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e-Learning & Interactive Lecture: SoTL Case Studies in Malaysian HEIs

Cetakan Pertama/ First Printing, 2015

Hak Cipta Pusat Pengajaran & Teknologi Pembelajaran, Universiti Kebangsaan Malaysia/ Copyright Centre for Teaching & Learning Technologies, National University of Malaysia 2015

Hak cipta terpelihara. Tiada bahagian daripada terbitan ini boleh diterbitkan semula, disimpan untuk pengeluaran atau ditukarkan ke dalam sebarang bentuk atau dengan sebarang alat juga pun, sama ada dengan cara elektronik, gambar serta rakaman dan sebagainya tanpa kebenaran bertulis daripada Pusat Pengajaran & Teknologi Pembelajaran, Universiti Kebangsaan Malaysia terlebih dahulu.

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical including photocopy, recording, or any information storage and retrieval system, without permission in writing from the Centre for Teaching & Learning Technologies, National University of Malaysia.

Diterbitkan di Malaysia oleh/ published in Malaysia byPusat Pengajaran & Teknologi Pembelajaran Universiti Kebangsaan Malaysia 43600 UKM Bangi, Selangor. Malaysia

Perpustakaan Negara Malaysia Data-Pengkatalogan-dalam-Penerbitan/

Cataloguing-in-Publication Data

e-Learning & Interactive Lecture: SoTL Case Studies in Malaysian HEIs edited by:Mohamed Amin Embi

ISBN 978-983-3168-48-4


Editor:Mohamed Amin Embi

1 2 3Overview of Scholarship of Teaching and Learning

SoTL Initiatives on e-Learning and Interactive Lecture in Malaysia

Learners’ Readiness to Adopt e-Portfolio: A Preliminary Study

1 21 37

4 5 6Evaluation of Blended Learning with Blendspace for Robotics Subject

Measuring the Acquisition of Engineering Laboratory Experience through the Application of e-Learning: A Pilot study in UniMAP

iTeaching for uLearning: Interactive Teaching Tools for Ubiquitous Learning in Higher Education

49 69 89

7 8 9Assessing HOTS in e-Learning among University Students in Malaysia

Analysis of Technology Acceptance Model in Understanding University Students’ Behavioural Intention to Use Web-based Interactive Learning Tools

Use of Google Scholar-Informed Pattern Hunting (GSIPH) for Enhancing Writing

101 141 153

Contents

10 11 12Adoption of a Project-based Learning as a Learning Strategy in e-Portfolio Assessment for Art and Design Courses

Edmodo for Interactive Lecture: A Focus on Transparent and Ubiquitous Learning

The Use of Padlet.com to Enhance Student Teachers’ Communication Skills in Universiti Malaysia Sabah

171 183 195

13 14 15Practices of Interactive Lectures among Lecturers in UPM

One Size Fits All?: SoTL and Flipped Learning

Edmodo Application and Teaching Performance: Embed and Engage

205 221 239

16 17Awareness and Acceptance of Interactive Learning Based on Web 2.0 Tools

Used of Google Scholar-Informed Pattern Defining (GSIPD) for Writing Improvement

249 261

Edmodo for Interactive Lecture: A Focus on Transparent and Ubiquitous

LearningM. Mokhtar, Supyan Hussin & Mohamed Amin Embi

Universiti Putra Malaysia & Universiti Kebangsaan Malaysia

Introduction

Interactive lecture is expected to be successful when it involves active participation among students in their course. They will enjoy the spirit of sharing knowledge and opinions, and appreciate more of what they learn rather than the grades they obtain. Although this expectation is like an ideal model, it is really a meaningful achievement for both students and lecturer, once it can take place in a real class.

There are many techniques that have been applied in implementing interactive lecture either by face-to-face interaction or online modes, or combination of both. In order to verify the effectiveness of interactive lectures, many studies and researches have been carried out studies to analyse the outcomes of the applied techniques. Among them was Omer and Zahide’s (2007) study which focussed on students’ perception of effective dimensions of interactive learning in blended learning environment. The authors offer an operational definition for blended learning as a combination of face-to-face classroom instruction and online instruction. There are two interesting dimensions that they observed: the source of motivation and collaborative learning strategies. In term of motivation, this study concluded that via the blended learning, interview data showed that students had both intrinsic and extrinsic motivations. Nevertheless, the data analysis pointed out that towards intrinsic motivation is the key element for the success of this hybrid interactive learning technique. It showed a positive sign when

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the students demonstrated the understanding of ‘what they learned’ and ‘why and how they learned’. Meanwhile, looking at the collaborative learning dimension, this study showed that students benefited more by engaging in collaborative learning in face-to-face classroom activities compared to that in the online mode. Students indicated that the online mode (using Message Board) was useful but not as effective in student collaboration as expected.

In order to improve collaborative learning approaches, social connectivity among students was identified as a potential factor that can support self-governed, problem-based, and collaborative learning processes, as mentioned by many researchers such as Dalsgaard, (2007) and Mazman & Usluel, (2010). Social networking facilities like Facebook and Twitter have been widely used and analysed by many researchers to investigate the effectiveness of the sites to support students’ academic engagement. Christoper, Lauren & Ben, (2012) argued that while some studies showed positive engagement using social networking sites, other studies showed opposite outcomes due to some issues such as integrity, privacy, and distraction factors. Thus, they did a study to evaluate students’ perception of using designated ‘Facebook pages’ associated with university learning management systems for enhancing better students’ interaction with the course instructor and learning resources. Although the Facebook was well-received, the authors still believed that it was unclear if and how Facebook can enhance student’s learning outcomes.

Another Website that has similar outlook like Facebook, called Edmodo, was founded in 2008 in Chicago, Illinois, USA. The unique feature of this site is that it has private class for online networking between lecturer and students. In fact, it can be considered as an easy-to-use learning management system that allows each class member to download and upload materials, share knowledge and opinions, supported by additional applications like quizzes and polls. The investigation of how non-digital native teachers using Edmodo in Thailand was reported by Chada (2012). In this study, it was revealed that even non-digital-native teachers were capable of using Edmodo. The results showed that Edmodo was not only useful for a student circle, but also benefitted the teacher community.

Regardless of which techniques are used, lecturers have their own approach towards the success of interactive lecture. The differences may exist due to expected learning outcomes or issues they would like to tackle in the particular course. In this study, due to the fact that face-to-face techniques are limited by the constraint of lecture hour time, online activities were implemented to complement the process by allowing lecturer and students to be kept in touch at anytime and anywhere. This 24/7 accessibility that supports ‘ubiquitous learning’ was carried out by using Edmodo as the online tool. Another concern that is going to be highlighted in this study is about the ‘transparency’ especially during the grading stage. Similarly, TV reality shows approach that exposes all participants to individual performance and feedback, students would also like to know how the others have performed and how does lecturer respond to their findings (e.g. progress report, assignment report, etc.). Therefore, with the assignment given in this study, students were exposed to online tools and be aware of other students’ progress (in group) and each feedback given by


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lecturer was able to be seen by all students. Focusing on the transparent and ubiquitous learning features provided in the Edmodo have led to the motivation of this study in investigating students’ perception of utilising Edmodo as a source of motivation and collaborative learning. This study was supported by face-to-face activities to trigger students’ teamwork and collaboration prior to the usage of Edmodo.

Based on the research gaps and objectives mentioned earlier, the research questions that guided this study were:

• What are students’ perceptions of the usage of Edmodo towards their learning and in particular interactive learning?

• How do the students utilize Edmodo in expressing their study motivation?

• How do the students utilize Edmodo in demonstrating their collaborative learning?

• How effective is the delivery lecture as a whole?

Framework of the Study

Challenges in Interactive Lecture

It is believed that interactive lecture can be best delivered in hybrid form which combines face-to-face techniques and online teaching and learning (T&L) activities. In other words, the synchronization between hi-touch (human approach) and hi-tech (technology support) could realize to the highest efficiency and effectiveness of interactive lecture activities. Nevertheless, in order to achieve it, which can also quite subjective, depending on the performance measurements used, many challenges are to be considered. Among them are lack of soft skills in teaching, resistance to the change of the new way of teaching, lack of confidence to adopt technology, or less readiness in using proper ways of teaching method due to time or other resources constraints. Since the intention of this study involved online tools, the most challenge faced was the slow internet connection in the lecture room. Downloading files were acceptable, but not for videos streaming. Therefore, some videos from Youtube have to be downloaded and saved before the class. The full usage of Edmodo was limited during class hour. Thus, uploading the big data or files was done at suitable places where the Internet connection was good.

Finding the Right Tool

After considering a few options for online tools for this study, Edmodo was chosen due to some advantages that it has. Special features that make Edmodo interesting to be used are simple ways to share files and communicate online, encourage a peer-learning and peer-support environment – both in the classroom and online, and various Website layout templates (just like Facebook) with secured environment.


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Methodology

Course and Students Background

The study involved a total of 52 students enrolled in the ‘Optical Communications’ course at the Faculty of Engineering, Universiti Putra Malaysia. The course was designed for 42 hours lecture and 42 hours practical (laboratory works) within 14 weeks. The students consisted of 20 female students and 32 male students with the race distribution of 54% Malays, 42% Chinese, and 4% Indians.

Engagement Trigger and Tasks for Interactive Lecture

In this study, during the lecture hours, a few face-to-face interactive lecture techniques were implemented based on the course content, such as:

• Role play and demonstration: Students were asked to perform acting in demonstrating the process of laser radiation.

• Picture and problem trigger: Students were given picture and fact with no explanation and were asked in group (of four members) to explain the trigger by filling in the FILA (Fact, Idea, Learning questions & Action plan) form. The trigger given in this course is shown in Figure 11.1.

Figure 11.1: Picture and Problem Trigger

Following two hours class of discussing the contents, students were asked to upload their completed FILA form through Edmodo after class. Overall, there were three stages of tasks given in this course. The first task was a preparation of completed FILA form. The second task was a preparation of technical description of suggested laser, and the last task was a preparation of video presentation and advertisement of the marketed laser. Each finding or output of the task was commented by the lecturer in the Edmodo. The discussion or feedback regarding their works was expected to happen in this online tool.


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Instruments

Two types of were used in this study: questionnaires (prepared by lecturer and also through the teaching evaluation provided by the University) and lecturer’s observation on the Edmodo application. Each questionnaire was distributed to all students attending the course and they were asked to complete the questionnaires anonymously at the end of semester. The questionnaires are attached in Appendix A.

Table 11.1: Questionnaires on Students’ Perception of the Usage of Edmodo

Strongly Disagree

Disagree Neither Agree Nor Disagree

Agree Strongly Agree

(1) (2) (3) (4) (5)

a) Edmodo.com is an important element of my course for downloading notes and uploading assignments.

b) Using Edmodo.com, I can view other students’ works and it makes my course more enjoyable.

c) With Edmodo.com, I can interact more with other students and my lecturer.

d) I find using technological devices to browse Edmodo.com difficult (eg. Mobile phone/tablet).

e) Getting access to an Internet to access Edmodo.com is a problem for me.

f ) Using Edmodo.com makes my study easier.

g) It would be good if there was much more e-learning in my courses.


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Table 11.2: Part of Teaching Evaluation Assessing the Teaching Delivery

Strongly Disagree

Disagree Neither Agree Nor Disagree

Agree Strongly Agree

(1) (2) (3) (4) (5)

a) The lecturer conducts his/her teaching effectively.

b) The lecturer makes an effort to attract or enhance the students’ interest in this course.

c) The lecturer uses appropriate teaching tools in his/her teaching.

d) The lecturer gives feedback on tests/assignments/practical/activities conducted in class.

e) The lecturer is always ready to assist students.

g) It would be good if there was much more e-learning in my courses studying would be easier for me.

Findings

Observational Results

In order to examine students’ interaction via Edmodo, some of indications were observed from this Website such as the message posted by students and the frequency of students’ work viewed by others. A snapshot of one example of message posting in Edmodo is shown in Figure 11.2.


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Figure 11.2: A Snapshot of Message Posting in Edmodo

This figure shows the involvement of students sharing their works as well as supports given by other students either through their textual message posting or iconic message icons. It also shows the intrinsic motivation by students in appreciating others’ works. Besides, the number of views indicated students’ effort in learning by themselves through other students’ work. All these responses have never been emphasized out by the lecturer in class as part of evaluation or of any reward as it was expected that this kind of interaction occurred in natural and transparent ways.


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Students’ Perception

Based on the given questionnaires, Figure 11.3 and 11.4 depict the results of students’ perception of Edmodo usage and teaching delivery respectively.

Figure 11.3: Results of Students’ Perception of the Usage of Edmodo

On average, all the questions (a)-(c) and (f ) scored more than 4.00 which shows students’ positive satisfaction on the usage of Edmodo. In contrast to questions (d) and (e), the results shows a bit disagreement of the problems on accessing Edmodo either through online or technology devices. These findings indicated good signs of accessibility among the students which can be normally accessed from the hostels. The results for question (e) also shows the element that supports ubiquitous learning.


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Figure 11.4: Satisfaction among Students on the Lecture Delivery

Meanwhile, looking at the results shown in Figure 11.4, all statements in the questionnaires were strongly agreed by students (with mean score is more than 4.5), which indicates good satisfaction among students on the lecture delivery. Item in number 2 is pertained by the students in the highest satisfaction. However, this indirect measurement of the effectiveness of interactive lecture can be further improved by relating the usage of hybrid techniques to the teaching delivery.


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Conclusion

This study can be considered as a preliminary investigation on the Edmodo features that can support for transparent and ubiquitous learning. Based on the results gathered, it showed that by providing transparent feedback and ubiquitous learning platform, this online tool can help driving students’ intrinsic motivation as well as collaborative learning with the support of face-to-face interactive lecture. The results were quite encouraging, and future studies should consider the way this study was carried out can be improved further by imposing triangulation method such as conducting interview with the students.

References

Chada, K. (2012). How a non-digital-native teacher makes use of Edmodo. Int. Conf. ‘ICT for Language Learning’, 5th Ed.

Christoper, I., Lauren, B., & Ben, D. (2012). Students’ perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28 (7), 1221-1232.

Dalsgaard, C. (2007). Social software: E-learning beyond learning management systems. European Journal of Open and Distance Learning, 2006 (II) http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm

Mazman, S.G. & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers and Education, 55(2), 444-453.

Omer, D. & Zahide, Y. (2007). Students’ perceptions on dimensions of interactive learning in a blended learning environment. Educational Technology & Society, 10 (2), 133-146.

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