya.

REFERENCESAbtar Kaur. (2000). Multimedia dan Internet dalam peningkatan pemikiran pelajar.

Masalah Pendidikan, 23, 119-133.

Azman, A. (1993) The design, development and evaluation of an authoring languagefor Mathematics teachers. Unpublished M.Ed Research Report, University ofMalaya: Unpublished M.Ed. Thesis)

Bayram, S., & Nous, A. P. (2004). Evolution of educational software evaluation:Instructional software assessment. The Turkish Online Journal of EducationalTechnology, 3(2). http://www.tojet.net/articles/324.htm (Retrieved February 20,2007)

Chen, J. W., & Chung, W. S. (1989). Software engineering: A new component forinstructional software development. Educational Technology, 24(9), 9-14.

Cox, K., & Walker, D. (1993). User interface design (2nd ed.). New York: Prentice Hall.

Da Costa, L. A. (2003), Exploration guides for educational software: Are they helpful?Proceedings of the International Conference on MICTE 2003, [online] http://www.formatex.org /micte2003/ micte2003.htm (Retrieved January 30, 2007)

Laurillard, D. (1993). Rethinking university teaching. London: Routledge.

Locatis, C., Letourneau, G., & Banvard, R. (1989). Hypermedia and instruction.Educational Technology Research and Development, 37(4), 65-77.

McAteer, E., & Shaw, R. (1995). The design of multimedia learning programs. Universityof Glasgow: EMASHE Group.

Ministry of Education. (2002). English for teaching mathematics and science (ETeMS):Facilitator’s note. Kuala Lumpur: English Language Teaching Centre, TeacherEducation Division.

Morris, J. M., Owen G. S., & Fraser, M. D. (1994). Practical issues in multimedia userinterface design for computer-based instruction. In S. Resman (Ed.), Multimediacomputing: Preparing for the 21st century (pp. 225-284). London: Idea Group.


56

Nielsen, J. (1990). Evaluating hypertext usability. In D. Jonassen & H. Mandl (Eds.),Designing hypermedia for learning (pp. 147-168). Berlin: Springer.

Orr, K. L, Golas, K. C., & Yao, K. (1994, Winter) Storyboard development for interactivemultimedia training. Journal of Interactive Instruction Development, 18-31.[online] http://www.tspi.swri.org/pub/pdf/ 1993ITSEC_STORY.pdf

Pillay, H., & Thomas, M. (2004). A nation on the move: From chalkface to laptops.http://eltcm.org/eltc/Download/paperbank%20PDFs/Thomas %20and%20Pillay%20MIcelt%20latest.pdf (Retrieved, January 25, 2007)

Preece, J. (1993). Hypermedia, multimedia and human factors. In C. Latchem, J.Williamson, & L. Henderson-Lancett (Eds.), Interactive multimedia (pp. 135-149). London: Kogan Page.

Reigeluth, C. M. (1987). Instructional theories in action, Hillsdale, NJ: Erlbaum.

Roblyer, M., & Edwards, J. (2000). Integrating educational technology into teaching(2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Schimmel, B. J. (1988). Providing meaningful feedback in courseware. In D. H.Jonassen (Ed.), Instructional designs for microcomputer courseware (pp. 183-196). Hillsdale, NJ: Erlbaum.

Schwarz, I., & Lewis, M. (1989), Basic concept microcomputer courseware: A criticalevaluation system for educators. Educational Technology, 24(5), 16-21.

Shneiderman, B., & Kearsley, G. (1989) Hypertext hands on. Reading, MA: Addison-Wesley.

Tessmer, M., Jonassen, D., & Caverly, D. A. (1989). Nonprogrammers guide todesigning for microcomputers. Englewood, CO: Libraries Unlimited.

57


BLENDING VIRTUAL REALITY TECHNOLOGY IN THE CLASSROOM*

Ros Aizan YahayaMARA University of Technology MALAYSIA

Abstrak: Kajian mendapati bahawa peralatan ICT boleh meningkatkan keupayaan pelajarbelajar, berinteraksi dan mencapai kepuasan. Kajian terdahulu tertumpu kepada percambahanpelbagai bentuk ICT seperti pembelajaran online dan pembelajaran berasaskan laman webdalam bilik darjah. Namun, sedikit perhatian diberikan terhadap mengkaji percambahanteknologi Virtual Reality (VR) dalam bilik darjah. Teknologi VR berupaya simulasi keadaandunia yang sebenar, dan mencambahkan pelbagai bentuk pengajaran, dan mempunyai potensiuntuk membina pengalaman pembelajaran. Kertas ini melaporkan hasil kajian yangmencambahkan persekitaran VR dengan perbincangan online dan interaksi bersemuka.Pelajar mempelajari pendekatan membuat keputusan dalam konteks perniagaan yangkompleks sepanjang semester dan di akhiri dengan pendedahan terhadap VR. Kajian inimendapati pelajar dalam persekitaran VR dapat membentuk pengetahuan tentang membuatkeputusan pemasaran yang lebih baik berbanding pelajar dalam persekitaran bukan VR. Kertasini juga membincangkan tentang isu kajian berkaitan dengan percambahan teknologi VRdalam bilik darjah.

INTRODUCTIONThe use of Information Communication Technology (ICT) tools in learning has becomepart of normal classroom learning especially in higher education. One of the mostwidely applied approaches is the use of technology to support learners who are notnecessarily physically present. This approach generally referred to as online learningallows learners to access resources, support, and undertake assessment from virtuallyanywhere a computer can be connected at any time. At present, very few online learningenvironments have been designed to include other modes of instruction, particularlyface-to-face interaction (Dean et. al., 2001). Such restrictions can reduce the impactof learning, as there are many instances where students need interactive support.Thus the idea of combining online learning with different modes of teaching to increaselearning has come about recently. This combination of different approaches to thedelivery of knowledge is referred to as “blended learning” (Killian, 2005).In this study, we explore how a blended learning environment is constructed withonline technology and Virtual Reality (VR) technology. VR technology, in contrast tomost online tools, is an immersive technology. A central characteristic of any VRenvironment (VRE) is the ability of the user to interact with the environment by directmanipulation (Wann & Mon-Williams, 1996). Therefore, according to Wann & Mon-Williams (1996), a VRE has the potential to provide a powerful interactive simulationof three-dimensional structures in a virtual world. They also argue that VREs supportnatural aspects of human perception by extending virtual information in three spatialdimensions. Thus, the simulation provided by VR can be adapted to enhance learning.This paper attempts to find the answers to the following questions:1) How effective is VR technology to enhance learning in Marketing Decision Making

subject?

*This paper was presented at the International Education Conference, 2006, in Brisbane, Australia.

Ros Aizan Yahaya

58

2) How effective is blended learning environment to support learning MarketingDecision Making subject?

In this study, VR technology is part of the delivery mode in a blended learning model.Other modes of delivery include face-to-face interaction with the lecturer and otherpeers in the classroom, online learning using the Queensland University of Technology’sOnline Learning Technology (OLT) website and computer software such as Excel andAccess. By way of background research, three issues will be explored, namelyauthentic learning environments, the concept of blended learning and Virtual Realityenvironments. These issues provide a framework for exploring the implementation ofa blended learning class in Marketing Decision Making.

AUTHENTIC LEARNING ENVIRONMENTSAn authentic learning environment allows students to explore, discover and discussideas to come up with meaningful information which relates to their real life experience(Honebein, Duffy, & Fishman, 1993). Such learning environments promote the acquisitionand application of skills based on real-life situations, problems and tasks. Authenticlearning environments enable learners to have some control over what and how theylearn. When a sense of personal control is established, learners should be able topursue their own independent learning endeavours, albeit guided by a supportive teacher.The teacher necessarily plays an important role in manipulating the learning environmentto provide opportunities for learners to explore their own interests and to be challenged.Learning needs to be designed around rich problem situations that afforded multipleopportunities for student construction of knowledge through inquiry, discussion andargument (Palincsar, et al., 1997). Given situations or circumstances where explorationof real environments is impractical, dangerous or inaccessible VR technology providesan alternative experience. VR technology has the potential to provide real worldsimulations with real world complexity and limitations that are present in real life(Herrington & Oliver, 2000). Honnebein et al., (1993) argue that students learning insuch environments should be able to demonstrate the knowledge learned to face theirfuture professional life. Different competencies developed through an authentic learningenvironment that represents real life problems are vital in ensuring learning that lasts.

THE CONCEPT OF BLENDED LEARNING IN EDUCATIONBlended learning is a relatively new concept of learning where instruction is deliveredthrough a blend of online learning and traditional instructor-led classroom approaches(Valiathan, 2002; Bielawski & Metcalf, 2003; Thorne, 2003; Throha, 2003). Blendingcan involve a range of ICT tools such as collaboration software, Web-based courses,and knowledge management practices such as Electronic Performance SupportSystems. The lack of “human touch” in online learning currently adds to the increasingneed of blended learning. Clark & Mayer (2003) note the failure to accommodatehuman learning process in online learning.One of the ways to overcome these pitfalls is by blending online learning with othermodes of delivery, especially face-to-face learning. This delivery mode complementsthe “human touch” of online learning. This learning concept can be adjusted to the levelof comfort in accessing and using of technology among students (Throha, 2003). Theflexibility of the process brings a multitude of benefits not only to the students, but to thelecturers as well (Smith, 2001). The different approaches can accommodate differentlearning styles of different individuals (Chesterman, 2002). Students have the opportunityto learn at their own pace. Through blended learning, the learner can absorb the new

Blending Virtual Reality Technology In The Classroom

59

information without finding the learning experience straneous (Smith, 2001).Blended learning is widely used in corporate training to train employees. The need forblended learning results from the need for a more flexible mode of delivery (Smith,2001). It is argued that blended learning not only suits adult students due to its flexibility,it also has positive outcomes for students of all ages (Chesterman, 2004). Throughblended learning, students are able to grasp new content and absorb new informationwithout having to spend extra time and energy than they should. The use of convenient,user-friendly media in blended learning adds to the effectiveness of the approach.Face-to-face interaction in online learning is said to have a positive impact on thestudents when understanding difficult concepts (Throha, 2003).However, Throha (2003) argues that not all blended learning initiatives have beensuccessful, in fact many failed largely due to poor instructional design of the program.Instructional designers failed to address the real need for blended learning. Oliver &Trigwell (2005) argue that the term blended learning has been misused. They arguethat blended learning does not involve any learning; rather the modes of instructionsare being addressed.

APPROACHES TO BLENDED LEARNINGThe basic approach in blended learning involves online learning with face-to-faceinstruction, group work and other types of media. It is important to consider factorssuch as the content, students, purpose of learning, facilities available and budget, inplanning for a blended learning approach.Developing a highly effective and efficient blended learning solution requires focus ondesign and development of the instructional materials. The design of the content mustbe interactive, problem-centred and pertinent to the learner. The selection and deliveryof media, whether delivered in a classroom or via the Internet, can significantly impactthe quality of instruction (Throha, 2003; Killian, 2005).

VIRTUAL REALITY ENVIRONMENTA VR environment (VRE) is defined as an environment where participants becomepart of the environment (Spicer & Stratford, 2001). According to Dalgarno (2001),VREs have four main characteristics:• The physical or complex situation is modelled using three-dimensional vector

geometry, meaning that objects are represented using x, y and z coordinatesdescribing their shape and position in three-dimensional space,

• The user’s view of the environment is rendered dynamically according to theircurrent position in three-dimensional space; that is, the user has the ability tomove freely through the environment and his or her view is updated as theymove,

• At least some of the objects within the environment respond to user action; forexample, doors might open when approached and information may be displayedwhen an object is selected with a mouse,

• Some environments include three-dimensional audio, that is, audio that appearsto be emitted from a source at a particular location within the environment. Thevolume of sound played from each speaker depends on the position andorientation of the user within the environment.

Ros Aizan Yahaya

60

Recent developments in three spatial dimensions of high end virtual reality allowimmersive, multisensory interface environments to be exploited in a learningenvironment. Users are immersed in three-dimensional worlds using the visual,auditory and haptic (touch and pressure) senses.

ISSUES IN THE APPLICATION OF VRE IN EDUCATIONA review of the research literature indicates that VREs have been utilised in diversefields such as medicine, engineering, military training, medical training,telecommunications, arcade and home entertainment, production and assemblymanagement, health care, digital design, product sales and marketing, and educationand training (Bricken & Byrne, 1992). Within these fields, VREs have been used insituations:• Where “real-world” access would be dangerous (Whitby, 1997),• Where observation of internal workings/structure is important to aid understanding

(Shim, et al., 2003),• Where interaction is important to aid understanding (Dede et al., 1999),• Where applications are so complex that conventional teaching methods are

inadequate,• Where there are difficulties with certain real-world experiences (e.g., time–based

or economically-based), and• That cannot be experienced in real life at all (e.g., nuclear fission).One of the important characteristics of VR simulations in learning is the creation ofstructured environments that focus students’ attention on specific learning objectives(Reid & Sykes, 1999). Reid and Sykes argue that desired learning outcomes can betargeted easily through VR simulations because the subject matter makes immediatesense to students. They also argue that combined with traditional teaching andguidance, virtual reality can make a subject crystal clear.Many research studies have found that VREs effectively facilitate learning. For example,Bricken & Byrne (1992) found that students who had engaged in VRE-mediated learningactivities demonstrated rapid comprehension of complex concepts and skills. Thisstudy was undertaken at a technology-oriented summer day camp where studentswere exposed to hands-on exploration of new technology during one-week session.They concluded that the VRE provided a significantly compelling creative environmentin which to teach and learn.Dede et al. (1999) and Salzman, Dede, Loftin, and Chen, (1999), reported on a studyin which the participants were immersed in three different VR learning environmentsdesigned by the researchers. They found that the students’ abilities to conceptualiseand integrate complex, abstract scientific ideas were enhanced by immersion withinthe three different VREs. Other studies have found that VREs enhanced the learningachievement levels of students (Bowman, Hodges, Allison, & Wineman, 1999),enhanced the problem solving skills of students (Gokhale, 1996), and fostered peerinteraction (Andolsek, 1995). Based on an extensive review of the research literatureand his experience as a developer of virtual reality learning environments, Dalgarno(2001) argued that VRE simulations can provide contexts for endogenous (Moshman,1982) construction of knowledge.


61

Although a review of the research literature generally supports the use of VRE, it ismuch less clear about the most effective ways it can be used to enhance learning. Areview of the literature on VR and learning indicates that minimal research has beendone to investigate whether VR is more effective if used alone or if used with otherlearning activities such as lectures, group discussions, case studies and other resources.One of the few studies that investigated this issue was Bowman et al. (1999). Theystudied learning in a virtual zoo exhibit. The 24 students in this study were divided intothree groups: the control group, the information group and the habitat group. Thecontrol group had normal class lectures, the information group attended class lecturesand were exposed to the VR environment while the habitat group attended classlectures and used the VR system but they could not access any embedded information.The outcome of this study suggested that VR environment can increase learningwhen combined with normal classroom teaching.Because of the dearth of research that has investigated the issue about how VREscan be used most effectively to enhance learning, Youngblut (1997) has suggestedthat future research in VR should focus on areas such as how the technology shouldbe integrated with other educational activities.

THE STUDYThis study was a result of a pilot study done in 2003 (Godat et. al., 2005). In the pilotstudy, three different subject groups with a cohort of 20 students from each groupwere observed in a VR environment. The outcome of the pilot study indicated that VRis an important aspect of teaching and learning in a business environment. After asuccessful outcome of the pilot study, this study focuses on blending other modes ofinstruction with the VR learning environment.

CONTEXTThis study is a semester long study where students were observed in the classroomsetting and the VR lab setting. The lectures and tutorials were taught by the samelecturer. However, the Course Designer acted as a facilitator for the VR lab exposure,done in a VR lab at QMI Solutions. Participants of this study were a cohort of 18 finalyear students studying an undergraduate degree in Business at the Faculty of Business,in a large technology university in Australia. The subject was Marketing DecisionMaking. The class was taught by a sessional academic with considerable industryexperience but new to the context.The university has developed its own Courseware Management System which is referredto as Open Learning and Teaching (OLT). Using the existing format of the OLT websiteavailable to all units, the instruction was delivered in an objective based self pacedmanner using the principles of objective, theory and example to illustrate the newelements. This background is followed by an example such as an Excel or Accessdatabase that can be worked to complete exercises. The notice board (another featureof the OLT interface) is an important tool. The delivery of the lectures and regularmessages were posted and sent to students to remind, inform and direct their learning.Instruction was delivered using PowerPoint software and tutorials were done in a labsetting using online materials. Students were expected to attend lectures where theylearned decision making theories and tutorials where they actually put theory intopractice. They were given different case study scenarios to solve using different decisionmaking models every week. They worked in groups of four or five in solving the

Ros Aizan Yahaya

62

problems. Two weeks before the end of the semester, VR intervention and industrypanel presentation were held respectively. Students applied their knowledge in decisionmaking theory to their chosen case study for the presentation. Students were alsoexpected to join online discussions held twice over the semester.The discussion forum was used in two ways. Firstly as an assessable item thediscussion forum points to arguable areas in the use of technology and decision makingas well as the use of decision making tools such as qualitative and quantitative methodsand VR intervention. This means students were required to research and argue variouspoints of view about the topics.Secondly, the non-assessable method of use of the discussion forum is as a dialoguefor student help. Students can talk on the discussion forum to access help in completingthe exercises and clarifying the lecture material. Helpful web sites were also providedto students for assistance in completing and presenting the exercises and assessment.This uses the helpful web site section of the OLT site.Finally the unit has a definite ‘culture’, which is a combination of theory and practice orPraxis. No student is incorrect in their view and the buddy system of learning ispromoted. Students were encouraged to speak their views, provide input into all lecturesand exercises and make suggestions to the cohort. Certain discursive practices wereadopted which encouraged students to voice opinions, debate issues and reachconsensus on issues through discussion. The discussion forums helped to refine thiscultural element, as does the major assessment item of a group presentation andreport to an industry panel.

HOW THE BLENDED LEARNING MODEL WAS DELIVEREDLectures and tutorials. Students attended a 1-hour lecture and 2-hour tutorial for 9out of 13 weeks. Two weeks were used for online discussions while the other two weekswere for VR lab simulation and final group presentation respectively. The 2-hour tutorialwas a laboratory workshop type of delivery where students were given a case study towork on. Students had access to online computers and they were allowed to access theinternet to search for information. Students were asked to work on the case and adopteda marketing decision model to their problems. During these sessions, students wereencouraged to get involved in class discussion at the end of the tutorial.Group work. Students were divided into groups of 4 or 5 during the first week of thesemester. They were given the task to choose different marketing decision makingmodels to evaluate and use as part of their project. At the end of the semester, theypresented their findings in front of an industry panel of 6 experts.Questions were posted on the discussion forum and students were expected to givefeedback within 2 weeks. They were encouraged to provide intelligent responses to thequestions. Responses were graded depending on how much thought was put into them.Online learning. Some aspects of the OLT website include online discussions, onlinenotice board, email access. Students contacted the lecturer through email at any timefor answers to questions or problems. For the online discussion, there were twoseparate sessions where the lecturer posed a situation and students were expectedto give feedback based on their understanding of decision making theories. Theircontributions were graded and feedback was discussed in class. Online notice boardwas used to transmit messages to students relating to class activities.


63

VR intervention. The type of VRE in this study is the group immersive VR, using aspherical theatre in a special VR lab that can fit groups of up to 15 people to feelimmersed. However, VR simulation was introduced during the first week of lectureusing desktop computer in the normal computer lab. The VR technology was asimulation of the factory situation where different personnel were available forcommunication in case of a factory accident. Students were shown the different aspectsof VR simulation. Subsequently, students were reminded of the VR simulation inalternate weeks. During the first week, they were given a case study to solve whichlater became the simulation for the VR exposure at the end of the semester.Industry Panel presentation. At the end of the semester, one week after the VR exposure,students presented their findings about decision-making models and theories to a lineof industry experts. The industry experts gave live feedback to each group’s presentation.

METHODOLOGYParticipants in this study have been described above. Permission was obtained fortheir participation and appropriate ethical approval of the research obtained throughthe University Ethics Committee.Data sources included focus groups, classroom and VR lab observations andinterviews. Two focus group sessions involving all students were held at the end ofthe semester after exposure to the VR lab. The discussions were tape recorded andtranscribed. The researcher was present in all lectures and tutorials, in the VRintervention and the final industry presentation. Classroom interactions between groupmembers and with the lecturer were coded. Informal, short interviews were conductedfrom time to time to interpret students’ interactions. Students were observed anddiscussions were video taped. During the VR simulation three video cameras wereplaced strategically in the lab to capture student interactions with each other and withthe facilitator.

OUTCOME OF THE STUDYThe outcome of the study revealed the answers to the research questions;Research question 1) How effective is VR technology to enhance learning in MarketingDecision Making subject?The use of VR technology in this study supports the idea that VR technology has theability to enhance student learning. As suggested by Honnebein et al. (1993), studentslearning in a VR environment can apply the knowledge in their future professional life.This is demonstrated in the industry presentation where students compare the VRenvironment with the case study they were doing.One student while presenting his case study referred to the VR intervention and madesimilar assumptions in his case study to the VR case. This supports the idea that theVR intervention had some positive impact on their learning decision making.

“Last week we visited QMI and we did a virtual reality exercise and in that wehad to continually look at the cost increases as there are errors in the plantlike cleanups and everything in there, the variable cost per unit rises in regardsto that, so you can see in that one that the breakeven almost triple (referringto the screen.)” (Presentation script by “Alex”)

Results for the focus groups showed that students who never had any work experiencebefore were enthusiastic with the VR intervention. They thought it represented real life

Ros Aizan Yahaya

64

factory and it gave them a sense of direction in the factory as opposed to just doing iton paper and trying to imagine every aspect of the factory. Students felt that theexposure helped them to understand the case being studied. They also mentionedthat they can really apply what was taught during the semester to the VR scenario.For example the following exchanges were indicative of the student’s attitudes.

Researcher We’re changing it now to a virtual world. By presenting avirtual world as part of this course this unit, has that helpedthe key objectives of this course which is decision making?

Student 1 This course, this subject has been very good in really puttingthe nuts and bolts behind decision making processes and Icame across some decision trees and it just took me off intoa completely different area that I’ve never even thought about.I thought it was something really basic.

Student 2 It makes you think more in depth.Student 3 This is the closest /?/ through the actual experience of what I

expected being a marketing manager, not sitting thereconstantly reading books and reading and writing marketingplans but actually making the smaller decisions. This one’sthe one that’s got me closer to where I imagined I would be inmarketing.

Students who were new to the VR concept find it very interesting and amazing. Fromthe discussion below it was clear that at least two students found that it helped themin visualizing the scenario for the case study.

Researcher We’ve viewed some of the initial thoughts that you’ve had,perceptions you’ve had of the virtual reality and to sum it up.It’s basic at this point in time.

Student 3 That was the greatest visual experience I have ever had.Student 4 As far as what you can possibly see, the furthest your eyes

can go type thing, it was my favourite thing I could ever see,type thing. It was the most amazing thing I have ever seen.It could be applied to other situations.

When asked about the role VR contributes in learning decision making, one studentrelated her experience with the lesson learned during the semester. She applied thetheory of decision making to the case study in the VR scenario.

Researcher How does the virtual reality contribute to your understandingof the model?

Student 5 You’ve got something like a decision tree or a flow chart.You have like internal procedures so in the case of anemergency this person would be the first person you contactor this person or this person. You could use the model totake that and say, O.K., that’s a flow chart to this person tothis person to this person to this person. They are answerableat this stage of the process. You don’t have to go /?/ youcomplete the operations manual, O.K. in the case of A, onthe floor emergency or disaster, this person is your first point


65

of contact. Second point contact with this person, third point,this person. If you want to find out how much stock youhave waiting to be despatched, you contact the delivery, youdon’t go to the packing area, you go to despatch. If theydon’t know, you go back to the packing area. So the modelto do that, you can do it that way.

The simulation provided by the VR scenario was beneficial to students, especiallythose who were fresh from high school. This opinion reflects that real life experienceis very crucial in understanding the case.

Student 6 I think as an undergraduate subject, it’s important becausemost people in this degree, have just been looking at theflow charts or reading through text saying this is how thefactory works. I guess it just depends on the level ofexperience. Some students may never had walked througha factory and so it’s critical and really helps people orientatethemselves. Some people have and they know what it’s allabout, so it’s probably less of a help to them.

Student 7 If you’ve come straight from school to uni and you haven’tbeen anywhere and experienced decisions like that before,it’s good.

Some limitations were noted by the lecturer who designed the VR simulation.“In my opinion, the animation and graphics effects are a secondaryconsideration to the actual realism of the setting. To the best of my knowledge,not one student has raised any issues about the quality of the graphic images.The imagery can (and probably should) be improved but it would be betterspending development funds on making sure the setting is as realistic aspossible e.g. people in the setting, forklifts and machinery operating, and soon.”

However, even without the “moving” parts of the screen, the realistic environment wassuccessfully achieved. Upgrading of the software was not possible due to time andbudget constraint.Research question 2) How effective is blended learning environment to supportlearning Marketing Decision Making subject?The face-to-face interaction with the lecturer and other group members helped studentsunderstand better. Students struggled using the discussion forum effectively. Many ofthem did not give professional input during the first online discussion and hence itrequired face-to-face interaction with the lecturer and other group members to establishthe most effective way of interacting in discussion forums. Interaction among groupmembers during tutorial time was used to discuss problems faced in online learning.The quality of interaction in the subsequent online discussion was much improved.Input was intelligent and well thought out. Students were more confident becausetheir knowledge had increased through lectures and tutorials after the first onlinediscussion. This outcome supports Throha (2003) who argues that face-to-faceinteraction has a positive impact on students in online learning.The Industry Panel presentation held at the end of the semester indicated positiveresponses showing knowledge being applied correctly to the cases. Students used

Ros Aizan Yahaya

66

the knowledge gained throughout the semester including the VR exposure and appliedthem to their case study. The industry panel gave interesting insights to each group’spresentation. They noticed that students had a good understanding of decision makingtheories and knowledge of applying the models to their case study.

Panel 1“You didn’t waste time telling us all about how the models work, you give veryhigh level of introduction to each model, this is what it does for you, being thestrengths and weaknesses…”Panel 2“…that was good and that would apply to that area so, each of the levels youpresented, to me you gave good examples and where they came from indifferent areas, so the decision tree is probably the best decision for thatexample…”

This outcome supports the idea that learning through different modes of instructionhas helped students better understand the concept of marketing decision making.Theories learned through lectures, face-to-face interaction, online discussions and inthe VR environment were correctly applied in the presentation.

CONCLUSIONThese results provide an insight to how students responded to a blended learningenvironment incorporating on-line discussions, face-to-face interaction, presentationto industry panel and the use of VR technology, in an authentic learning environment.The study in particular revealed a number of key issues as follows.1) The online learning played an important part in supporting student learning. Everyaspect of the OLT was utilised to deliver information to students. Even though somemissed a few lectures, they were able to catch up simply by accessing the OLT website.Discussion forums allowed students to apply their knowledge learned in class andgave feedback, discussed or critiqued each other’s response. Some students whowere fresh from high school and had never experienced online learning before wereable to cope with help from the lecturer after face-to-face interaction in class.2) Generally, students were more informed of the case study scenario after the VRexposure. Many of them felt the learning experience helped them to be involved in thecase problem. However, the VR environment was conducted by a different lecturer,which made students feel that they had to adjust to him before they could concentrateon the tasks at hand.3) Feedback from the industry panel indicated that students had an excellent grasp ofthe different decision-making models. The VR intervention actually helped them realizethat things could go out of hand and could adversely affect normal day-to-dayoperations. As Marketing Executives, they had the responsibility to make crucialdecisions that could affect the company’s relationship with its clients.4) The availability of the lecturer and the facilitator in face-to-face contact is vital inhelping students trying to understand what was delivered online. They provided studentswith the encouragement and emotional needs that cannot be achieved through onlinelearning alone. Being able to interact face-to-face improves the interpersonal connectionbetween learners and lecturers. During classroom observation, students askedquestions and solved problems relating to online concepts that they did not understand.


67

Explanation by the lecturer clarified any questions they had. It was also observed thatstudents used the opportunity to share problems with fellow students in their group.This supports the idea that the “human touch” is very important in online learning.Results of this study also support the idea that using VR technology as part of blendedlearning is an effective method of delivering knowledge in the classroom. Theintegration of VR technology not only enhances learning, but also provides participantswith real life experience that they can relate to.As stated by the Course Designer:

Students reacted extremely positively to the VR environment seeing it as adistinct improvement over the traditional classroom. While it remains to proveconclusively that learning is significantly enhanced in this setting, the positivereactions of students provides, at a minimum, a platform to continue to explorethe potential of VR.

One of several issues coming out of this study was the size of the group in the VR lab.Due to limited space in the VR lab to allow maximum immersion, one group of four orfive students would be the ideal number. However, with the current situation whereclass size is of utmost importance at practically all universities around the world, theuse of VR technology for a large group of students requires a lot of research, asstated by the Course Designer:The final issue is the size of the group in VR. It is obvious when running the sessionsthat it would be good if students could work in small management-sized groups, andprobably with a given role to encourage participation. So the applicability of VR tolarge groups is probably something to be researched further. Maybe large groups dofactory and store tours and small groups work on problems. I do not have anyrecommendations about this aspect yet - the university would probably be interestedin tutorial size groups 20-30 students at a time- which probably means that the type ofVR exercise would need to be far more general in nature. To my way of thinking, thispractical aspect of using the VR is its most serious limitation.

REFERENCESAdelskold, G., Aleklett, K., Axelsson, R., & Blomgren, J. (1999). Problem-based distance

learning of energy issues via computer network. Distance Education, 20(1),129-143.

Andolsek, D. L. (1995). Virtual reality in education and training. International Journalof Instructional Media, 22(2), 145-155.

Bielawski, L & Metcalf, D (2003). Blended eLearning: Integrating knowledge,performance support, and online learning. Amherst, MA: HRD Press.

Bowman, D. A., Hodges, L. F., Allison, D., & Wineman, J. (1999). The educationalvalue of an information-rich virtual environment. Presence: Teleoperators andVirtual Environments, 8(3), 317-331.

Bricken, M., & Byrne, C. (1992). Summer students in virtual reality: A pilot study oneducational applications of VR technology. Seattle: University of Washington,Human Interface Technology Laboratory.

Ros Aizan Yahaya

68

Cecez-Kecmanovic, D. & Webb, C. (2000). A critical inquiry into Web-mediatedcollaborative learning. In Aggarwal, A. (Ed.), Web-based Learning and TeachingTechnologies: Opportunities and Challenges (pp. 307-326). Hershey, PA: IdeaGroup Publishing.

Chesterman, Fraser (2002). Blended Learning, is it really understood? T magazine,http://www.tmag.co.uk/home.html#email (Retrieved March 3, 2007).

Dalgarno, B. (2001). Interpretations of constructivism and consequences for computerassisted learning. British Journal of Educational Technology, 32(2), 183-194.

Dede, C., Salzman, M. C., Loftin, R. B., & Ash, K. (1999). Virtual reality supportsscience education. Curriculum Administrator, 35(3), 31-32.

Dean, P., Stahl, M., Sylwester, D., & Pear, J. (2001). Effectiveness of Combined DeliveryModalities for Distance Learning and Resident Learning. Quarterly Review ofDistance Education, 2(3), 247-254.

Gokhale, A. A. (1996). Efffectiveness of computer simulation for enhancing higherorder thinking. Journal of Industrial Teacher Education, 33(4), 36-46.

Godat, M., Yahaya, R., Euler, T., & Singh, P. (2005). Virtual golden foods corporation:Generic skills in a virtual crisis environment (a pilot study). In Proceedings ofthe Ed-Media 2005, AACE world conference on educational multimedia,hypermedia and telecommunications, Montreal, Canada.

Herrington, J., & Oliver, R. (2000). An instructional design framework for authenticlearning environments. Educational Technology. Research and Development,48(3), 23-48.

Honebein, P.C., Duffy, T.M., & Fishman, B.J. (1993). Constructivism and the design oflearning environments: Context and authentic activities for learning. In T.M. Duffy,J. Lowyck, & D.H. Jonassen (Eds.), Designing environments for constructivelearning (pp. 87- 108). Heidelberg: Springer-Verlag.

Joy-Matthews, J. et. al. (2004). Human resource development (3rd Ed.). London: Kogan Page.

Kemery, E.R. 2000. Developing on-line collaboration (pp.227–245). In Aggarval, A.(ed.)2000. Web-based learning and teaching technologies: Opportunities andchallenges. London: IDEA Group Publishing.

Killian, Vince (2005). Blended Learning: An approach to effective learning. InsideSupply Management®, Vol. 16, No. 1, page 12.

McCormack, R. & Jones, A. (1997). Building a Web-based education system. NewYork: Wiley Computer Publishing.

Moshman, D. (1982). Exogenius, endogenous and dialectical constructivism.Developmental Review, 2, 371-384.

Oliver, M. & Trigwell, K. (2005). Can ‘Blended Learning’ Be Redeemed? E-Learning2(1), 17-26.

Palincsar, A. S., Magnusson, S., J, Marano, N. L., Ford, D., & Brown, N. (1997, March).Design principles informing and emerging from a community of practice. Paperpresented at the annual meeting of the American Educational ResearchAssociation, Chicago IL. QMI Solutions. http://www.qmisolutions.com.au/(Retrieved March 20, 2007).


69

Salzman, M. C., Dede, C., Loftin, R. B., & Chen, J. (1999). A model for understandinghow virtual reality aids complex conceptual learning. Presence: Teleoperatorsand Virtual Environments, 8(3), 293-316.

Shim, K.-C., Park, J.-S., Kim, H.-S., Kim, J.-H., Park, Y.-C., & Ryu, H.-I. (2003).Application of virtual reality technology in biology education. Journal of BiologicalEducation, 37(2), 71-74.

Smith, Judith M. (2001). Meetings Extravaganza: Blended Learning. Executive Update.

Spicer, J. I., & Stratford, J. (2001). Student perceptions of a virtual field trip to replacea real field trip. Journal of Computer Assisted Learning, 17, 345-354.

Thorne, K. (2003). Blended learning: How to integrate online & traditional learning.London: Kogan Page.

Throha, F. (2003). Bulletproof blended learning design: Process, principles and tips.Bloomington, IN: Authorhouse.

Thomson and NETg. (2003) The Next Generation of Corporate Learning: Achievingthe Right Blend. www.netg.com/NewsAndEvents/PressReleases/view.asp?PressID=75#top (Retrieved March 20, 2006).

Valiathan, P. (2002). Blended learning models. Alexandria, VA: ASTD Learning Circuits.

Wann, J.P. & Mon-Williams, M. (1996) What does Virtual Reality NEED? Human factorsissues in the design of 3D computer environments. International Journal ofHuman Computer Studies 44, 829-847.

Whitby, B. (1997). The virtual sky is not the limit: Ethics in virtual reality. Retrieved 30July, 2003, http://www.cogs.susx.ac.uk/users/blayw/VRethics.html (RetrievedJuly 30, 2003)

Yahaya, R. A., Euler, T., Godat, M. (2004). Enhancement of Learning in DecisionMaking and Negotiation within Virtual Reality Environment. In Erica McWilliam,Susan Danby and John Knight (Eds.) Performing Educational Research:Theories, Methods and Practices. Postpressed Flaxton, QLD, Australia.

Youngblut, C. (1997). Educational uses of virtual reality technology. VR in the schools,(3) 1.

71


PEMBANGUNAN PERISIAN KURSUS MULTI MEDIA INTERAKTIF ACAD R14 :PENGHASILAN LUKISAN PERSEMBAHAN

Rosnaini Hj. MahmudFakulti Pengajian Pendidikan, Universiti Putra Malaysia, Serdang

Mohd. Arif Hj. Ismail,Arba’at HassanFakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi

Isham Shah HassanJabatan Kejuruteraan Awam, Politeknik Port Dickson

Abstract: The research is done to develop and evaluate one multimedia courseware forteaching ACAD R14 software in the process to produce presentation drawing. The coursedevelopment process is based on the conceptual model of Hannafin & Peck. The coursesoftware was evaluated using two instruments namely, a survey and a questionnaire. Therespondents were 160 students taking architecture course from four polytechnics and 12experts from the polytechnics which consisted of lecturers, teachers and private staff. Thefindings among the students were measured using Pearson Correlation at significant level p= 0.01. Prior to the actual study, a pilot test was done to all items in the questionnaire andproduced alpha level of 0.88. For students’ evaluation, 5 aspects were evaluated. They were:contents, customers satisfaction, presentation design, interaction design, and technicalplatform. As for experts’ evaluation, the foci were on teaching strategy, presentation design,and interaction design. The descriptive data analysis shows that interactive mulmedia coursesoftware was accepted by the experts as the min for all aspects was between 4 and 5 withinthe agree and strongly agree scales. Inference statistics for students’ evaluation suggest thatthere was a significant correlation among the evaluated aspects with r value measured between0.6 to 7.0. All correlations were done at p <0.01.

PENGENALANPada hari ini perkembangan teknologi mempengaruhi setiap bidang kehidupan.Perkembangan teknologi maklumat serta penggunaan komputer membawa implikasiyang besar ke atas kehidupan manusia termasuklah dalam bidang pendidikan.Kemajuan ini dapat membantu guru-guru menyediakan aktiviti pengajaran danpembelajaran dengan lebih menarik dan interaktif. Aspek teknologi telah digabungkandalam kurikulum pendidikan sebagai suatu usaha ke arah menyemai dan memupukminat serta sikap yang positif terhadap perkembangan teknologi. Suatu perubahanyang signifikan perlu dilakukan oleh guru tentang cara mengendalikan pengajarandan pembelajaran di bilik darjah (Ismail 1996). Sudah tiba masanya budayapembelajaran diubah daripada pemfokusan memori kepada pengetahuan, pemikirankreatif dan penyayang dengan menggunakan teknologi terkini (KementerianPendidikan Malaysia 1997). Menurut Salomon (1993), pendidikan yang melibatkanbantuan media seperti komputer dapat menjadikan proses pengajaran danpembelajaran lebih bermakna. Pengajaran dan pembelajaran berasaskan komputerdapat meningkatkan prestasi pelajar. Menurut Smellie et al. (1997), media pengajaranyang menggunakan teknologi multimedia berupaya untuk menarik perhatian pelajar,memudahkan pelajar memahami dan mendapat maklumat yang kompleks berbandingdengan penyampaianmelalui lisan. Smellie et al. juga menyatakan teknologi multimediamembantu mengatasi kesuntukan masa, saiz dan ruang. Media pengajaran yangberasaskan komputer mampu untuk menggunakan teknologi multimedia yangmempunyai ciri-ciri interaktif yang membolehkan para pengguna mencapai maklumatdari segmen ke segmen yang lain tanpa mengikut urutan.

Rosnaini Hj. Mahmud, Mohd. Arif Hj. Ismail, Arba'at Hassan and Isham Shah Hassan

72

Semakin banyak syarikat di dunia yang beralih kepada teknologi komputer sepertiyang telah dibuktikan oleh Rivard (1998). Beliau telah menjalankan tinjauan denganmenggunakan media elektronik ke atas industri pembinaan yang melibatkan enambuah negara iaitu New Zealand, Sweden, Denmark, Finland, Hong Kong dan ArabSaudi. Tinjauan ini telah dijalankan secara rawak ke atas firma-firma yang terlibatdengan industri pembinaan di negara-negara di atas. Dapatan kajian menunjukkan92.9% firma seni bina beroperasi menggunakan komputer berbanding denganmanakala 91.2% firma kejuruteraan. Hanya 26.2% kontraktor sahaja beroperasidengan menggunakan komputer. Oleh kerana kemahiran lukisan berbantu komputersangat penting untuk pelajar seni bina, maka suatu kaedah pengajaran yang berkesanadalah sangat diperlukan. Walau bagaimanapun, terdapat banyak masalah yangmungkin menjejaskan proses pengajaran dan pembelajaran subjek lukisan berbantukomputer di politeknik Malaysia. nya termasuklah:

a. Kekurangan media pengajaran yang sesuai untuk mengajar subjek lukisanberbantu komputer menyebabkan proses pengajaran dan pembelajaran kurangberkesan.

b. Masalah kekurangan pensyarah yang berkebolehan menyebabkan pelajarkurang mendapat perhatian ketika proses pembelajaran.

c. Suasana pembelajaran yang kurang interaktif.d. Waktu yang diperuntukkan untuk pembelajaran subjek yang melibatkan lukisan

berbantu komputer adalah kecil.e. Kelemahan bahasa Inggeris pelajar politeknik yang menyebabkan mereka

menghadapi masalah untuk membuat rujukan di luar.

Berdasarkan masalah di atas maka, sangat perlu dibina sebuah perisian kursusmultimedia interaktif untuk dijadikan media pengajaran bagi membantu prosespembelajaran pelajar seni bina politeknik Malaysia. Perisian kursus ini diharapdapatmenambahkan koleksi perisian kursus yang sedia ada. Perisian kursus ini merupakanalternatif kepada kaedah yang sedia ada walaupun perisian kursus ini belum mendapatpengiktirafan dari mana-mana pihak. Bagi warga pendidik, perisian kursus ini dapatdijadikan sebagai rujukan untuk membina media pengajaran yang berasaskankomputer. Seterusnya dapatan kajian ini diharapkan dapat membantu pihak tertentutentang aspek - aspek penilaian sesebuah perisian kursus multimedia interaktif.

DEFINISI ISTILAHBagi memahami konsep perisian kursus multimedia interaktif dalam pendidikan, berikutialah definisi istilah yang digunakan:

Perisian KursusDalam konteks kajian ini, perisian kursus ialah satu set program komputer yangmelibatkan teks, audio dan grafik yang boleh digunakan sebagai media pengajaranyang disediakan oleh pembina untuk digunakan dalam proses pengajaran danpembelajaran.

MultimediaDalam konteks pembangunan perisian kursus ini multimedia ialah gabungan pelbagaimedia seperti teks, grafik, bunyi, animasi, dan video dalam bentuk perisian yang

Pembangunan Perisian Kursus Multimedia Interaktif Acad R14 : Penghasilan Lukisan Persembahan

73

mampu menghasilkan gaya pembelajaran yang interaktif dan pelajar pula bolehmencuba, dan membuat perubahan, dan seterusnya dapat mengambil bahagiansecara aktif dalam proses pembelajaran.

InteraktifInteraktif merupakan suatu persembahan komputer yang menggabungkan beberapaelemen media, iaitu teks, grafik, animasi bunyi dan video secara sistematik untukdijadikan sebuah perisian kursus yang efektif dengan memanipulasikan aspek-aspekaudio dan visual untuk menarik minat pengguna dan memberikan kesan yangmendalam. Seterusnya, perisian kursus ini akan dilengkapkan dengan ciri-ciri interaktifbagi membolehkan komunikasi dua hala antara pelajar dengan komputer untukmewujudkan persekitaran pembelajaran yang aktif bagi menjadikan prosespembelajaran dan pengajaran lebih efektif dan bermakna.

TEORI – TEORI BERKAITAN PEMBELAJARAN BERASASKAN KOMPUTERProses pembelajaran di dalam bilik kuliah memerlukan teori dan strategi pembelajaranyang betul bagi memastikan maklumat yang disampaikan akan dapat diterima denganbaik oleh pelajar. Demikian juga halnya dengan pembangunan perisian kursus, teoridan strategi pembelajaran yang betul adalah faktor penting bagi menentukankeberkesanan perisian kursus yang dibina. Berikut ialah antara teori yang diterapkandalam pembangunan perisian kursus:

Teori Tingkah LakuDalam teori tingkah laku, tumpuan pembelajaran adalah pada tingkah laku luaranyang dipengaruhi oleh peneguhan. Dalam teori ini tumpuan akan diberikan kepadaprinsip rangsangan dan tindak balas terhadap bahan yang dikemukakan dalam perisiankursus kepada pelajar. Menurut Skinner (1954), teori tingkah laku merupakan suatubentuk kelakuan yang boleh diperhatikan dan diukur. Melalui perisian kursus initumpuan pembelajaran berasaskan teori tingkah laku, adalah kepada tindak balaspelajar yang dipengaruhi oleh peneguhan melalui maklumbalas dari komputer. Teoriini juga berpegang kepada prinsip bahawa pelajar akan mengekalkan sesuatu tindakanjika peneguhan yang bersesuaian diberikan kepadanya. Menurut pandangan Thorndike(2000) hubungan antara rangsangan dan tindak balas akan diperkukuhkan sekiranyatindak balas yang positif diberikan ganjaran yang positif.

Teori KonstruktivismeDalam teori konstruktivisme, pelajar tidak lagi dianggap belajar daripada apa yangdiberikan oleh pendidik tetapi secara aktif membina realiti mereka sendiri dan padamasa yang sama mengubahsuai realiti tersebut. Secara umum, pelajar akan belajarmelalui pengalaman yang dilaluinya sendiri. Menurut Jonassen (1991), pengetahuanseseorang individu berasaskan persepsi fizikal dan pengalaman sosial yang difahamioleh akal fikiran seseorang. Manakala menurut Perkins (1986), pengetahuan terhasildi dalam minda melalui penglibatan aktif pelajar dalam proses pembentukanpengetahuan, yakni bukan sekadar mengintepretasi dan menerima apa sahaja yangdiberikan kepada mereka.

Teori KognitifDalam teori ini pelajar akan memperoleh maklumat secara aktif, menstruktur maklumattersebut dan mengkaji pengetahuan yang diperoleh supaya menjadi sesuatu yangbermakna. Teori ini lebih menjurus kepada pengetahuan yang terkini dan pengetahuan


74

yang lepas. Menurut Good et al. (1990) dalam teori kognitif, pemindahan pembelajaranbergantung kepada pembelajaran aktif, iaitu pelajar akan memproses maklumat yangtelah diperoleh secara aktif supaya dapat digunakan kemudian.Menurut Good et al. lagi, teori kognitif menganggap proses pembelajaran sebagaisuatu proses perolehan pengetahuan yang tersusun melalui pemprosesan maklumatdan disimpan sebagai maklumat yang berguna.

CONTOH PENGAPLIKASIAN TEORI PEMBELAJARANBeberapa contoh dinyatakan di bawah ini untuk menunjukkan bagaimanapengaplikasian teori pembelajaran digunakan dalam pembinaan perisian kursus ini.

i) Teori KonstruktivismePendekatan konstruktivisme ialah pendekatan yang baik bagi perisian kursus ini keranamembentuk sikap dalam diri pelajar untuk belajar sendiri. Teori konstruktivismemempunyai aplikasi yang tinggi dalam perisian kursus ini. Melalui teori ini suasanapembelajaran yang cuba dibentuk ialah suasana pembelajaran yang sebenar, iaitumelibatkan sebanyak mungkin skrin sebenar perisian Autodesk Computer AidedDrawing Release 14 (ACAD R14) dalam proses pembelajaran. Ini kerana berdasarkanteori konstruktivisme persekitaran pembelajaran yang betul adalah penting bagi prosespembelajaran. Selain itu, skrin tutorial, simulasi dan latihan akan disusun untukmemberi kebebasan kepada pengguna untuk mencapai maklumat dengan kawalanmereka sendiri. Sebagai contoh, apabila pelajar berada pada sesuatu tutorial, misalnyamelukis bulatan di bawah tajuk “draw”, pelajar boleh pergi ke tutorial yang lain untuktajuk “draw” dengan menekan butang tutorial lain yang diletakkan di bahagian bawahskrin ini. Dari skrin yang sama pelajar mempunyai kebebasan untuk berpaut padatajuk yang berlainan yang diletakkan di bahagian atas skrin.Skrin akan disusun mengikut kaedah pembelajaran, penilaian dan latihan pada skrinyang sama. Susunan seperti ini akan memberi peluang kepada pelajar untukmenguasai sesuatu tajuk dengan cepat melalui navigasi yang memudahkan pelajarbergerak dari satu tajuk ke satu tajuk lain. Ini bermakna pelajar tidak akan terkongkongdengan faktor masa dalam proses pembelajaran. Teknik hiperteks yang digunakansebagai asas kepada pautan dalam perisian kursus akan memberi kebebasan kepadapelajar untuk bergerak secara kendiri dalam perisian kursus untuk mendapatkanmaklumat yang dicari. Dengan aplikasi teori konstruktivisme ini pelajar mampu untukmemanipulasikan maklumat, mencipta pengetahuan baru dan menguji kefahamansecara sendiri. Dengan cara ini pembelajaran akan menjadi lebih bermakna dan kekalseperti yang disarankan dalam teori konstruktivisme. Oleh sebab itu, perisian yangdibina memasukkan elemen-elemen konstruktivisme seperti berikut:

a. Perisian kursus ini menyediakan tempat permulaan yang banyak kepadapelajar untuk memulakan proses pembelajaran kerana ianya akan digunakanoleh ramai pelajar pada tahap kemahiran yang berbeza. Teori konstruktivismemencadangkan pelajar perlu mempunyai kemudahan untuk mencari maklumatdalam pembinaan pengetahuan. Melalui perisian kursus ini pelajar digalakkanuntuk terlibat secara aktif dalam proses pembelajaran.b. Suasana pembelajaran yang menarik dan selesa adalah penting untukmengekalkan minat pelajar terhadap apa yang hendak dipelajari. Suasanapembelajaran yang menarik boleh diwujudkan dengan mengambil kira faktor-faktor dibawah. Fon yang digunakan perlulah bersaiz sederhana bagi isi


75

kandungan dan menggunakan fon bersaiz besar pada tajuk utama. Jenis fondan saiz fon perlulah konsisten pada semua skrin.c. Pemilihan warna juga adalah penting kerana pengaruhnya terhadap minatpelajar. Norhashim et al. (1996) mencadangkan penggunaan tiga warna dalamsatu skrin. Kebanyakan pakar grafik dalam pengajaran dan pembelajaranbantuan komputer (PPBK) juga menyarankan penggunaan tidak lebih daripadaempat warna dalam satu skrin yang sama kerana bagi mengelakkan kesannegatif kepada pelajar. Seterusnya penjanaan bunyi banyak memberi kesantarikan bagi menghidupkan persembahan sesuatu perisian kursus. Bagiperisian kursus ini, selingan muzik dimainkan secara automatik apabila pelajarmemasuki tajuk baru.d. Nada suara juga digunakan untuk mengelakkan kebosanan kepadapengguna. Bagi perisian kursus ini suara akan dimuatkan dalam skrin simulasiyang diberikan kepada pelajar. Menurut Norhashim et al. (1996) suara yangdimasukkan ke dalam perisian kursus boleh mewujudkan sikap prihatin danbersungguh-sungguh pengguna yang mencuba sesuatu skrin berbandingdengan skrin komputer yang dipaparkan dengan teks dan gambar sahaja.e. Penggunaan grafik adalah penting untuk membentuk suasana pembelajaranyang menarik kepada pelajar pada skrin yang dilihat. Bagi perisian kursus inigrafik digunakan untuk membantu kefahaman pelajar. Ikon yang terdapatdalam perisian Autodesk Computer Aided Design Release 14 (ACAD R14)digunakan pada tempat yang sesuai pada skrin untuk menghuraikan teknikpenghasilan objek. Persembahan grafik bertujuan untuk mengurangkanpenggunaan teks apabila menjelaskan sesuatu kaedah pembelajaran.Walau bagaimanapun, grafik hanya digunakan apabila diperlukan kerana grafikyang banyak pada skrin akan melambatkan proses pergerakan dari satu skrinke skrin yang lain. Di samping itu sekiranya perisian ini dijadikan laman webmaka proses ‘downloading’ akan menjadi lambat. Secara keseluruhannya,perisian kursus ini memerlukan reka bentuk yang menarik dan kreatif keranaciri-ciri ini sangat penting untuk menjana minat pengguna utama perisian kursusini, iaitu pelajar seni bina.f. Persekitaran pembelajaran yang baik seperti yang dicadangkan oleh teorikonstruktivisme juga boleh diwujudkan dengan memasukkan elemen mesrapengguna dalam pembinaan perisian kursus. Perisian kursus ini disediakandengan butang menu dan arahan yang tepat untuk meneruskan pembelajaran,kembali ke menu utama dan keluar dari skrin. Pengguna tidak akandibebankan untuk menghafal jenis butang. Butang-butang suruhan merupakansesuatu yang boleh menarik perhatian dan mudah dicapai. Dengan meletakkantetikus pada butang dan menekan tetikus sahaja sudah cukup untuk membawapengguna ke mana-mana skrin yang diperlukan. Satu butang bantuan akandisediakan untuk pengguna pada setiap skrin. Dengan strategi ini penggunaakan terangsang untuk meneruskan pembelajaran dengan perisian kursusini. Suasana pembelajaran yang selesa memang digalakkan dalam teorikonstruktivisme kerana ianya akan mewujudkan minat dalam diri penggunauntuk belajar secara kendiri.


76

ii) Teori Tingkah LakuSebagai contoh, teori ini diaplikasikan melaluikaedah penggunaan ikon yang sebenarbagi setiap perintah yang dimaksudkan. Pelajar menggunakan ikon yang sebenarketika proses pembelajaran sama ada untuk kaedah tutorial ataupun kaedah simulasi.Apabila pelajar menekan ikon pada skrin, akan berlaku perubahan pada skrin animasiatau grafik yang disediakan untuk perisian kursus ini. Kaedah ini akan memberirangsangan kepada minda pelajar untuk menggunakan ikon kerana perubahan yangberlaku hasil dari menekan ikon akan melibatkan perubahan objek dan kesan bunyidalam simulasi yang ditunjukkan.Melalui pendekatan teori ini juga perisian kursus memberikan reaksi yang positif untuklatihan yang telah berjaya dibuat oleh pelajar. Elemen ini sangat penting untukmerangsang pemikiran pelajar dalam proses membina pengetahuan yang lebihmantap. Rangsangan yang bersesuaian perlu diberikan ke atas tindak balas pelajarkepada latihan yang diberikan. Yerkes dan Dodson (1908) menyatakan menurutYerkes-Dodson law terdapat hubungan antara rangsangan dan keupayaan. Yerkesdan Dodson seterusnya menyatakan menurut Yerkes–Dodson law juga rangsanganyang bersifat ekstrem, iaitu yang terlalu tinggi dan terlalu rendah akan memberikankesan negatif. Sebaliknya, rangsangan yang berkesan ialah rangsangan bersifatsederhana. Perkara ini telah dinyatakan dengan jelas oleh Berlyne (1960).

iii) Teori KognitifTeori ini diaplikasikan kepada subtajuk yang menjelaskan proses penghasilan lukisanyang melibatkan urutan kerja yang komplek sebagai contoh pembinaan komponenbangunan dengan menggunakan perintah ‘mblock’ atau perintah ‘block’. Pelajar akanmelihat simulasi ringkas diikuti dengan latihan yang hampir sama supaya pelajar dapatmemproses maklumat tersebut dengan cepat. Ketika proses simulasi, bunyi akandiletakkan pada tempat kritikal sepanjang pembinaan objek untuk menjana ingatandaya pendek pelajar. Seterusnya latihan yang hampir sama dengan simulasi yangditunjukkan akan memantapkan lagi ingatan pelajar terhadap perkara yang telahdipelajari.

PROSES PENILAIANPenilaian untuk perisian kursus ini dibuat setelah perisian kursus ini siap dibangunkan.Penilaian perisian kursus inibertujuan untuk melihat persepsi pelajar dan pakar terhadappenggunaannya dalam proses pembelajaran. Secara khusus, penilaian dilakukan keatas perisian yang telah dibangunkan untuk menyemak sama ada perisian ini menepatikeperluan pelajar. Penilaian pakar pula bertujuan untuk mengesahkan kesesuaianperisian sebagai media pengajaran bagi mengajarkan proses penghasilan lukisanpersembahan dengan perisian Autodesk Computer Aided Design Release 14 (ACADR14). Perincian tentang proses penilaian perisian kursus ini adalah seperti berikut:

Reka Bentuk PenilaianPenilaian perisian kursus ini dibuat dengan menggunakan pendekatan kuantitatifmelalui kaedah tinjauan. Penilaian ini melihat persepsi pelajar dan pensyarah ke atasperisian ini daripada pelbagai aspek. Data mentah yang diperoleh daripada tinjauandianalisis dengan analisis korelasi. Menurut Mohd. Majid (1991), analisis korelasimemberi penekanan tentang perkaitan antara pemboleh ubah. Wiersma (2000) pulamenyatakan analisis korelasi tidak memanipulasikan pemboleh ubah tetapi hanyamengkaji kesan dan hubungan yang wujud antara pemboleh ubah. Wiersma (2000)


77

juga menyatakan perhubungan dua pemboleh ubah yang dikaji merupakan korelasi.Instrumen yang digunakan untuk penilaian ini ialah soal selidik yang diisi oleh subjekkajian. Proses penilaian ini melibatkan pelajar seni bina Politeknik Ungku Omar (PUO),Politeknik Port Dickson (PPD), Politeknik Sultan Haji Ahmad Shah (POLISAS) danPoliteknik Sultan Abdul Halim Muadzam Shah (POLIMAS) serta para pendidik dariinstitusi yang dinyatakan di atas.Bagi kajian ini seratus enam puluh pelajar telah dipilih sebagai sampel kajian. Sampeldipilih dengan menggunakan kaedah persampelan rawak mudah. Melalui kaedahpersampelan ini seramai empat puluh pelajar telah dipilih dari setiap politeknik yangmenawarkan kursus seni bina. Pelajar yang dipilih sebagai sampel kajian ialah pelajarseni bina yang pernah mempelajari subjek CADD 1 dan CADD 2 dengan kaedahbiasa ketika mereka berada dalam semester dua dan semester empat. Persepsi pelajarini dijadikan sebagai asas untuk menilai perisian kursus multimedia interaktif yangdibangunkan untuk pengajaran penggunaan perisian Autodesk Computer Aided DesignRelease 14 (ACAD R14) dalam penghasilan lukisan persembahan.Seramai dua belas orang pakar telah dijadikan subjek kajian untuk menilai perisiankursus ini. Pakar ini terdiri daripada guru, pensyarah politeknik dan pensyarah institusiswasta yang mempunyai pengalaman mengendalikan perisian Autodesk ComputerAided Design Release 14 (ACAD R14).

Kajian RintisSoal selidik diuji kepada empat puluh (40) pelajar semester dua dan semester empatkursus seni bina di Politeknik Port Dickson. Pelajar yang terlibat dalam kajian rintis initidak diambil sebagai subjek kajian sebenar. Nilai koeffisien Alpha Cronbach yangdiperoleh ialah 0.88. Menurut UCLA Academic Technology Services (2001) nilai koeffisienAlpha Cronbach yang melebihi 0.8 dikira sesuai untuk semua aplikasi sains sosial.

Strategi Penilaian Perisian KursusPenilaian perisian kursus ini dijalankan di politeknik-politeknik Malaysia yangmenawarkan kursus seni bina. Proses penilaian melibatkan tiga bahagian utama, iaitu:a. Tayangan (15 minit)Pada peringkat ini pengkaji menayangkan perisian kursus kepada para penilaibagi membolehkan mereka mendapat gambaran awal tentang keseluruhankandungan perisian kursus.b. Sesi soal jawab (20 minit)Pada peringkat ini pengkaji menayangkan semula perisian kursus secara paparandemi paparan dengan harapan para penilai akan mengemukakan soalan kepadapengkaji tentang perkara yang memerlukan penjelasan dan pemahaman lanjuttentang isi kandungan perisian dan teknikal yang digunakan ketika perisiandibangunkanc. Soal selidik (40 minit)Pada peringkat ini para penilai memberikan respon terhadap item-item yangterdapat dalam soal selidik.


78

ANALISIS DATASkor dalam analisis dapatan kajian mempunyai julat 1 – 5, iaitu skor maksimum 5untuk pilihan sangat setuju dan skor minimum 1 untuk pilihan sangat tidak setuju. Disamping itu, min skor juga dikira. Dalam penilaian perisian ini, sekiranya min skormelebihi 4.0 barulah pengkaji menganggap bahawa responden bersetuju dengankriteria penilaian perisian kursus yang diuji. Jadual 1 menunjukkan hasil analisis minuntuk soal selidik pelajar yang melibatkan aspek isi kandungan, kepuasan pengguna,reka bentuk persembahan, reka bentuk interaksi dan aspek teknikal. Manakala Jadual2 menunjukkan hasil analisis min untuk soal selidik pakar yang melibatkan aspekstrategi pengajaran, reka bentuk persembahan dan reka bentuk interaksi.

Jadual 1: Hasil Analisis Soal Selidik Pelajar

Jadual 2: Hasil Analisis Soal Selidik Pakar

Analisis Data Berdasarkan Statistik InferensiKaedah statistik inferensi digunakan untuk menganalisis data yang diperoleh darisoal selidik ke atas pelajar seni bina. Analisis ini digunakan untuk membuat andaiantentang persepsi pelajar seni bina ke atas perisian kursus multimedia interaktif yangtelah dibangunkan. Maklumat yang diperoleh daripada soal selidik yang dibinaberasaskan aspek ertentu telah ditukar menjadi pemboleh ubah bersandar danpemboleh ubah tidak bersandar. Untuk pengujian data ini maka kepuasan penggunadijadikan sebagai pemboleh ubah bersandar dan aspek lain, iaitu isi kandungan, rekabentuk persembahan, reka bentuk interaksi dan aspek teknikal dijadikan pembolehubah tidak bersandar.Statistik yang digunakan untuk melihat hubungan antara pemboleh ubah ialah korelasiPearson. Data ini diuji dengan pendekatan deskriptif untuk melihat perkaitan yangwujud antara pemboleh ubah dengan menggunakan pekali korelasi r. Nilai pekalikorelasi r akan menentukan kekuatan hubungan yang wujud di pemboleh ubahbersandar iaitu kepuasan pengguna dan pemboleh ubah tidak bersandar iaitu isikandungan, reka bentuk persembahan, reka bentuk interaksi dan aspek teknikal.Perhubungan yang wujud pemboleh ubah bersandar dengan pemboleh ubah tidakbersandar menunjukkan kepuasan pengguna ke atas perisian kursus yangdibangunkan bergantung kepada isi kandungan, reka bentuk persembahan, rekabentuk interaksi dan aspek teknikal. Kekuatan perhubungan pemboleh ubah adalahberdasarkan kepada Jadual 3 iaitu anggaran kekuatan perhubungan dua pembolehubah yang disediakan oleh Alias Baba (1992).

Aspek Kajian Nilai Min Strategi Pengajaran Reka Bentuk Persembahan Reka Bentuk Interaksi

4.63 4.67 4.54


79

Jadual 3: Anggaran kekuatan perhubungan antara dua pembolehubah

Sumber : Statistik Penyelidikan dalam Pendidikan dan Sains Sosial, Alias Baba (1992)

Kekuatan perhubungan pemboleh ubah bagi perisian kursus ini adalah berdasarkankepada Jadual 4 di bawah. Perhubungan ini ialah antara pemboleh ubah bersandariaitu kepuasan pengguna ke atas perisian kursus dengan pemboleh ubah tidakbersandar iaitu isi kandungan, reka bentuk persembahan, reka bentuk interaksi danaspek teknikal.

Jadual 4: Analisa Pekali Korelasi Pearson antara dua pembolehubah

KESIMPULANPenilaian perisian kursus multimedia interaktif ACAD R14 untuk menghasilkan lukisanpersembahan menunjukkan beberapa kesimpulan penting seperti berikut:1. Kajian menunjukkan isi kandungan yang sesuai untuk perisian kursus ini mempengaruhikepuasan pengguna. Dapatan kajian juga menunjukkan untuk perisian kursus ini diterimadengan baik oleh pengguna perlulah mempunyai objektif pembelajaran dan pengajaranyang jelas. Susunan maklumat juga perlu disusun dengan teratur dari satu skrin ke skrinyang lain bagi memudahkan capaian dibuat ke atas maklumat yang dikehendaki. Dapatanini juga menunjukkan motivasi dan kata- kata semangat adalah elemen penting yangboleh merangsang pengguna dalam menggunakan sesuatu perisian kursus.Kesimpulan dapatan kajian menunjukkan bahawa untuk membina isi kandungansesuatu perisian kursus yang boleh diterima dengan baik oleh pengguna, tiga perkaraperlu dilihat, iaitu isi kandungan yang berobjektif, maklumat yang tersusun rapi dan isikandungan yang mempunyai kata semangat. Analisis statistik yang dibuat mendapatiwujudnya korelasi antara isi kandungan sesuatu perisian kursus dengan kepuasanpelajar dalam menggunakan perisian kursus ini. Dapatan dari kajian ini yangmenekankan kepentingan isi kandungan sesuatu perisian kursus menyokong dapatanHee Jee Mei et al. (2001) dan dapatan Barked et al. (1991).

Perhubungan Pekali Korelasi Pearson Kekuatan Perhubungan

Kepuasan Pengguna dan Reka Bentuk Persembahan

Kepuasan Pengguna dan Reka Bentuk Interaksi

Kepuasan Pengguna dan Aspek Teknikal

0.678

0.675

0.615

Tinggi

Tinggi

Tinggi

Pekali korelasi Kekuatan Perhubungan

0.00 – 0.20 boleh diabaikan

0.20 – 0.40 rendah

0.40 – 0.60 sederhana

0.60 – 0.80 tinggi

0.80 – 1.00 sangat tinggi


80

2. Kajian menjelaskan reka bentuk persembahan yang sesuai untuk perisian kursusini mempengaruhi kepuasan pengguna. Dapatan kajian menunjukkan untuk perisiankursus ini memberi impak visual yang baik kepada pengguna reka bentuk skrinmemainkan peranan yang penting. Dalam reka bentuk skrin dapatan kajianmenunjukkan saiz teks, warna latar, grafik yang dimuatkan pada skrin, audio yangdigunakan dan video yang digunakan mempengaruhi kepuasan pengguna dalammenggunakan perisian kursus ini. Dapatan kajian juga menunjukkan persembahanmultimedia dalam bentuk lagu, bunyi dan animasi mempengaruhi kepuasan penggunaterhadap sesuatu perisian kursus.Kesimpulan daripada dapatan kajian ini untuk membina reka bentuk persembahansesuatu perisian kursus yang boleh diterima dengan baik oleh pengguna terdapatbeberapa perkara yang perlu dilihat iaitu saiz teks yang konsisten dan bersesuaianpada skrin, warna latar yang tidak terlalu terang serta bilangan warna pada skrin yangtidak melebihi tiga, iaitu selaras dengan cadangan Norhashim et al. (1996), iaitu tigawarna dalam satu skrin adalah paling baik; grafik yang sesuai perlu dimuatkan padaskrin untuk menarik perhatian pelajar kepada sesuatu maklumat yang hendakdisampaikan; dan penjanaan bunyi juga penting dalam pembangunan sesuatu perisiankursus kerana banyak memberi kesan tarikan untuk menghidupkan persembahansesuatu perisian kursus. Gabungan multimedia yang sesuai juga perlu diperhatikandalam pembangunan sesuatu perisian kursus kerana mudah untuk merangsang mindapelajar. Analisis statistik yang dibuat mendapati wujudnya korelasi antara reka bentukpersembahan sesuatu perisian kursus dengan kepuasan pelajar dalam menggunakanperisian kursus ini. Dapatan dari kajian ini yang menekankan kepentingan reka bentukpersembahan sesuatu perisian kursus menyokong dapatan Norhayati (1999) danCrowe et al. (1995).3. Kajian juga menunjukkan reka bentuk interaksi yang baik untuk perisian kursus inimempengaruhi kepuasan pengguna. Reka bentuk interaksi memastikan penggunadapat mencapai maklumat dengan mudah dan dapat meneroka perisian kursus denganmudah. Dapatan kajian juga menunjukkan bagi memudahkan pengguna mengawalproses pembelajaran secara kendiri maka perisian kursus ini perlu mempunyai cabangyang mudah untuk difahami dan sistem butang yang baik. Dapatan kajian jugamenunjukkan dalam satu skrin, perisian kursus dapat memberikan capaian maklumatyang banyak. Seterusnya dapatan kajian menunjukkan pengguna perlu mudah untukkeluar dari skrin pada bila – bila masa yang dikehendaki.Kesimpulan daripada dapatan kajian ini menunjukkan bahawa untuk membina rekabentuk interaksi sesuatu perisian kursus yang boleh diterima dengan baik oleh pengguna,beberapa perkara perlu dilihat, iaitu reka bentuk butang perlulah konsisten dan mudahdikenal pasti oleh pengguna, capaian maklumat yang sesuai pada setiap skrin yangdireka, pengguna untuk kembali ke maklumat asal setelah berada pada skrin lain, danpengguna untuk keluar daripada skrin pada bila masa yang dikehendaki. Setiap butangyang direka perlu mempunyai identiti yang konsisten yang mudah untuk difahami olehpengguna. Analisis statistik yang dibuat mendapati wujudnya korelasi antara reka bentukinteraksi sesuatu perisian kursus dengan kepuasan pelajar dalam menggunakan perisiankursus ini. Dapatan dari kajian ini yang menekankan kepentingan reka bentuk interaksisesuatu perisian kursus menyokong dapatan Worthington et al. (1995), Gasyeki (1993),Stallings (1984) dan Mohd Jasmy et al. (2001).4. Kajian juga menunjukkan aspek teknikal boleh mempengaruhi kepuasan penggunadalam mengendalikan perisian kursus ini. Dapatan kajian menunjukkan bahawa bagi


81

membolehkan perisian kursus ini diterima baik oleh pengguna, panduan instalasi perludifahami dengan mudah. Seterusnya, dapatan kajian menunjukkan untuk aspek teknikalperisian kursus ini hendaklah tidak mudah ‘hang’ dan ‘crash’. Dapatan kajian jugamenunjukkan panduan pengguna yang mudah untuk dicapai bagi aspek teknikal bolehmemberi kepuasan kepada pengguna dalam mengendalikan perisian kursus ini.Bagi memastikan aspek teknikal perisian dapat memuaskan pengguna, sesuatuperisian itu perlu menitikberatkan panduan instalasi yang mudah difahami dan sesuaidengan keupayaan komputer yang sederhana supaya perisian ini dapat digunakandengan baik pada semua jenis computer.5. Kajian ini juga mendapati reaksi positif daripada pelajar dan pakar bagi perisiankursus yang dibina. Penilaian pakar memperkukuhkan kekuatan perisian kursus inidari aspek strategi pengajaran yang digunakan untuk perisian kursus ini. Dapatankajian menunjukkan objektif pengajaran perlu dinyatakan dengan jelas pada perisiankursus bagi memastikan arah tuju pengguna dalam proses pembelajaran. Seterusnyadapatan kajian menunjukkan penyampaian maklumat yang teratur dan senang diikutimemudahkan pengguna memahami maklumat yang disampaikan. Dapatan kajianjuga menunjukkan contoh dan latihan yang berkesan boleh memudahkan pelajarmemahami topik yang dipelajari. Dapatan ini selaras dengan pendapat D’Augustine(1973) yang menyatakan latihan yang mencukupi perlu dilakukan dari ketika ke ketikasehingga semua kemahiran dalam sesuatu tajuk benar-benar telah dikuasai.

RUJUKANAlias Baba. 1997. Statistik Penyelidikan dalam Pendidikan dan Sains Sosial. Bangi:

Penerbit Universiti Kebangsaan Malaysia.

Barked, J. & Tucker, R.N. 1991. The interactive learning revolution: multimedia ineducation and training. London. Kogan Page Limited.

Berlyne, D.E. 1960. Conflict, Arousal and Curiosity. McGraw-Hill: New York.

Crowe, S. 1995. An introduction to multimedia and interactive video in high education.England: University Press.

D’ Augustine, C. H. (1973). Multiple Methods of Teaching Mathematics in the ElementarySchool. New York: Harper & Row Publisher.

Feldmen, T. (1994). Multimedia. London : Chapman & Hall. Beneprint.

Gasyeki, D.M. (1993). Making sense of multimedia to this volume. Dlm D.M. Gasyeki(ed). Multimedia for learning development, application, evaluation. New Jersey:Educational Technology.

Good, T. L. & Brophy, J. E. 1990. Educational psychology: A realistic approach. 4th

Ed.. White Plains, NY: Longman.

Hee Jee Mei & Norahidah Mamat (2001). Penilaian Penggunaan Perisian Kursus diSekolah Bestari: Satu Kajian di Negeri Trengganu. Pembentangan Kertas kerjaKonvensyen Persatuan Teknologi Pendidikan Malaysia kali ke 14. HotelGoldcourse, Kelang. 11-14 September.

Ismail Hj. Adnan. (1996). Aplikasi media dalam latihan. Prosiding Teknologi Pendidikanke IX.

Jonassen, D. H. (1991). Objectivism versus constructivism: do we need a new philosophicalparadigm? .39 (3). Educational Technology Research and Development.


82

Kementerian Pendidikan Malaysia.(1997). The Malaysian smart school:a Msc flagshipapplications:a conceptual blueprint. http://www.ppk.ukm.my/ssBIPrnt.pdf(Retrieved July 29, 2001)

Mohd. Majid Konting. (1991). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: DewanBahasa dan Pustaka.

Mohd. Jasmy Abd Rahman, et. al. (2001). Penilaian teknologi onstruksional terhadapperisian multimedia bagi matapelajaran biologi tingkatan 4 menggunakan programMakromedia Flash 5.0. Pembentangan Kertas kerja Konvensyen Persatuan TeknologiPendidikan Malaysia kali ke 14. Hotel Goldcourse, Kelang. 11-14 September.

Norhayati Abdul Mukti. (1999). Perisian Pengarangan. Singapura. Prentice Hall.

Norhashim, Mazenah & Alinda Rose. (1996). Pengajaran Bantuan Komputer. KualaLumpur, Dewan Bahasa dan Pustaka & Universiti Teknologi Malaysia.

Perkins, D.N. (1986). Knowledge as design. Hillsdale, New Jersey: Lawrence ErlbaumAssociates.

Rivard, H. (1998). Canada A Survey on the Impact of Information technology on theCanadian Architecture, Engineering and Construction Industry. ConcordiaUniversity. http://www.itcon.org/2000/3/paper.htm (Retrieved, December 18, 2000)

Salomon,G. (1993). On the nature of pedagogic computer tools. The case of the writingpartner. Journal of Education Computing Research. 4(2). 123-139

Skinner, B.F. (1954).The Science of Learning and the Art of Teaching. HarvardEducational Review. 24(2).

Smellie, R.P. & Whalberg, H.J. (1997). Computer and achievement in the elementaryschool. Jurnal of Educational Computing Research.1

Stalling,J.A. (1984). Effective use of time in secondary reading classroom. A researchreport. (ERIC document ED 246393)

Thorndike. The Basics of Behaviorism. http://www.usask.ca/education/coursework/802papers/mergel/brenda. (Retrieved, December 19, 2000).

Von Wodtke, M. (1993). Mind over media creative thinking skills for electronic media.New York : Mc. Graw Hill.

Wiersma, W. (2000). Researh methods in education. An Introduction. Edisi ke 7.Needham Heights, Michigan : A Pearson Education Company.

Worthington, T.G & Szabo, M. (1995). Interactivity in computer – based aural skillsinstruction : a research study. Paper presented at the Annual Meeting of theAssociation for Educational Communication Technology.

Yerkes R.M. & Dodson J.D. (1908). The Relation of Strength of Stimulus to Rapidity ofHabit-Formation. Journal of Comparative Neurology and Psychology. 18. 459-482

Yusup Hashim. (1997). Media pengajaran untuk pendidikan dan latihan.Shah Alam:Fajar Bakti.

83


PENGGUNAAN INTERNET DALAM PENGAJARAN BAHASA: KAJIANTERHADAP BAHASA ARAB KOMUNIKASI PELANCONGAN

Rosni Samah Fakulti Pengajian Bahasa Utama, Universiti Sains Islam Malaysia

Abstract: Teaching aids for teaching Arabic in Malaysia is limited. The objective at the earlystage of teaching Arabic is to understand religious knowledge. References for religious books(kitab) were imported from the Arab nations. At the national religious schools or religious(Islamic) streaming schools, the teaching was primarily done for communication purposes.Currently, the references are limited to the use of textbooks only. Today, with the developmentof the tourism industry and with the influx of Arab tourists, the teaching of Arabic has becomenoticeably easier. Teaching resources can be obtained from the internet by just typing theword ‘Arab’ using the yahoo and google search engines. Internet also offers tourism informationthat is available in this country. Information about tourism in other countries can also be foundand can be used as teaching resources. This research will examine the importance of usinginternet for teaching Arabic through the use of websites that are capable of complementingthe teaching of Arabic for the tourism industry.

PENDAHULUANTujuan kajian ini ialah bagi mengenal pasti sejauh manakah internet dapat membekalbahan-bahan yang sesuai dan berkesan untuk pengajaran bahasa Arab komunikasipelancongan.Bagi mendapatkan data, tinjauan dilakukan ke atas beberapa laman web bahasaArab yang terdapat dalam internet bagi memilih pelbagai laman web yang bersesuaiandengan pengajaran tersebut. Temu bual dengan tokoh-tokoh yang terlibat dalam bidangtersebut juga dijalankan bagi mendapat data tambahan dan pandangan. Turutdijalankan pengedaran borang soal selidik kepada guru-guru dan pelajar-pelajarbahasa Arab di peringkat universiti bagi mendapat respon mereka tentang penggunaanlaman web yang boleh membantu dalam pengajaran bahasa tersebut.Diharapkan kertas ini dapat memperkenalkan laman web yang bersesuaian untukpengajaran bahasa Arab komunikasi pelancongan dan dapat membantu prosespengajaran bahasa Arab hari ini dalam penyediaan bahan.

PERMASALAHANPengajaran bahasa Arab pada peringkat awalnya berpusat kepada memahami buku-buku agama. Bahan-bahan pengajaran yang berbentuk buku-buku agama dalambahasa Arab tersedia dan boleh diperolehi dengan mudah. Kebanyakannya diimportterus daripada negara-negara Arab atau dicetak di Malaysia. Penggunaannya jugameluas dapat membantu pelajar menggunakannya sebagai rujukan. Dalamperkembangan yang lain pengajaran bahasa Arab lebih menumpukan sudutkomunikasi yang menekankan sudut persekitaran pelajar supaya mereka bolehberkomunikasi dengan menggunakan bahasa Arab. Bahan-bahannya disediakankhusus dan dijadikan sukatan pelajarannya. Bahan-bahan tersebut terbatas kepadasukatan yang digubal sahaja (Kementerian Pendidikan Malaysia, 2003).Pengajaran bahasa Arab hari ini memerlukan kepada perubahan yang membolehkanpelajar berkomunikasi bahasa Arab dalam bidang pelancongan supaya dapatmemenuhi tuntutan keperluan pelancong Arab. Proses pengajaran ini memerlukankepada bahan-bahan yang berkisar di sekitar pelancongan. Bahan-bahan tersebut

Dr. Rosni Samah

84

tidak tersedia di pasaran khususnya di Malaysia. Bagi mencari jalan penyelesaianuntuk mendapatkan bahan tersebut internet dengan pelbagai laman webnyadiperlukan. Walaupun kebanyakan kandungan web yang terdapat dalam internet tidakmenerangkan bidang pelancongan di Malaysia dalam bahasa Arab secara khusus,tetapi bahan ini boleh digunakan dan diubah suai untuk membekalkan bahasa kepadapelajar. Kertas ini cuba melihat sejauh manakah internet dapat menyediakan bahan-bahan tersebut bagi membantu pengajaran bahasa Arab komunikasi pelanconganObjektif kajian ini juga cuba mencari jawapan bagi permasalahan yang berkisar disekitar persoalan di bawah:• Adakah internet dapat membekalkan bahan-bahan pengajaran yang mencukupi

dan bersesuaian bagi proses pengajaran?• Adakah internet dapat membantu dalam penyediaan bahan pengajaran bahasa

Arab komunikasi pelancongan?Bertolak daripada dua soalan di atas kertas ini cuba melihat bahan-bahan internetyang dapat membantu pengajaran dan yang sesuai bagi tujuan tersebut. Bahan-bahanpelancongan dalam bahasa Arab tentang Malaysia terlalu kurang untuk dibekalkankepada pelajar. Mereka perlu menguasai kosa kata dan ayat dalam laras tersebutuntuk membolehkan mereka berkomunikasi dalam bidang tersebut.

OBJEKTIFObjektif kajian ini ialah bagi melihat tiga perkara seperti di bawah:• Kemampuan internet dalam membekalkan bahan pengajaran bahasa Arab

pelancongan.• Kepelbagaian web yang boleh digunakan dalam penyediaan bahan pengajaran

bahasa Arab komunikasi.• Ketersediaan bidang-bidang pelancongan yang boleh didapati bahannya melalui

internet.

METODOLOGIBagi mendapatkan data, kajian ini menggunakan beberapa instrumen seperti tinjauan,temu bual dan borang soal selidik. Tinjauan digunakan bagi melihat laman web yangboleh diguna pakai untuk tujuan pengajaran bahasa Arab pelancongan. Cariandilakukan ke dalam pelbagai laman web bahasa Arab melalui internet bagi melihatweb-web yang sesuai untuk dijadikan bahan pengajaran.Temu bual turut dijalankan kepada tenaga pengajar dan pelajar bahasa Arab bagimengetahui web yang mereka layari dalam bidang tersebut dan mendapatkanpandangan dan maklum balas berhubung bidang ini. Borang soal selidik juga turutdiedarkan kepada responden yang terdiri daripada pensyarah dan pelajar bahasaArab bagi melihat kekerapan penggunaan bahan dalam bidang ini dan sejauh manakahia dapat membantu mereka. Turut diperolehi melalui borang ini pandangan dan ulasanmereka terhadap bahan-bahan melalui internet. Melalui penggunaan instrumen diatas data dapat diperolehi bagi menjawab persoalan yang dikemuka.

PENGGUNAAN BAHAN PENGAJARAN MELALUI INTERNETBahan pengajaran bahasa Arab terlalu terbatas kepada buku teks sahaja. Pelajarsulit untuk mendapatkan bahan bacaan tambahan yang dapat membantu merekadalam penguasaan bahasa. Mereka hanya berpegang kepada buku teks untuk bacaan,

85

Penggunaan Internet Dalam Pengajaran Bahasa: Kajian kepada Bahasa Arab Komunikasi Pelancongan

kepada guru untuk mendengar. Ini disebabkan bahan-bahan bahasa Arab terlaluterbatas di pasaran. Mereka sulit untuk mendapatkan surat khabar, majalah, komik,kartun dan buku-buku bacaan yang lain. Begitu juga sulit bagi mereka untuk menontonfilem-filem atau rancangan Arab bagi menambahkan kemahiran mendengar.Kesulitan mereka boleh diatasi dengan menggunakan internet bagi mendapatkanbahan bacaan dan juga bahan pendengaran. Rancangan Astro juga dapat membantumereka untuk menonton rancangan-rancangan bahasa Arab. Mereka boleh melayariinternet dan memilih web-web bahasa Arab untuk dibaca. Kebiasaannya web-webbahasa Arab ini terdedah dengan pelbagai bentuk bacaan. Begitu juga mereka bolehmemilih surat khabar Arab untuk dibaca. Surat khabar ini mempunyai bahasa standartyang perlu dikuasai oleh pelajar. Begitu juga ia mempunyai pelbagai bidang yangboleh membantu pelajar menguasainya. Bidang-bidang yang boleh membantu dalampenguasaan bahasa seperti berita luar negara, berita dalam negara, berita ekonomi,berita polotik dalaman, berita sukan, berita cuaca, ruangan pendapat pembaca dansebagainya. Pelajar yang dapat menguasai bahasa surat khabar merupakan pelajaryang menguasai bahasa Arab standart.Percubaan belajar bahasa Arab melalui surat kahabar daripada internet telahpun dijalankankepada 125 pelajar yang terdiri daripada pelajar-pelajar tahun satu dan dua dari programSarjana Muda Bahasa Arab Dan Komunikasi, Universiti Sains Islam Malaysia, Nilai. Merekadiberi petikan surat khabar Al Ahram yang diperolehi daripada internet. Petikan tersebutdiambil daripada berita luar negara yang berkaitan dengan perhubungan diplomasiantarabangsa. Pada permulaan kelas dijalankan, sebanyak 20 perkataan yang sentiasadigunakan dalam bidang ini dikemukakan kepada mereka untuk menguji kebolehanmereka dalam mengetahui maksudnya. Hasil yang diperolehi hanya 3.0% sahaja yangdapat merambang makna beberapa perkataan tersebut. Itu hanya makna yang hampirdengan makna sebenar. Keseluruhan mereka tidak dapat mengetahui makna sebenarbagi perkataan-perkataan tersebut. Ini berlaku kerana mereka tidak pernah membacasurat khabar Arab, tidak pernah menjumpai perkataan-perkataan tersebut dan terpengaruhdengan makna lama yang dipelajari melalui buku teks.Selepas lima kali kelas diadakan majoriti mereka dapat menguasai makna perkataanyang selalu berulang dalam ruang berita luar negara. Perkataan yang mereka tidakmengetahui dahulu, telahpun mereka dapat memahaminya. Sebanyak 75% dapatmemahami perkataan-perkataan yang sentiasa berulang dalam ruangan tersebut. Inimenunjukkan bahawa bahan tersebut dapat menambahkan bahasa kepada mereka.Peranan internet dalam membekalkan bahan bacaan adalah penting. Pelajar akandapat membaca pelbagai bahan bagi menambahkan bahasanya.Aktiviti yang perlu dijalankan ialah dengan melayari pelbagai bahan dan bidangpengetahuan bagi mengumpul kosa kata yang selalu digunakan dalam setiap bidang.Kosa kata tersebut hendaklah dihafal oleh pelajar bagi membekalkan bahasa kepadamereka. Begitu juga ayat-ayat ringkas hendaklah dikumpul dan dihafal bagimemudahkan pelajar menggunakannya di dalam situasi tertentu. Kosa kata dan ayatyang selalu berulang dalam pelbagai bacaan akan dapat meningkatkan pengetahuanbahasa di kalangan pelajar.

PENDEKATAN PENGUMPULAN KOSA KATAPembelajaran bahasa Arab hendaklah memberi penumpuan kepada kosa kata yangboleh meningkat dan memperluaskan bahasa pelajar. Kosa kata hendaklah dikumpuldan dibekalkan kepada pelajar, Pengumpulannya dapat dilaksanakan melalui beberapapendekatan berikut yang perlu ada pada setiap kosa kata.

Dr. Rosni Samah

86

1 - KekerapanDikehendaki dengan pendekatan ini ialah perkataan yang banyak berulangpenggunaannya dalam sesuatu teks atau petikan. Ini menunjukkan bahawa perkataanyang banyak berulang itu lebih berkesan digunakan dalam pengajaran bahasa keranaia dapat digunakan dalam pelbagai situasi. Pengajaran hendaklah memberi tumpuankepada pengumpulan kosa kata yang mempunyai ciri-ciri tersebut dan memilihnyasebagai bekalan kepada pelajar. Pendekatan pemilihan ini boleh dilaksanakan dalampengajaran dengan cara memilih kosa kata yang banyak berulang dalam teks dandikeluarkannya untuk dikuasai oleh pelajar. Kosa kata tersebut akan dapat menambahpenguasaan bahasa dalam kalangan pelajar khususnya apabila ia terdapat dalamsetiap bahan bacaan.

2 - Bidang PenggunaanPendekatan ini ialah memilih perkataan yang banyak berulang dalam pelbagai bidang.Ia bukan sahaja banyak berulang dalam bidangnya sahaja bahkan digunakan dalampelbagai bidang dengan membawa makna yang berbeza. Perkataan seperti ini akandapat membantu pelajar menguasai bahasa dengan lebih cepat dan efektif. Untukmengumpul perkataan seperti ini bahan dan teks pengajaran hendaklah dipelbagaikansupaya dapat merangkumi pelbagai bidang. Pemilihan juga hendaklah mengikut tahapbahasa pelajar. Proses pembelajaran hendaklah memilih sesuatu perkataan yang banyakberulang dalam pelbagai situasi dengan makna yang berbeza seperti perkataan:

Pendekatan kedua ini penting bagi menyempurnakan pendekatan pertama yang perluada pada kosa kata yang hendak didedahkan kepada pelajar. Penekanan kepadakedua-dua pendekatan ini akan dapat memperkayakan perbendaharaan kata dalamkalangan pelajar.

3 - KetersediaanPendekatan ini digunakan bagi memilih perkataan-perkataan yang dapat membantupelajar untuk mengungkapkannya dalam situasi yang dikehendaki dengan lebih selesa.Perkataan tersebut ialah yang tidak menjadi kesulitan kepada pelajarmengungkapkannya. Ia boleh diungkap secara spontan dalam situasi yangdikehendakinya. Perkataan-perkataan seperti ini mempunyai hubungan rapat dengansituasi persekitaran pelajar dari sudut budaya dan kemasyarakatan seperti perkataan-perkataan yang berkisar di sekitar persekolahan dan kehidupan pelajar. Perkataanyang sentiasa digunakan dalam kehidupan seharian lebih membantu pelajar untukmengingati dan mengungkapkannya bila diperlukan. Bagi mendapatkan kosa kataseperti ini teks yang digunakan dalam pembelajaran hendaklah tidak asing kepadapelajar dan boleh mencerminkan situasi persekitaran mereka.

4 - Kesesuaian PengajaranIni bermaksud perkataan yang mudah dipelajari oleh pelajar. Iaitu perkataan yangtidak menyulitkan pelajar khususnya dari sudut sebutan, makna dan mudah

87


mengingatinya. Perkataan yang mempunyai tiga sifat ini akan dapat membantu pelajaruntuk menguasai bahasa dengan lebih efektif lagi. Menyebut perkataan adalah pentingdalam proses pengajaran kerana dengan sebutan ini pelajar akan dapatmenggunakannya dalam situasi yang dikehendakinya. Makna juga menjadi faktorutama dalam menguasai bahasa. Tanpa makna bahasa tidak akan tercapai. Perkataanyang mempunyai makna jelas dan mudah akan dapat membantu pelajar untukmenguasai dan menggunakannya. Antara perkataan-perkataan ini ialah perkataanyang kebiasaan didengar oleh pelajar.Bertolak daripada empat pendekatan yang perlu ada pada setiap kosa kata yangdikumpul menunjukkan pembelajaran hendaklah memberi tumpuan kepada perkataan-perkataan yang mempunyai ciri-ciri tersebut bagi meningkatkan pencapaian bahasadi kalangan pelajar.

AKTIVITI PENGUASAAN KOSA KATAKosa kata tidak akan dapat dicapai semata-mata pelajar berada dan hadir dalamkelas. Ia memerlukan kepada usaha dan aktiviti yang boleh memberi input yang baik.Pelajar yang berusaha akan dapat menambah bilangan kosa katanya. Pada peringkatpermulaan guru hendaklah membimbing pelajar untuk memilih perkataan yang biasadiguna dan selalu berulang dalam teks. Perkataan tersebut hendaklah dihafal bagimemperkayakan kosa kata yang perlu dicapai. Terdapat beberapa aktiviti yang bolehdigunakan bagi menguasai kosa kata. Di antaranya ialah:

1 - PendengaranAktiviti mendengar dapat membantu pembelajaran bahasa bagi meningkatkanpenguasaan bahasa di kalangan pelajar. Di peringkat permulaan, pelajar menghadapimasalah dalam mendengar disebabkan oleh banyak perkataan yang tidak difahaminya.Masalah ini akan dapat diatasi dengan adanya usaha untuk menguasai setiapperkataan yang didengarinya dan memperbanyakkan aktiviti mendengar sertamempelbagaikan bahannya. Bantuan guru perlu bagi mengatasi masalah ini. (I.S.P.Nation, 1990: 90)Pelajar boleh memilih pelbagai bahan yang sesuai untuknya (Zakariyyah Ismail, 1995:104) seperti melayari internet dan mendengar programnya. Begitu juga pelajar bolehmendengar melalui Astro dengan memilih program yang ringkas dan digemari. Disamping itu juga pelajar boleh mendengar melalui rakaman-rakaman kaset atau CD.Dari sudut bahan pengisiannya, pelajar hendaklah didedahkan dengan pelbagairancangan supaya dapat diperluaskan jaringan dan tidak membosankan. Di peringkatpermulaan pelajar hendaklah mendengar rancangan-rancangan ringkas dan sentiasamengikutinya seperti berita ringkas, rencana, ramalan keadaan cuaca, berita sukan,susunan rancangan dan sebagainya.Selepas pelajar dapat mengusai pendengaran bahan-bahan yang ringkas, guruhendaklah menyedia bahan-bahan yang lebih tinggi dan luas bidangnya. Denganadanya aktiviti mendengar yang tersusun seseorang pelajar akan dapat menguasaikosa kata dengan baik, cepat dan efektif di samping cara menyebut huruf, perkataanyang bersambung, nada sebutan dan seumpamanya.

2 - BacaanMelalui bacaan pelbagai bahan pelajar akan dapat mengumpul seberapa banyakperkataan baru yang ditemuinya. Bahan bacaan hendaklah dipelbagaikan bermula

Dr. Rosni Samah

88

daripada bahan-bahan yang ringkas dan mudah difahami. Kemudian beransur-ansurkepada bahan-bahan yang lebih luas dan besar. Tahap dan gaya bahasa berbezadengan perbezaan bahan bacaan. Bahan yang tinggi dan luas dapat menyumbangkepada penguasaan bahasa yang baik. (Ahmad Muhammad, 1996: 124) Di antarabahan-bahan bacaan ialah surat khabar harian, majalah, iklan, pemplet, buku-bukukecil dan seumpamanya. Buku-buku seperti ini boleh didapati melalui internet.Di peringkat permulaan pelajar hendaklah didedahkan dengan membaca tajuk-tajukutama atau berita-berita ringkas. Begitu juga pelajar boleh memilih ruangan yangpendek dan ringkas seperti berita suhu, rancangan radio dan tv dan seumpamanya.Melalui pelbagai bahan bacaan pelajar akan dapat menguasai kosa kata dalampelbagai bidang dan laras. Ini kerana bahan-bahan tersebut mengandungi berbagai-bagai bidang dan ruangan seperti berita dalam atau luar negara, berita ekonomi,politik, sukan, hiburan fesyen, kereta, iklan, masakan, seni dan seumpamanya.Daripada kepelbagaian ruang dan bidang inilah pelajar akan dapat mengumpul kosakata dalam berbagai-bagai laras bahasa.

3 - KamusProses pembelajaran dengan menggunakan pelbagai kamus bahasa dapat membantupelajar menguasai kosa kata dengan baik. Pelajar perlu mencatat dan menghafalperkataan yang ditemuinya. Pelajar tidak akan dapat mengetahui makna perkataanbaru yang ditemuinya melainkan dengan cara melihat kamus. Guru berperanan dalammembimbing pelajar menggunakan kamus dan menterjemahkan makna mengikutkehendak ayat.Kamus hendaklah dipelbagaikan dan tidak hanya memadai kepada sesebuah kamussahaja bagi menambah pelbagai pengetahuan tentang makna perkataan yangdicarinya. Pelajar boleh menggunakan kamus Arab-Melayu sebagai asas utama ataukamus Arab-Inggeris dan kamus Arab-Arab. Di samping itu terdapat juga kamus-kamus yang disusun khusus dalam bidang-bidang tertentu seperti kamus ekonomi,kamus undang-undang, kamus sains, kamus fekah dan sebagainya. Ia dapatmembantu pelajar menguasai kosa kata dalam laras bahasanya.Bagi menguasai Bahasa Arab dengan baik setiap pelajar hendaklah memiliki kamussendiri. Tanpa kamus pelajar akan menghadapi kesulitan dalam penguasaan kosakata. Begitu juga pelajar hendaklah membawa kamus persendirian ke dalam kelas.Guru hendaklah meminta pelajar mencari makna sendiri bagi membantu mereka dalammemahami bahan bacaannya.

4 - InteraksiInteraksi dengan menggunakan bahasa Arab seperti pergaulan seharian, pertanyaan,perbincangan dalam kelas dan sebagainya banyak menyumbang kepada penguasaankosa kata. Operasi pembelajaran dengan menggunakan bahasa Arab dapat membantupenguasaan pelajar. Begitu juga kelas yang berinteraksi bahasa Arab dari dua halaguru dan pelajar lebih membantu dalam penguasaan bahasa Arab.Dengan adanya interaksi tersebut pelajar akan bertemu dengan perkataan baru yangdigunakan oleh orang lain. Perkataan tersebut merupakan bahan baru yang perludikuasai oleh pelajar. Penambahan kosa kata akan bertambah melalui interaksi. Inikerana interaksi sedemikian akan mendedahkan kepada pelajar kosa kata yang baru.Tambahan lagi kosa kata yang ditemui dalam interaksi merupakan kosa kata yangselalu digunakan dalam pengunaan bahasa, khususnya apabila berinteraksi denganorang yang tahap bahasanya lebih tinggi daripada tahap yang dikuasai oleh pelajar.

89


Interaksi ini juga dapat memberi peluang kepada pelajar untuk mempergunakanperkataan yang sedia ada bagi mempertingkatkan lagi kemahiran bahasanya. Diperingkat permulaan guru hendaklah berinteraksi dengan pelajar denganmenggunakan bahasa Arab bagi menggalakkan pelajar berinteraksi sesama mereka.Empat aktiviti yang diutarakan di atas merupakan cara-cara yang efektif dan mudahdilaksanakan oleh pelajar. Tidak terbatas kepada aktiviti di atas, setiap aktiviti yangboleh membantu pelajar untuk menguasai kosa kata boleh dilaksanakan.

PEMBINAAN AYATProses pembelajaran bahasa tidak semata-mata berpusat kepada pengumpulan kosakata sahaja, tetapi hendaklah didedahkan dengan gaya penyusunan dan pembinaanayat yang lengkap. Semata-mata kosa kata pelajar tidak mampu untuk berkomunikasi.Mereka hanya mampu membaca ayat yang sedia ada dalam teks. Dalam pembinaanayat pelajar hendaklah didedah dengan kaedah membina ayat yang ringkas supayamereka dapat membentuk ayat dengan baik. Ayat dalam bahasa Arab terbahagi kepadadua kumpulan besar. Pertama ayat yang dimulakan dengan kata kerja. Kedua ayatyang dimulakan dengan kata nama. Pelajar hendaklah didedah dengan kaedahmembina ayat dan syarat-syarat yang berkaitan supaya ayat yang dibentuknya itudapat memenuhi kaedah yang betul.Kaedah membina ayat kata kerja hendaklah dimulai dengan perkataan kata kerjakemudian diikuti dengan kata nama yang melakukan perbuatan tersebut.Contohnya:

Pelajar boleh menambah perkataan-perkataan lain yang sesuai bagi memanjangkanayat tersebut. Dalam pembinaan ayat cara piramid boleh digunakan. Iaitu bermuladengan ayat kecil kemudian dilebarkan dengan penambahan perkataan yang sesuai.Contohnya:

Kaedah membina ayat daripada ayat kata nama pula, pelajar hendaklah memilih katanama untuk dijadikan subjek. Kemudian mencari perkataan untuk dijadikan predikat.Dua perkataan subjek dan predikat ini akan menggambarkan makna yang sempurna.Ayat ini juga boleh dibina mengikut kaedah piramid.Contohnya:

Daripada susunan asas ayat ini pelajar mampu membina ayat yang lebih luas danbesar. Perkara yang penting dalam membina ayat ini ialah kosa kata yang bolehdisusun untuk menjadi satu ayat dan ia boleh diperkembangkan

Dr. Rosni Samah

90

PERSEPSI TENTANG BAHASA ARAB PELANCONGAN MELALUI INTERNETBagi mengetahui persepsi kedudukan bahasa Arab pelancongan dalam duniapendidikan bahasa Arab hari ini, borang soal selidik diedarkan kepada respondenyang terdiri daripada tenaga pengajar dan pelajar. Seramai 50 orang responden dipilih.11 daripada mereka terdiri daripada pensyarah, guru dan tutor bahasa Arab. Bakiseramai 39 orang terdiri daripada golongan pelajar.Majoriti daripada mereka berminat dengan bahasa Arab pelancongan. Seramai 28orang pelajar menyatakan minat mereka terhadap bahasa tersebut. Keseluruhan 11orang tenaga pengajar pula berminat dengan bahasa tersebut. Jumlah keseluruhanyang berminat ialah 78%. Lihat rajah di bawah.

Rajah 1: Minat bahasa Arab Pelancongan.Ramai dalam kalangan mereka tidakberpeluang untuk mengajar ataubelajar bahasa Arab pelancongandalam negara . Hanya empat orangpelajar sahaja yang belajar bahasaArab pelancongan. Manakala 4 orangguru lagi yang berkesempatanmengajar bahasa Arab berhubungdengan pelancongan dalam negara.Terdapat juga tiga orang pelajar yangberkesempatan belajar bahasa Arabberhubung dengan pelancongan luarnegara. Hanya seorang guru sahaja

yang berpeluang mengajar bahasa tersebut.Dalam proses pembelajaran bahasa Arab melalui internet terdapat 28 orang pelajaryang menjadikan laman web sebagai bahan pembelajaran. Bagi menyediakan bahanpengajaran pula, seramai lapan orang guru yang menjadikan laman web sebagai bahanpengajaran kepada pelajar-pelajarnya. Hasil daripada boring soal selidik menunjukkanbahawa 28% tidak pernah menggunakan internet untuk pembelajaran. Majority 72%menggunakan internet sebagai bahan pembelajaran.

Rajah 2: Laman web sebagai bahan pengajaran.Dari sudut kekerapan melayari webbahasa Arab tentang pelancongandalam negara pula, hanya 20% yangmelayari. Bagi web pelancongan luarnegara pula terdapat hanya 12%sahaja yang melayari. Jumlahkeseluruhan yang melayari bagi webpelancongan dalam dan luar negaraialah 32% sahaja. Peratusan yangrendah ini berlaku kerana bidangpelancongan tidak mempunyaikaitan dengan subjek pembelajaranmereka.

91


Rajah 3: Peratus melayari web pelancongan.Bagi memastikan laman web bahasaArab dalam bidang pelanconganmencukupi untuk bahan pengajarandan pembelajaran, seramai 30%menyatakan ianya mencukupi. 30%ini mewakili bilangan 32% yangmelayari web pelancongan.

Rajah 4: Laman web mencukupi.

Maklumat berkaitan bidangpelancongan dapat diperolehidengan secara menyeluruh yangboleh meliputi bidang-bidangpelancongan, terdapat 30% yangmenyatakan ya, ianya tersedia yangboleh diperolehi dengan menyeluruh.Jumlah 30% ini mewakili jumlah 32%yang melayari internet.

Rajah 5: Web pelancongan dapat diperolehi dengan mudah.Berhubung dengan bahan-bahantersebut mudah dilayari dan tidakmenyulitkan, terdapat 58% menyatakanianya mudah dan senang diperolehi.

Rajah 6: Web pelancongan mudahdilayari.

Hasil daripada borang soal selidikmenunjukkan bahawa bahasa Arabuntuk tujuan pelancongan mendapatrespon yang baik. Majoriti daripadaresponden berminat dengan bahasatersebut. Namun begitu yang menjadipermasalahan kepada mereka ialahpenyediaan bahan. Mejoriti mereka berpendapat bahawa ia tidak banyak terdapat dalaminternet. Ini kerana mereka sendiri kurang melayari internet untuk tujuan tersebut. Walaubagaimanapun mereka tetap menyatakan bahawa bahan tersebut mudah dilayari melalui internet.

(Sumber: Borang soal elidik)

Dr. Rosni Samah

92

BIDANG PELANCONGAN MELALUI INTERNETPelbagai bidang dan situasi pelancongan hendaklah dikenal pasti dan didedahkanbahannya kepada pelajar bagi memberi pengetahuan bahasa Arab tehadap gambarandan latar belakang yang tepat. Pengumpulan laras bahasa akan dapat dihasilkandengan sempurna dan menepati sasaran melalui bahan yang disediakan. Di antarabidang dan situasi yang perlu didedahkan ialah:• Agensi pelancongan yang menguruskan promosi, tempahan tiket, tempat

penginapan, persiapan dan keperluan, pengangkutan, visa, dan urusankeberangkatan ke lapangan terbang.

• Situasi di lapangan terbang dan persekitarannya yang bermula dari ketibaan kelapangan terbang, urusan di kaunter untuk timbang barang dan dapatkanboarding pas, urusan kaunter kastam, suasana dalam kapal terbang, urusanyang berhubung dengan ketibaan dan suasana di luar lapangan terbang.

• Situasi di pejabat kastam dan urusan yang berkaitan dengannya.• Situasi perhotelan dan pelbagai situasinya termasuklah pengenalan hotel,

kemudahan, kelengkapan dan pengangkutan ke tempat-tempat pelancongandan lawatan.

• Pengangkutan : kemudahan dan jenis-jenisnya• Situasi tempat-tempat pelancongan• Situasi tempat-tempat bersejarah• Situasi tempat-tempat peranginan dan rekreasi• Situasi pusat-pusat membeli belah• Situasi premis-premis restoran dan tempat menjamu selera• Situasi bank dan pengurusan kewangan• Situasi pusat-pusat kebudayaan masyarakat tempatan

(Rosni bin Samah & Zainur Rijal bin abdul Razak, 2006)

Laras bahasa bagi setiap bidang di atas hendaklah dibekalkan kepada pelajar supayamereka dapat menguasainya dengan baik dan boleh memberi penerangan kepadapelancong dengan lebih berkesan. Pelajar perlu menguasai perkataan-perkataan yangselalu digunakan dalam bidang-bidang tersebut dan juga perkataan khusus bagi setiapbidang.( Virginia French Allen, 1993) Misalnya ayat-ayat yang berhubung dengan hotelberbeza dengan ayat-ayat yang berhubung dengan pengangkutan. Laras bahasa atauayat-ayat bagi setiap bidang di atas boleh didapati melalui bahan-bahan yangdisediakan atau pelajar boleh belajar secara kendiri melalui carian di dalam pelbagaiweb yang tersedia melalui internet.

LAMAN WEB PELANCONGAN BAHASA ARABBahan-bahan rujukan dalam bahasa Arab untuk tujuan pelancongan di Malaysia agakterbatas dan tidak mudah untuk diperolehi seperti bahan-bahan lain yang boleh didapatidi kedai-kedai buku. Untuk melancarkan perjalanan pengajaran bahasa Arab untuktujuan pelancongan ini, bahan-bahan bagi bacaan atau rujukan utama hendaklahdisediakan. Bagi memudahkan guru dan juga pelajar, bahan-bahan tersebut bolehdiperolehi melalui beberapa laman web yang terdapat dalam internet.Pada kebiasaannya memanglah sukar untuk mendapatkan bahan-bahan pelancongan

93


Bil. Nama laman web di internet Bidang pelancongan yang berkaitan

1 www.yahoo.com

2 www.secret.com

3 www.google.com

4 www.friendster.com

5 www.bernama.com

Pelbagai bidang dalam dan luar negara

di Malaysia dalam bahasa Arab, tetapi terdapat juga beberapa web yang menyediakanperkhidmatan tersebut. Langkah pertama, guru atau pelajar hendaklah memasukiweb utama seperti yahoo atau google. Langkah kedua, mereka hendaklah mencaridengan menaip kata kunci bagi tempat-tempat pelancongan seperti di atas denganmenggunakan bahasa Arab. Beberapa web yang menyediakan bidang tersebut atauyang berhubung dengannya akan terpapar alamatnya di skren. Mereka hanya perlumencari bahan-bahan yang sesuai dengan bidangnya. Di antara laman utama yangmudah dilayari ialah:

(Sumber: Borang soal selidik)

Malalui web utama ini terdapat web khusus dengan pelancongan di Malaysia dalambahasa Arab yang boleh membantu guru dan pelajar untuk dijadikan bahanpembelajaran. Di antara yang boleh didapati ialah:

(Sumber rujukan: borang soal selidik)

Selain daripada laman web khusus tentang pelancongan di Malaysia, terdapat jugapelbagai web yang menerangkan pelancongan di negara-negara Arab dan dunia

Dr. Rosni Samah

94

dengan menggunakan bahasa Arab. Langkah yang perlu dilakukan kepada bahan-bahan seperti ini ialah mengolah kembali ayat-ayat dan laras bahasa tersebut bagimenerangkan situasi di Malaysia. Laras bahasa Pelancongan boleh didapati denganmudah melalui web-web seperti ini. Pengubahsuaian perlu dilakukan bagi situasiyang dikehendaki.

PENUTUPKertas ini menunjukkan betapa pentingnya bahan yang dipilih melalui internet untukpengajaran bahasa Arab. Internet merupakan satu-satunya chanel untukmendapatkan pelbagai bahan bahasa Arab untuk dijadikan bahan pengajaran.Pelajar perlu didedahkan dengan internet bagi membantu mereka dalam penguasaanbahasa. Hasil daripada carian yang dilakukan melalui pelbagai laman web utamayahoo dan google menunjukkan bahawa bahan-bahan dalam bahasa Arab untukpengajaran bahasa Arab khususnya pelancongan di Malaysia adalah mencukupidan boleh dijadikan bahan pengajaran dan rujukan. Ia perlu didedahkan dandisediakan berbentuk bahan pengajaran dan rujukan dalam proses pengajaran.Internet dengan pelbagai web bahasa Arab yang sedia ada dapat membekalkanbahasa, bahan-bahan pengajaran dan rujukan bagi pengajaran bahasa Arabkhususnya untuk tujuan pelancongan di Malaysia.

95


RUJUKANAhmad Muhamad al Ma’tuq (1996) al Khasilah al Lughawiyyah Alam Ma’rifah. Kuwait:

I.S.P. Nation (1990) Teaching and Learning Vocabulary. USA : Heinle & HeinkPublisher

Kementerian Pendidikan Malaysia (2003) al Lughah al Arabiyyah al Ittisaliyyah. KualaLumpur: DBP.

Rosni bin Samah & Zainur Rijal bin Abdul Razak( 2006) Pendekatan PengajaranBahasa Arab Untuk Tujuan Pelancongan, Prosiding 5th Language For SpecificPurpose, International Seminar, UTM, Johor Bahru.

Virginia French Allen (1993) Techniques in Teaching Vocabulary: Oxford AmericanEnglish. Oxford University Press.

Zakariyya Ismail, (1995) Turuq al Tadris al Lughah al arabiyyah. Dar al Ma’rifah. Mesir.

97


DESIGN OF INSTRUCTIONAL MATERIALS FOR TEACHING AND LEARNINGPURPOSES: THEORY INTO PRACTICE

Rio Sumarni ShariffudinUniversiti Teknologi Malaysia

Abstrak: Reka bentuk pengajaran merupakan pembinaan spesifikasi pengajaran yangsistematik dengan menggunakan teori pengajaran dan pembelajaran untuk menjamin mutupengajaran. Ia merupakan satu proses menyeluruh yang menganalisis keperluan dan matlamatserta perkembangan sistem penyampaian untuk memenuhi kesemua keperluan tersebut. Rekabentuk pengajaran meliputi pembinaan bahan pengajaran, aktiviti, percubaan dan penilaiankeseluruhan pengajaran dan aktiviti pelajar. Perlu ditegaskan juga bahawa rekabentuk danpembinaan pengajaran dan pembelajaran mesti mengambil kira aspek pedagogi, teoripembelajaran, teori rekabentuk pengajaran dan model serta media dan teknologi yang akandigunakan. Justeru, reka bentuk pengajaran berperanan sebagai jambatan konsep di antarapedagogi, teori pembelajaran, reka bentuk pengajaran dan saluran yang digunakan. Namun,sejauh manakah pengajar mempraktik teori berkenaan dalam pengajaran? Kertas ini akanmembincangkan berkaitan teori rekabentuk pengajaran, teori pembelajaran, dan model rekabentuk pengajaran serta implikasinya terhadap rekabentuk bahan pengajaran yang efektifuntuk kegunaan pengajaran dan pembelajaran. Perbincangan ini melibatkan contoh-contohteori reka bentuk pengajaran dan model tertentu yang dapat dimanfaatkan.

INTRODUCTIONThe emerging needs of the information age require a new paradigm for the field ofinstructional design (Reigeluth, 1996). It must be borne in mind that the design anddevelopment of instructional materials for teaching and learning purpose must takeinto consideration important aspects such as pedagogy, learning theories, ID theoriesand models and the media employed. As with other fields, the discipline of instructionaldesign has evolved in tandem with paradigm changes in learning and instructiontheories. In the 60’s and 80’s the design of instruction were more prone towardsbehaviorism and cognitivism. However with the emergence of computer technologies,the constructivist perspectives in teaching and learning seemed easier to beimplemented. This is because computer technology is able to support many of theprinciples of constructivist learning. Although the field of instructional design has evolvedgreatly, it would be meaningless if these theories are ignored or even worst not practicedby the practitioners.

WHAT IS INSTRUCTIONAL DESIGN?Montague, Wulfrek and Ellis (1983) highlighted that the best design does notcompensate for the lack of skills needed to develop quality instruction. An instructionis a set of events that facilitate learning whilst design means a creative pattern or arational, logical, sequential process intended to solve problems. Thus, instructionaldesign can be defined as “the systematic process of translating principles of learningand instruction into plans for instructional materials and activities”. However, thereare many different definitions for instructional design and all of them are an expressionof underlying philosophies and view points of what is involved in the learning process(Siemens, 2002). According to Albion et al., instructional design can be defined as aprocess, a discipline, a science, or reality as below:

Rio Sumarni Shariffudin

98

Instructional Design as a Process: ID is the systematic development of instructionalspecifications using learning and instructional theory to ensure the quality of instruction.It is the entire process of analysis of learning needs and goals and the development ofa delivery system to meet those needs. It includes development of instructionalmaterials and activities and try-out and evaluation of all instruction and learner activities.Instructional Design as a Discipline: ID is that branch of knowledge concerned withresearch and theory about instructional strategies and the process for developing andimplementing those strategies.Instructional Design as a Science: ID is the science of creating detailed specificationsfor the development, implementation, evaluation and maintenance of situations thatfacilitate the learning of both large and small units of subject matter at levels ofcomplexity.Instructional Design as Reality: ID can start at any point in the design process. Oftena glimmer of an idea is developed to give the core of an instruction situation. By thetime the entire process is done the designer looks back and she or he checks so thatall parts of the ‘science’ have been taken into account. Then the entire process iswritten up as if it occurred in a systematic fashion.However, all of them share some basic features as follows (Thompson, 2001):

• Needs assessment• Goal and objective identification• Audience and setting analysis• Content and delivery development• Evaluation

The greatest objective of ID is to serve the learning needs and success of studentsthrough effective presentation of content and fostering of interaction. Thus, a systematicprocess of Instructional Design enables an educator or instructor to:

• Identify the performance problem• Determine the goals and objectives• Define your learners and their needs• Develop strategies to meet needs and goals• Assess learning outcomes• Evaluate if goals, objectives and needs are met

INSTRUCTIONAL DESIGN THEORIES AND MODELSMost instructional design theories and models rely on a set of steps to produce aneffective result (Hannafin & Peck, 1988). Their features generally include stages forplanning, development, and testing. In more abstract terms an instructional designmodel is a kind of abstract design rule for a given instructional design approach or agiven pedagogic strategy. Here is an overview of some different theories and modelsfor ID:

• R. M. Gagne’s Instructional Design Theory• C. M. Reigeluth’s Instructional Design Theory• M. D. Merrill’s Instructional Design Theory• D. H. Jonassen’s Instructional Design Theory Dick & Carey Model• Hannafin & Peck Model• ASSURE Model

99

Design Of Instructional Materials For Teaching And Learning Purposes: Theory Into Practice

• Knirk & Gustafson Model• Jerrold Kemp Model• Gerlach-Ely Model• Rapid Prototyping Model• USAF Model• Gagne-Briggs Model• ADDIE as the General Model

Why do we need the instructional theories and models when we design an instructionalmaterial? According to Thompson (2001), instructional theories and models will guideus as follows:• Speed up the process - focusing the team and serve as foundation of project

development• Assist in communication: Team members need to share expertise, intent,

calendars, and so forth. By using ID Models, each of team member will knowwhen and what to give or share with the other team member

• Cover all phases of good instructional design: make sure that all elements ofinstruction are include, relate to and support each other.

There are two main differences between ID models, which are physical differencesand content differences. The physical difference focuses on form and phase whilstthe content differences focuses on characteristics, functions and typology.Commonly, there are three types of ID models forms namely vertical, circular andhorizontal. Table 1 shows the differences between some of the ID models based ontheir phases.

Table 1: Differences between Some of the ID Models Based On Their Phases

According to Gustafson and Branch (2002), the differences between some of the IDmodels based on their characteristics of content are shown in Table 2.


100

Table 2: Differences between ID Models Based On Their Characteristics of Content

Gustafson and Branch (2002), functions of content differences among the ID modelsare classified into three types, which are classroom, product and system. For thetypology contents difference, DSchneider believes that the term instructional designmodel is overloaded with various meanings. He suggests that we can find at least sixkinds (at least for now):• Models that describe a pedagogic strategy in detail. Examples: Nine events of

instruction (behaviorist/cognitivist), inquiry-based learning (constructivist)• Models that relate to the quality of a design. Example: Merrill’s First principles of

instruction• Models that provide a method to create a design: See instructional design method.

Example: Instructional systems design models like ADDIE. There exist sub modelsfor things like defining goals, analyzing a domain of knowledge, evaluation, etc.

• Complementary models that will enhance a design. Examples: Self-regulated strategydevelopment model (strategy development), Felder design model (learning styles)

• Change management related models that specifically address the issue of introducingnew pedagogic and associated instructional design models. Example activity theory-based expanded learning.

• Models that describe the functions of a learning environment. The Sandberg learningenvironment functions

101


LEARNING THEORIESLearning theories describe how people and animals learn, thereby helping usunderstand the inherently complex process of learning. Basically there are threemain perspectives in learning theories: behaviorism, cognitive, and constructivism.Table 3 showed the principle and characteristic whilst Table 4 summarizes the strengthsand weaknesses of these three learning theories.

Table 3: Principle and Characteristic of Main Perspectives in Learning Theories

Table 4: The Strengths and Weaknesses of Learning Theories

THEORY INTO PRACTICEMost instructors/teachers/educators are probably aware of the learning theories, IDtheories and ID models. But do we put theory into practice? Are we ID practitioners?If so do we practice the basic phases in the simplest ID model (say the ADDIE Model):analyze, design, develop, implement, evaluate while designing teaching and learningmaterials for our instruction?The table below (Table 5) gave some preliminary research data among some IPTAinstructors’ practice of ID in designing instruction (total samples = 23). The resultindicated more than 50% of IPTA instructors were uncertain about their ID practice.About 30.43% agree that they do practice ID while about 10.13% agree that they donot know about ID. For understanding ID concept, the majority of the instructors(65.2%) did not quite understand ID models and theories, only 13% have some ideasof ID concept. However, the majority of them did evaluate their instruction but 100% ofthem were not sure about the design of their instruction.


102

Table 5: ID Practice among Some IPTA Instructors

We may thus categorize three types of ID practice among the instructors and educators.First, instruction occurs with no knowledge of theory (based on intuition, experience orobservation). In the second category, instructors are equipped with the necessary theorybut did not put theory into practice (theories at the back of their minds during instruction).The third category puts theory into practice and these are those who understand thelearning theory as well as students’ needs and practice them very well.Below are some examples of instruction resulting from ID practice.

USING ID PROCESS TO DESIGN INSTRUCTION

103



104

105



106

107


ID FOR A PHYSICS EXPERIMENT LESSON PLAN


108

109



110

RECOMMENDATIONSResults from the research showed that the instructional materials employing ID theories,models and learning theories are more effective in acquiring correct understanding ofconcepts. These results also showed that the emphasis on the ID theories, modelsand learning theories in designing instructional materials is important as it gives moremeaningful learning to the students. Hence, educators and instructors have to takeinto consideration ID principles when they are designing material for the purpose ofinstruction.

ACKNOWLEDGEMENTSThe author would like to sincerely thank the many individuals who contributed towardsthis paper. The author gratefully acknowledged the contribution of some Masters ofEducation students enrolled in the ID course MPS 1183 and Norasmawati55. Norman,a teacher for her ID in Physics instruction practiced in her school instruction.

REFERENCESAlbion, P et al. what is Instructional Design? http://www.usaidd.net/~male/Whatisidt.html

(Retrieved, August 3, 2007)

Greg M. Gramza (1992). How Can We Dramatically Improve the Quality of Educationthrough the Use of Computers and Related Technologies? Bismarck High SchoolSophomore, Bismarck North Dakota.

Gustafson, K. L., & Branch, R. M. (2002). What is instructional design? In R.A. Reiser& J. A. Dempsey (Eds.), Trends and issues in instructional design and technology(pp.16-25). Saddle River, NJ: Merrill/Prentice-Hall.

Hannafin, M.J. & Peck, K.L. (1988). The Design, Development, and Evaluation ofInstructional Software. New York: Macmillan Publishing.

Jonassen, D.H. (1988). Instructional Design and Courseware Design. In InstructionalDesigns for Microcomputer courseware. Sunting D. H. Jonassen. LEA.

Montague W. E., Ellis, J. A., & Wulfeck, W. H. (1983). Instructional quality inventory:Aformative evaluation tool for instructional development. Performance andInstruction Journal, 22 (5), 11-14.

Reigeluth, C. (1996). A new paradigm of ISD? Educational Technology. 13-20. May/June, 1996.

Rio Sumarni & Julia Guan Chin Hsien. (2005). A Constructivist-Contextual MultipleIntelligence Multimedia Courseware for Science Learning. Universiti TeknologiMalaysia: Technical Report (RMC vote 75290).

Siemens, G. (2002). Instructional Design in E-learning. http://www.elearnspace.org/Articales/InstructionalDesign.htm (Retrieved, July 9, 2007).

Thompson, N. (2001). Why ID? The benefits of Instructional Design Models. Teachingwith Technology Today. Retrieved on July 9, 2007, from http://www.uwsa.edu/ttt/articles/thompson.htm

111


GUIDELINES FOR CONTRIBUTORSMALAYSIAN EDUCATION DEANS' COUNCIL JOURNAL

Introducing the JournalThe Malaysian Education Deans' Council (MEDC) Journal a refereed interdisciplinaryjournal publishes articles relating to education covering a wide range of areas relatingto pedagogy, assessment, curriculum development, and other related fields ofeducation. The articles may be the results of research, concepts or reviews.

Frequency• Currently it is an biannual journal published in December and June.

Specification for Manuscripts• Double hard copies and one electronic copy of manuscripts in English or Malay

on computer disk or through email should be submitted to the Chief Editor ofMEDC Journal.

• Manuscripts should be in Microsoft Word for Windows and be typed on 8 ½ x 11-inch white paper, upper and lower case, double-spaced in entirety, with 1-inchmargins on all sides. The type size should be at least 12 point. Subheads shouldbe at reasonable intervals to break the monotony or lengthy text. Words to beset in italics should be set in italics, not underlined. Abbreviations and acronymsshould be spelled out at first mention unless they are well known to the readers.

• Pages should be numbered consecutively, beginning with the page after the titlepage. Mathematical symbols and Greek letters should be clearly marked toindicate italics, boldface, superscript, and subscript.

• An abstract of not more than 200 words in one paragraph should be submitted.It is a concise summary of the whole paper, not just the conclusions, and isunderstandable without reference to the rest of the article.

• Keywords used in the article, preferably not more than five should be mentionedafter the abstract.

Author Identification• The complete title of the article and the name of the author(s) should be typed

only on the first sheet to ensure anonymity in the review process. Subsequentpages should have no author names, but may carry a short title at the top. Thefirst-named author or the co-author who will be handling the correspondencewith the editor, should submit a complete address and telephone number; faxnumber. E-mail addresses are also helpful.

Style and format• Article should be well written, developed and organized. Grammar, spelling,

capitalization, punctuation, word-processing, and proof reading must be accurate.The contributors are advised to follow the latest version of the Publication Manualof the American Psychological Association (APA), for referencing. The accuracyand completeness of all references is the responsibility of the author(s). Areference list should contain only those references that are cited in the text.

112


• Reference notes referring to material that is not readily available to the public(e.g., reports of the limited circulation, unpublished works, personal communications,papers presented at meetings, technical reports, and works in progress) shouldinclude as much information as possible to make them retrievable.

Tables, Figures, and illustrations• The purpose of tables and figures is to present data to the reader in a clear and

unambiguous manner. The author should not describe the data in the text insuch detail that illustration or text is redundant. Figures and tables should bekeyed to the text. Each table should be typed on a separate sheet and attachedat the end of the manuscript (after the references). Tables will be typeset. Clearnotes should be made at appropriate point of insertion in text.

Professional Ethics• References and quotations must be well documented.• Data/information should be reported truly.• Where necessary permissions from the publisher should be requested.• The writer should note that plagiarism will not be tolerated.

Review Process• After a preliminary editorial review, articles (for blind review) will be sent to referees

who have expertise in the subject. Authors/contributors will be informed aboutcomments of the referees and will be required to revise the article accordingly, ifnecessary.

Acceptance for publications• Manuscripts are accepted for consideration with the understanding that they are

original material and are not under consideration for publication elsewhere. Furtherthe article should not have been published earlier in the whole or in part in anyother journal.

• Articles included in MEDC Journal may not necessarily represent the views ofthe Editorial Board or MEDC.

Copyright• Copyright is vested in MEDC. Articles should not be reproduced whole or in part

without the written permission of the MEDC.

113


PPIP-ONLINE: ADVANCING WITH EMERGING TECHNOLOGY

Documents

Transcript of PPIP-ONLINE: ADVANCING WITH EMERGING TECHNOLOGY