Syahrul Nizam, Junaini and Johari, Abdullah and Yanti Rosmunie, Bujang and Ahmad Hadinata, Fauzi and Jonathan, Sidi (2016) Designing Engaging Learning Activities in MOOC: A Success Story. [Magazine and Newsletter]
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Abstract
The booming era of e-learning has evolved over the past decade. Massive Open Online Courses (MOOCs) has revolutionized as the in-thing that offer richer, wider, and connected learning experiences. MOOCs have made an interesting splash on online education canvas especially after Coursera, Udacity, and edX have become the main player in the industry. This article presents a brief success story of the implementation of homemade MOOC for TMU1043 Multimedia Technology course during semester 1, 2015/2016. We also discuss how we designed engaging learning activities on our MOOC. In the future work section, we discuss a plan of a Scholarship of Teaching and Learning (SoTL) research that we are going to conduct based on our MOOC.
| Item Type: | Magazine and Newsletter |
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| Additional Information: | References : Agariya, A. K., & Singh, D. (2012). E-Learning quality: Scale development and validation in Indian context. Knowledge Management and E-Learning, 4(4), 500–517. Atkinson, M. P. (2014). Context Matters for Teaching and SoTL: Economic Constraints, Contingent Faculty, and Technology. International Journal for the Scholarship of Teaching and Learning, 8(2), 1–10. Caulfield, J. (2010). Applying Graduate Student Perceptions of Task Engagement to Enhance Learning Conditions. International Journal for the Scholarship of Teaching and Learning, 4(1), 1–18. Chounta, I., Hecking, T., & Hoppe, H. U. (2015). Every Answer Has a Question: Exploring Communication and Knowledge Exchange in MOOCs Through Learning Analytics. Lecture Notes in Computer Science, 9334, 140–147. doi:10.1007/978-3-642-33284-5 Comer, D., Baker, R., & Wang, Y. (2015). Negativity in Massive Online Open Courses: Impacts on Learning and Teaching, and How Instructional Teams May Be Able to Address It. InSight: A Journal of Scholarly Teaching, 7(1), 92–113. doi:10.1007/s13398-014-0173-7.2 Crisp, G. T. (2014). Assessment in Next Generation Learning Spaces. In The Future of Learning and Teaching in Next Generation Learning Spaces (pp. 85–100). doi:10.1108/S1479-362820140000012009 Fayer, L. (2014). A Multi-Case Study of Student Perceptions of Online Course Design Elements and Success. International Journal for the Scholarship of Teaching and Learning, 8(1), 1–27. Gaston-Gayles, J. L., & Hu, S. (2009). The influence of student engagement and sport participation on college outcomes among Division I student athletes. Journal of Higher Education, 80, 315–333. Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462–482. doi:10.1016/j.cedpsych.2004.01.006 Hadgraft, R., & Dane, J. (2014). Spaces for Engaging, Experiential, Collaborative Learning in Higher Education. In The Future of Learning and Teaching in Next Generation Learning Spaces (pp. 101–122). doi:10.1108/S1479-362820140000012010 Joseph, A. M., & Nath, B. A. (2013). Integration of Massive Open Online Education (MOOC) System with in-Classroom Interaction and Assessment and Accreditation: An extensive report from a pilot study. In Proceedings of the International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government (EEE) (p. 105). King, S. B. (2014). Graduate student perceptions of the use of online course tools to support engagement. International Journal for the Scholarship of Teaching and Learning, 8(1), 1–18. Marshall, S. J. (2013). Evaluating the Strategic and Leadership Challenges of MOOCs. MERLOT Journal of Online Learning and Teaching, 9(2), 216–227. Qu, H., & Chen, Q. (2015). Visual Analytics for MOOC Data. Computer Graphics and Applications, IEEE, 35(6), 69–75. doi:10.1109/MCG.2015.137 Stefani, L. (2008). Engaging our Students in the Learning Process: Points for Consideration. International Journal for the Scholarship of Teaching and Learning, 2(1), 1–6. Sweat, J., Jones, G., Han, S., & Wolfgram, S. M. (2013). How Does High Impact Practice Predict Student Engagement? A Comparison of White and Minority Students. International Journal for the Scholarship of Teaching and Learning, 7(2), 1–24. |
| Uncontrolled Keywords: | Mooc, e-learning, Open Online Courses, technology, Universiti Malaysia Sarawak, unimas, university, universiti, Borneo, Malaysia, Sarawak, Kuching, Samarahan, ipta, education |
| Subjects: | Q Science > QA Mathematics Q Science > QA Mathematics > QA75 Electronic computers. Computer science Q Science > QA Mathematics > QA76 Computer software Q Science > QC Physics |
| Divisions: | Academic Faculties, Institutes and Centres > Faculty of Computer Science and Information Technology Faculties, Institutes, Centres > Faculty of Computer Science and Information Technology Academic Faculties, Institutes and Centres > Faculty of Computer Science and Information Technology |
| Depositing User: | Junaini |
| Date Deposited: | 23 Jun 2016 00:40 |
| Last Modified: | 03 Aug 2018 01:12 |
| URI: | http://ir.unimas.my/id/eprint/12427 |
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