Proceedings of The International Conference On Virtual Learning Environment 2013

Published by:
The Educational Technology Division

Ministry Of Education Malaysia
Persiaran Bukit Kiara
50604 Kuala Lumpur
Tel: 03 2081 8001
Fax: 03 2081 7788

Copyright BTP 2013

All rights reserved. No part of this publication may be reproduced or stored in a
retrieval system, or transmitted in any form or by any means, electronic or otherwise,
without written permission from the publisher.
These papers and slides were presented during the International Conference On
Virtual Learning Environment (ICVLE) 2013 organised by The Educational Technology
Division, Ministry Of Education from the 20th to 22nd November 2013 at The Royale
Bintang Seremban, Negeri Sembilan.
Perpustakaan Negara Malaysia
Cataloguing-in Publication Data
ISBN 978-967-5100-50-5
3
CONTENTS
OVERVIEW / CONFERENCE BACKGROUND 8
MESSAGE 10-21
PROGRAMME 14-21
KEYNOTES
MASSIVE OPEN ONLINE COURSES (MOOCS), OPEN EDUCATIONAL RESOURCES (OERS) AND OTHER DISRUPTIVE
TECHNOLOGIES FROM THE VIEWPOINT OF INSTRUCTIONAL DESIGN 24
Marcus D. Childress, Ph.D.
SOCIAL INTERACTION WITHIN GROUP LEARNING 103
Wan Mohd. Fauzy Wan Ismail
1BESTARINET: LEVERAGING VIRTUAL LEARNING ENVIRONMENT IN TEACHING AND LEARNING 118
Dr. Soon Seng Thah
LEVERAGING THE EDUCATIONAL LANDSCAPE WITH OPEN EDUCATIONAL RESOURCES (OER) 142
Rozhan M. Idrus
CLOUD TECHNOLOGY : EMPOWERING & ENABLING 21
ST
CENTURY LEARNING | THE NEXT GENERATION OF TOOLS
FOR SCHOOLS 163
Suan Yeo
THE MAGELLAN PROJECT: A SHOWCASE OF TRANSFORMATIVE EDUCATION POLICIES 174
Joice Fernandes
VIRTUALITY OF LEARNING: IS IT ACHIEVABLE? 175
Abtar Kaur, PhD
PARALLEL PRESENTATIONS
SAFETY NET: GROWING AWARENESS AMONG MALAYSIAN SCHOOL CHILDREN ON STAYING SAFE ONLINE (A
NATIONAL SURVEY REPORT 2013) 186
Philip Ling & Aaron Ikram Mokhtar
TRANSFORMING EDUCATION AND DRIVING ECONOMIC GROWTH: THE CONTINUAL EVOLUTION - EDUCATION 3.0 198
Khidhir Zakaria
LEAPING WITH VLE: THE SMK TAMAN TASEK EXPERIENCE 205
Ms. Roiamah Basri
SOCIO TRANSFORMATIVE CONSTRUCTISM IN VLE IMPLEMENTATION IN MALAYSIA SCHOOLS 211
Nor Fadzleen Sa'don (co-author: Halina Mohamed Dahlan)
VLE USAGE BY PRIMARY SCHOOL TEACHERS TO IMPROVE TEACHING 217
Dr. Kamarul Azman Abdul Salam (co-author: Ahmad Rizal Madar, Ph.D (UTHM) & Badrul Hisham Md. Keling
(UTHM))
DRIVING FORCES BEHIND MODERNIZING THE DESKTOP FOR A DYNAMIC VIRTUAL LEARNING ENVIRONMENT
4
CONTENTS
(VMWARE INC) 240
Paul Tay
DIGITAL GAME-BASED LEARNING ENVIRONMENT: PROMOTING PROBLEM SOLVING AND METACOGNITION SKILLS
241
Dr. Rosnaini Mahmud
IMPLEMENTING VLE IN SCHOOLS: WHAT CAN WE LEARN FROM THE PAST? 254
Dr. Mahizer Hamzah, Noraini Mohamed Noh & Norazilawati Abdullah
21
ST
CENTURY LEARNING: TEACHERS AND STUDENTS INVOLVEMENT IN FROGVLE 256
Noor Haslin Moksin
THE DEVELOPMENT AND ASSESSMENT OF THE EFFECTIVESS OF CIRCOM TOWARDS MOTIVATION, CRITICAL
THINKING SKILLS AND THE ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN SEKOLAH MENENGAH PERTAMA
267
Mahdum Adanan
ROLES AND RESPONSIBILITIES OF SCHOOLS LIBRARIANS AND IN SUPPORT OF THE VIRTUAL LEARNING
ENVIRONMENT 284
Dato Prof. Dr. Hj. Raja Abdullah Raja Yaacob
GETTING STARTED WITH JAVA USING ALICE 308
Boon Hui Seng
CONCEPTS, APPLICATIONS AND RESEARCH OF VIRTUAL REALITY LEARNING ENVIRONMENTS 309
Prof. Madya Dr. Haji Mohd Arif Haji Ismail
THE CRITICAL ROLE OF SCHOOL LIBRARIES IN A VIRTUAL LEARNING ENVIRONMENT 310
Dr. Diljit Singh
THE EFFECTS OF PERSUASIVE VIRTUAL LEARNING ENVIRONMENT (PVLE) TOWARDS LEARNING ACHIEVEMENT
AMONG STUDENTS WITH DIFFERENT COGNITIVE STYLES 329
Abdul Hadi bin Mat Dawi , Ph.D, Ridza Ahmad Nizam bin Abd Raof & Zain Hazmi bin Zain Baharin
CONFERENCE SUMMARY 356
CLOSING REMARKS 363
CREDITS 369
5
ICVLE2013 especially would like to acknowledge the kind support from our contributors:
TEKNOLOGI
PENDIDIKAN
PERSATUAN
MALAYSIA
The International Conference on Virtual Learning Environment
was jointly organized by
Sponsored by
6
CONFERENCE BACKGROUND
The International Conference on Virtual Learning Environment 2013:
Infnite Possibilities for Learning serves as a platform for local and
international educators, academia and industry players to share
information, knowledge, research fndings, experiences and best
practices regarding virtual learning environment (VLE).
ICVLE 2013 is jointly organised by the Educational Technology Division
and Educational Technology Association Malaysia. The collaborative efort
between Educational Technology Division and Educational Technology
Association Malaysia ensures greater involvement and participation
from local and international public and private organisations, thus
optimising the exchange of knowledge, views and experiences among
participating delegates.
The ICVLE 2013 aims to achieve the following objectives:
provide a platform for all participants to gain knowledge and
insights on virtual learning environment via plenary and parallel
sessions;
increase awareness on challenges, threats and safety measures
in a virtual learning environment;
share best practices on teaching and learning in a virtual
environment, and
enhance the roles and responsibilities of school administrators as
catalysts and change agents in optimising ICT so as to transform
education and escalate quality learning in the country.
OVERVIEW
The theme International Conference on Virtual Learning Environment 2013: Infnite
Possibilities for Learning corresponds to one of the aspirations cited in the Malaysia Education
Blueprint 2013-2025, which is to leverage ICT to scale up quality learning across Malaysia.
VLE is a learning platform that facilitates teachers and students to experience teaching and
learning anytime, anywhere. It provides the opportunity for students not only to experience
learning in a formal and conventional classroom environment at school but also repeatedly
at the comfort of their homes.
Thus, the International Conference on Virtual Learning Environment (ICVLE 2013) is the best
platform for educators, academia and industry players to collaborate innovatively in ensuring
the efective optimisation and implementation of VLE.
8
Greetings and welcome to all delegates,
It is a pleasure for me to have this opportunity to welcome everyone participating in the
International Conference on Virtual Learning Environment (ICVLE) 2013 at The Royale Bintang
Seremban, Negeri Sembilan. I extend my warmest greetings and send my well wishes to all
the participants.
Malaysia has long recognised the transformative potential of ICT in education. One of the
most capital-intensive investments the Ministry has made is the newly launched Malaysia
Education Blueprint 2013-2025 which includes the importance of harnessing the potential
of ICT to enhance the depth and improve the overall quality of education.
1BestariNet is a project initiated in Wave 1 of the Malaysia Education Blueprint 2013-2025
whereby 10,000 primary and secondary public schools in Malaysia will be equipped with
4G Internet access and a Virtual Learning Environment (VLE). The high-speed internet
connectivity and access to a world-class Integrated Learning Solution will be the catalyst
for the inculcation of ICT skills in the Ministrys day-to-day operations, and could position
Malaysia to move forward to the forefront of ICT innovation in education.
I commend the Educational Technology Divisions continuous efort for spearheading the
development of VLE ever since the launch of the Educational Radio and TV services in 1972.
Since then, VLE has come in various forms, evolving with the advancement of technology.
Therefore, ICVLE 2013 is yet another milestone and should be looked upon as an impetus for
the success of the 1Bestarinet initiative.
Thank you to all the organising committee for their dedication, professionalism and resilience
in preparing for ICVLE 2013. I sincerely hope that the conference is benefcial to educationists,
professionals and enthusiasts in the feld. Selamat datang to all delegates and I hope your
experience is a great success.
DATO MARY YAP KAIN CHING
Deputy Education Minister I
Ministry of Education Malaysia
MESSAGE
9
Assalamualaikum Warahmatullahi Wabarakatuh
Alhamdulillah, I am grateful to ALLAH Almighty , with His permission and mercy, International
Conference on Virtual Learning Environment 2013 is successfully conducted as planned .
The Ministry of Education Malaysia is committed to improving student achievement through
the optimum use of ICT in teaching and learning and school administration. This efort is
aligned with the countrys policy to achieve economic growth and social progress through
education, especially in the development of the ICT sector by the year 2020. Schools are
provided with quality access of ICT including high speed internet known as 1BestariNet and
a Virtual Learning Environment (VLE).
The implementation of VLE via 1BestariNet serves as an e-learning platform not only for
teachers and students to share learning resources and run interactive lessons but also for
parents to communicate virtually with the school community so as to keep up-to-date with
news about the school, school activities as well as their childrens academic performance.
These facilities also enable educators the opportunity to utilize instructional technology in
improving the quality of delivery . A more creative teaching approach through technology
will attract students in learning in todays trend of social media wave . Combination of ICT
with teaching and learning strategies will result in a learning environment that is more
meaningful and conducive in preparing students for a successful and fourishing future in
an increasingly challenging global world.
Lastly, I would like to express my gratitude and congratulate all parties for their high
commitment in ensuring the success of this Conference . Hopefully the International
Conference on Virtual Learning Environment Conference 2013 will prevail innovative and
creative ideas for the sake of education as a whole .
DATUK DR. MADINAH BINTI MOHAMAD
Secretary General of Education Malaysia
MESSAGE
10
It gives me great pleasure to warmly welcome you to the International Conference on Virtual
Learning Environment (ICVLE) 2013. ICVLE 2013 is held at a time when virtual learning is
constantly becoming a more familiar learning platform. The present digital era expands
teaching and learning beyond the constraint of schooling hours and physical restriction of
a classroom. With current updates on information and communication technology (ICT) in
education, the teaching and learning process advances to a new dimension that enables
students and teachers to access education anytime and anywhere with internet connectivity.
This new dimension is crucial to fulfll the needs of students who are the new generations of
digital natives.
Virtual Learning Environment (VLE) is part of the highlights in the Malaysia Education
Blueprint 2013-2025 which was launched on 6 September 2013. The Ministry of Education
has identifed eleven shifts that will need to transpire in order to transform the current
Malaysian education system. Each shift will address the fve system outcomes of access,
quality, equity, unity and efciency. Shift seven outlines the need to leverage ICT to scale up
quality learning across Malaysia.
I would like to take the opportunity to wish all participants a fruitful conference and I am sure
your deliberations will lead to an even stronger role for ICT in education. I wish the visitors
from abroad an enticing experience and an enjoyable stay in Malaysia.
I would also like to congratulate the organizing committee for making ICVLE 2013 a success.
The eforts to bring together experts, practitioners and enthusiasts in the feld of VLE are
absolutely commendable for the beneft of the conference delegates.
TAN SRI ABD. GHAFAR BIN MAHMUD
Director-General of Education Malaysia
MESSAGE
11
It is my great pleasure to welcome all participants to The International Conference on
Virtual Learning 2013. The theme for this years conference which is Infnite Possibilities for
Learning provides opportunities for us to explore every possibility made available through
the World Wide Webin
I am pleased to be able to lead a team of committee members who have worked hard and
make meaningful contributions in ensuring the success of this conference. We are committed
to continually improving the quality of education so as to fulfll the dreams of Malaysians and
the vernments noble intention of developing capable human capital of the 21st Century.
The challenges in education that we face in todays global society are complex. Furthermore,
technology is playing a crucial role in changing how we perceive education. Fortunately, our
understanding of integrating technology in education has grown and continues to grow
considerably. We now know more about the ways technology is creating both opportunities
and challenges for schools. The opportunities include greater access to rich, multimedia
content, the availability of mobile computing devices that can access the Internet and the
expanding role of social networking tools for learning and professional development. Thus,
The International Conference on Virtual Learning Environment is organized at the most
appropriate time to provide exposures and sharing of experience to participants who are
among educators. Through this conference we hope to provide insights into a wide range of
virtual learning environment setting to our participants.
I would like to express my gratitude to the Ministry of Education and all our sponsors who
fully support and assist us in making this conference a success. To all the participants, may
your presence in this Conference be memorable and useful to you and your undertakings.
ROSNANI BINTI MOHAMED ALI
Director of Educational Technology Division
MESSAGE
12
PROGRAMME
2.00 PM
2.00 PM - 4.00 PM Registration of Delegates (Hotel Lobby)
Registration: Hotel check-in
5.00 PM Briefng to Presenters (Labu Room)
7.30 PM
WELCOMING DINNER FOR DELEGATES
Arrival of Honoured Guests / VIPs
10.30 PM Session Ends
Traditional Dance Performances
by SK Gelang Patah
8.30 PM Welcome Address
Ms. Rosnani binti Mohamed Ali
Director,
Educational Technology Division,
Dinner
8.00 PM Negaraku and Transformasi Pendidikan
Recitation of Doa
Welcome Dance by SK Gelang Patah
Time Event
DAY 1: 20 NOVEMBER 2013 (WEDNESDAY)
13
PROGRAMME
DAY 2: 21 NOVEMBER 2013 (THURSDAY)
9.15 AM 9.45 AM

8.30 AM 9.10 AM

9.50 AM 10.20 AM

Time Event
Featured Keynote Speaker
Prof. Dr. Marcus D. Childress, PhD
Association for Educational Communications
and Technology (AECT)
President for 2013
Title: Changing Learning Environment:
Reality and Virtuality
Chairman : Dr. Soon Seng Thah
Educational Technology Division
Keynote 1
Prof. Wan Mohd Fauzy bin Wan Ismail
Universiti Sains Malaysia
Title: Social Interaction within Group
Learning
Chairman: Mr. Shamsuddin bin Hassan
Keynote 2
Dr. Soon Seng Thah
Title: 1BestariNet: Leveraging Virtual Learning
Environment in Teaching and Learning
Chairman : Dr. Haji Mohd Arif Haji Ismail
Universiti Kebangsaan Malaysia
Tea Break 10.20 - 10.40 AM
14
PROGRAMME
DAY 2: 21 NOVEMBER 2013 (THURSDAY)
2.30 PM 3.00 PM

10.40 AM 12.15 PM

Time Event
PARALLEL SESSION I
Keynote 3
Prof. Dr. Rozhan bin Idrus
Universiti Sains Malaysia
Title: Leveraging the Educational Landscape
with Open Educational Resources (OER)
Chairman: Dr. Qhamariah binti Samu
3.05 PM 3.35 PM

Keynote 4
Elizabeth Lopez
FrogAsia Sdn Bhd
Suan Yeo
Google Enterprise
Title: 1BestariNet: Leveraging Virtual Learning
Environment in Teaching and Learning
Chairman : Datin Che Normadiah Che Abbas
3.45 PM 4.05 PM

PARALLEL SESSION II
4.05 PM 4.30 PM

Tea Break
End of Day 2
12.15 PM 2.30 PM

LUNCH BREAK
15
PROGRAMME
Seri Negeri
Ballroom
Time Ampangan 1 Ampangan 3 Labu Room
PARALLEL SESSION I
10.40
11.00 AM
11.10
11.30 AM
Session 10
Mahdum
Adanan
Universitas
Riau, Pekan-
baru, Indonesia.
The
Development
and
Assessment of
the
Efectiveness of
Circom toward
Motivation,
Critical
Thinking, Social
Skills and the
Achievement of
English
Language
Learners in
Sekolah
Menengah
Pertama
Session 7
Dr. Rosnaini
Mahmud,
Yusri Abdul-
lah,
Dr. Shafe
Mohd Daud &
Dr. Habibah
Ab. Jalil
Universiti
Putra Malaysia
Digital
Game-Based
Learning
Environment:
Promoting
Problem
Solving and
Metacognition
Skills
Break Session 1
Philip Ling &
Aaron Ikram
Mokhtar
DiGi
Safety Net:
Growing
Awareness
Among
Malaysian
School Children
on Staying Safe
Online (A
National Survey
Report 2013)
Session 2
Khidhir Zakaria
Microsoft
Malaysia
The Continual
Evolution -
Education 3.0
Session 5
Dr. Kamarul
Azman Abdul
Salam
Educational
Technology
Division
VLE Usage By
Primary School
Teachers To
Improve
Teaching
Session 8
Dr. Mahizer
Hamzah
Universiti
Pendidikan
Sultan Idris
Implementing
VLE in
Malaysian
Schools: What
can we learn
from the past?
Break
16
PROGRAMME
Seri Negeri
Ballroom
Time
Ampangan 1 Ampangan 3 Labu Room
PARALLEL SESSION I
YBhg. Datin
Che
Normadiah
Che Abbas
Mr. Abdullah
Yussof
Moderator Mr. Mohammad
Yusof K.
Mohamad
Ms. Gina
Lammert
11.40 -
12.00 PM
Session 11
Dato Raja
Abdullah Raja
Yaacob
Universiti
Teknologi
MARA (UiTM)
Role and
Responsibilities
of School
Librarians and
In Support of
The Virtual
Learning
Environment
Session 6
Paul Tay
VMware
Modernizing
the Desktop
Break Session 3
Roiamah bt.
Basri
SMK Taman
Tasek Ampang
Leaping with
VLE: The SMK
Taman Tasek
Experience
12.10 -
12.30 PM
Session 9

Noor Haslin bin
Moksin
SMK Felda Jelai,
Negeri Sembilan
21
st
Century
Learning:
Teachers and
Students
Involvement in
FrogVLE
Session 4
Nor Fadzleen
Saadon
Universiti Putra
Malaysia
Knowledge
Management in
Virtual Learning
Environment
(VLE)
Implementation
in Malaysian
Schools
Break Break
17
PROGRAMME
Seri Negeri
Ballroom
Time
Ampangan 1 Ampangan 3 Labu Room
PARALLEL SESSION 2
Dr. Qhamariah
Samu
Mr. Brian de
Rozario
Moderator Ms. Shirini
Mastura Zulkifi
Mr. Mohd Razip
Ismail
3.45 -
4.05 PM
Session 15
Dr. Abdul Hadi
bin Mat Dawi
IPGM Kampus
Ipoh
The Efects of
Persuasive Virtual
Leaning
Environment
(PVLE) Towards
Learning
Achievement
Among Students
With Diferent
Cognitive Styles
Session 14
Associate Prof.
Dr. Diljit Singh
Universiti
Malaya
The Critical Role
Of School
Liabraries In A
Virtual Learning
Environment
Session 13
Dr. Haji Mohd
Arif Haji Ismail
National
PERMATA Pintar
Centre
Universiti
Kebangsaan
Malaysia
Concepts,
Applications, and
Research of
Virtual Reality
Learning
Environments
Session 12
Boon Hui Seng
Oracle Academy
Getting Started
With JAVA Using
Alice
(Hands-on
Training)
18
PROGRAMME
DAY 3: 22 NOVEMBER 2013 (FRIDAY)
9.15 AM 9.45 AM

8.30 AM 9.00 AM

9.45 AM 10.15 AM

Time Event
Keynote 5
Joice Fernandes
Microsoft Corporation
Title: The Magellan Project: A Showcase of
Transformative Education Policies
Chairman : Ms. Roslawati binti Abdul Wahab
Keynote 6
Prof. Dr. Abtar Kaur
Open University Malaysia
Title: Virtuality of Learning: Is It Achievable?
Chairman: Mr. Sanusi Saseetharan Abdullah
WPKL State Educational
Technology Division
Tea Break
10.15 AM 12.00 PM CLOSING CEREMONY
12.00 PM Luncheon
1.00 PM End of ICVLE 2013
19
PROGRAMME
CLOSING CEREMONY ITINERARY
Date : 22 November 2012 (Friday)
Place: Seri Negeri Ballroom I & II
10.15 AM Arrival of Honoured Guests
10.20 AM Arrival of YB Datuk Mary Yap Kain Ching
Deputy Minister of Education I
10.25 AM Negaraku and Transformasi Pendidikan

Recitation of Doa
10.30 AM Conference Summary
Director
Presentation of Mementos
Commemorative Group Photography Session

Closing Speech
YB Datuk Mary Yap Kain Ching
Deputy Minister of Education I
11.30 AM Luncheon
12.00 NOON End of ICVLE 2013
22
FEATURED KEYNOTE
MASSIVE OPEN ONLINE COURSES (MOOCS), OPEN EDUCATIONAL
RESOURCES (OERS) AND OTHER DISRUPTIVE TECHNOLOGIES FROM
THE VIEWPOINT OF INSTRUCTIONAL DESIGN
Marcus D. Childress, Ph.D.
President
Association for Educational Communications and Technology (AECT)
Professor and Chair
Department of Instructional Design and Technology
Emporia State University
Emporia, KS USA
mchildre@emporia.edu
Dr. Marcus D. Childress is professor and chair of the Instructional Design and Technology
Department within The Teachers College at Emporia State University (Kansas), where he
directs an online and face-to-face Master of Science degree program in Instructional Design
and Technology. Dr. Childress teaches courses in instructional design, multimedia design,
and online learning. Having received his Ph.D. from Virginia Tech, Dr. Childress research
interests include online learning, using virtual worlds for training and education, heutagogy,
and using technology integration as a catalyst for school reform. Dr. Childress has made
over 200 conference presentations at the national/international level. His research has been
documented in publications such as Distance Education, Journal of Research on Computers
in Education, International Journal of Educational Telecommunications, Globalized
e-Learning Cultural Challenges, EDUCAUSE Quarterly, Academic Leadership Journal, and the
Encyclopedia of Distance Learning, Teaching, Technologies, and Applications. In addition
to his higher education experience, Dr. Childress training experience includes consulting
with the Intel Corporation, the Peoples Bank of China, SchwindTEC, Virginia Modeling and
Simulation Center, and the United States Joint Training Analysis and Simulation Center. He
is a past-president of the Research and Theory Division of the Association for Educational
Communications and Technology (AECT). As immediate past-president of AECT, he serves
on the executive committee and board of directors of AECT, and was the convention chair/
planner for the 2012 AECT International Convention in Louisville, KY.
Abstract
Among disruptive technologies, massive open online courses (MOOCs) and open educational
resources (OERs) have garnered worldwide attention.The MOOC experiment has now moved
from an exploration in open course delivery to a distance education movement. Institutions
of higher education are embracing MOOCs as the platform of the future and as a way to
create brand extension and broader education access. In a similar vein, the OER movement
is transforming the way we author, publish, and deliver academic content. Like MOOCs,
OERs institutions of higher education are considering OERs as a way to make educational
resources openly accessible, while reducing the overall cost of textbooks to students. From
the viewpoint of instructional design, the typical MOOC lacks proven instructional design
elements. In addition, standard MOOCs violate many principles of instruction. This paper will
23
address the brisk rise in popularity of MOOCs and OERs. Instructional challenges of MOOCs
and OERs will be explored through the lens of instructional design. The paper will conclude
by recommending ways to improve MOOCs, adopt OERs, and embrace other disruptive
technologies.
Introduction
Massive open online courses (MOOCs) have captured the attention of educators throughout
the world, since Sebastian Thrun and Peter Norvigs 160,000 student Introduction to Artifcial
Intelligence MOOC (Udacity, Inc., 2013). Many higher education ofcials have tagged
MOOCs as the future of education, citing MOOCs as 1) a way to provide access to education
on a massive, international scale, and 2) a vehicle for brand extension and increasing an
institutions reach, reputation, and image of being innovative (EDUCAUSE, 2012). Of special
importance to higher education leaders is the business model for MOOCs. While there is no
standard model for how MOOCs will generate revenue, opportunities include:
Data mining: Sell student information to potential employers or advertisers.
Cross- or up-sell: Course materials (e.g., videos) are freely available, but ancillary
services like assignment grading, access to the social networks, and discussions are
fee-based.
Advertising model: Courses have named sponsors.
Tuition model: Students pay the originating institution for course credit.
Spin of/licensing model: Sell the course, parts of the course, or customized versions
of the course to institutions or businesses for their internal use; license institutional
use of the MOOC platform itself. (EDUCAUSE, 2012, p.2).
Unfortunately, many higher education leaders seem less concerned with the efectiveness
and appropriate use of MOOCs than their potential for publicity, reach, and increased income.
This issue that is beyond the scope of this paper, and will be best addressed in another paper.
Like all instruction, face-to-face and online, there are well-designed, efective MOOCs and
poorly-designed, inefective MOOCs. This paper will concentrate on applying the ADDIE
instructional design framework to the common MOOC, focusing on the design faws that
seem to burden the majority of MOOCs.
Applying the ADDIE Framework to MOOCs
The ADDIE model is a common framework used by instructional designers and trainers. The
generic fve-phase model presents a guide for building efective training and performance
support tools. The ADDIE phases are: Analysis, Design, Development, Implementation,
and Evaluation. This section will weave its way through each of the phases, giving a short
explanation of each phase, detailing how MOOCs may (or may not) exhibit each phases
prominent features.
MOOCs and the Analysis Phase
The analysis phase of instructional design clarifes the instructional problems and objectives,
and identifes the learning environment and learners existing knowledge and skills. The
ADDIE framework for instructional design prescribes that the designer should ask the
following questions before designing instruction (Analysis): Who are the learners and what
are their characteristics? What are the desired new behaviors? What are the delivery options?
What are the pedagogical considerations?
24
Because of their inherent massive quality, MOOCs tend to assume that all learners come
to the table with the same background and experiences. Little consideration is given to
the learners characteristics (i.e., motivation, goals, interests, prior knowledge, and prior
experiences). It is important to note that cognitive styles, learning styles, and learning
preferences are NOT considered when analyzing the learners characteristics, as cognitive
and learning styles have not proven to be robust foundations on which to customize
instruction to accommodate individual diferences (Clark & Feldon, 2005, p. 105). Knowing
about the learners and their characteristics is critical to designing efcient instruction.
With information about the learners and their characteristics, designers can better address
what needs to be taught and determine what pedagogical/instructional strategies might
be enlisted. Unfortunately, assuming that all learners are the same means using the same
instructional objectives and strategies for learners at all levels. Overlooking these features
may be related to the poor completion rate of MOOCs.
MOOCs and the Design & Development Phases
The design and development phases address learning objectives, assessment instruments,
exercises, content, subject matter analysis, lesson planning, media selection, and graphics/
video development. In the design phase, developers: Apply instructional strategies according
to intended behavioral outcomes. Design the user interface and user experience. Apply
visual design (graphic design). Develop graphics and/or video to support the instruction.
While MOOC design typically considers learning objectives and content, there appears
to be a shortfall of appropriate assessment instruments, exercises/activities, and media
selection. The key phrase when designing MOOCs seems to be content, content, and more
content. Large amounts of content delivered mostly as text, online lecture, and YouTube
video. Once again, content is provided with little regard given to quality of content or learner
characteristics. The expression that best-captures MOOC design is more is better.
Although some MOOCs are designed using HTML/web pages, the user interface of MOOCs
is commonly dictated by the learning management system (LMS) of the institution hosting
the MOOC. While using an LMS has its advantages, drawbacks include the way an LMS lends
itself to the use of text and limited images. Likewise, when applying visual/graphic design,
the LMS often dictates what can and cannot be done.
MOOCs and the Implementation Phase
The implementation phase develops procedures for instructors and learners. Instructors
address the course curriculum, learning outcomes, method of delivery, and testing
procedures. The common MOOC presents a traditional lecture method for instruction, using
online text lectures, video lectures, PowerPoint presentations, readings, and quizzes. Students
are presented with a plethora of content and are left to their own devices for mastering it.
Merrill (2008) aptly calls online courses with such an overabundance of content, shovelware;
information is simply shoveled to the learner.
All instruction involves interaction (Thurmond & Wambach, 2004; Yacci, 2000). Interaction
may be between the learner and the content, or interaction can be designed into the
course to encourage interaction between the learner and: An instructor, facilitator, grader or
content expert; other learners; the instructional context; his or her own self (Larson & Lockee,
2014). In the case of MOOCs, the most common interaction is between the learner and the
content. As stated above, content is shoveled to the learner in mass quantities. Students
have described the content to learner interaction of MOOCs like trying to drink from a fre
hose. If learners survive the fre hose experience, they are typically left to their own isolated
interaction (interaction with his or her own self ). Once again, because of the massive of
25
students in MOOCs, there is little if any interaction between the learner and the instructor/
grader. Although interaction between learner and other learners is often touted as a positive
feature of MOOCs, amount and quality of interaction can be somewhat inconsistent.
Practice and feedback are other important instructional/assessment strategies commonly
missing from MOOCs. In their meta-analysis of research studies identifying efective
instructional strategies that support learner achievement, Marzano, et al. (2001) listed
practice and feedback as two efective strategies (out of nine categories). Again, because of
the massive quality of MOOCs and insufcient support for practice and feedback, learners
are left to their own mechanisms for determining where they are in their understanding and
performance.
MOOCs and the Evaluation Phase
The evaluation phase consists of two parts: formative and summative. Formative evaluation
is present in each stage of the ADDIE process. Formative evaluation should be iterative and
ongoing. Formative evaluation in MOOCs most commonly takes the form of short quizzes,
generally 10 items or less. Unfortunately, quizzes are most commonly used for quick checks
of student comprehension and are rarely used to redesign the MOOC. Summative evaluation
of student learning and evaluation of the overall design of the MOOC can be as anemic as the
formative evaluation. Summative student evaluation (if any) usually involves taking an online
fnal exam or a certifcation test at the end of the course. Alternative forms of assessment and
evaluation such as projects, portfolios, and other creative forms of assessment are difcult at
best in the MOOC environment.
How can we make MOOCs better?
Many of the instructional design and delivery issues mentioned in this paper are not unique
to MOOCs. Indeed, the same issues arise in traditional face-to-face and online courses. A
quick look into most university lecture classrooms will highlight the same problems and
perhaps more problems. With the increased emphasis on the accountability of online
courses (and hiring of trained elearning designers), it appears as though more and more
online courses use good instructional design. In addition, quality assurance services such
as Quality Matters provide research-supported principles and standards on which online
courses can be designed (MarylandOnline, 2013). So, how do we make MOOCs better? I
suggest six ways:
1) Enlist the help of trained instructional designers to assist in the design and
development of all aspects of MOOCs.
2) Use quality assurance programs such as Quality Matters to drive good MOOC
design.
3) Conduct sufcient learner analysis, paying close attention to the motivation, goals,
interests, prior knowledge, and prior experiences of the learners.
4) Use formative and summative evaluation (including alternative forms of student
assessment) to improve MOOC quality.
5) Build interactive activities into MOOCs that enlist interaction between the learner
and the instructor/facilitator/grader and most importantly between the learner
and other learners.
6) Design MOOCs with practice and feedback as integral parts of the course.
Conclusion
While it may appear that I am being overly critical of MOOCs, I do fnd that MOOCs are
an interesting experiment for online instruction. Regardless of the future of MOOCs, I am
26
confdent that academics and practitioners will use the lessons learned from MOOCs to
inform research and practice in the feld of online learning. What does the future hold for
MOOCs? MOOCs will likely change and evolve with the technology. As delivery systems
(LMSs) improve, so with the capabilities and quality of MOOCs. But, only with the integration
of sound instructional design principles and sufcient learner support will MOOCs and all
online learning reach their potential.
References
Clark, R.E., & Feldon, D. F. (2005). Five common but questionable principles of multimedia
learning. In R.E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 97-115).
New York: Cambridge University Press.
EDUCAUSE (2012, December 20). What campus leaders need to know about MOOCs.
Retrieved from http://www.educause.edu/ir/library/pdf/PUB4005.pdf
Larson, M. B. & Lockee, B.B. (2014). Streamlined ID: A practical guide to instructional
design. New York: Routledge.
MarylandOnline. (2013). QM Research. Retrieved from https://www.qualitymatters.org/
research
Marzano, R.J., Pickering, D.J., & Pollack, J.E. (2001). Classroom instructional that works:
Research-based strategies for increasing student achievement. Alexandria, VA: ASCD
Merrill, M.D. (2008, August 11). Merrill on instructional design. Retrieved from http://youtu.
be/i_TKaO2-jXA
Thurmond, V., & Wambach, K. (2004). Understanding interactions in distance education:
A review of the literature. International Journal of Instructional Technology and Distance
Learning, 1(1), 9-26. Retrieved from: http://www.itdl.org/journal/jan_04/article02.htm
Udacity, Inc. (2013). Introduction to Artifcial Intelligence. Retrieved from https://www.
udacity.com/course/cs271
Yacci, M. (2000). Interactivity demystifed: A structural defnition for distance education and
instructional CBT. Educational Technology, 40(4), 5-16.
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Presentation
The presenter started by stating why online learning is all the rage today, mostly because
it crosses borders and is cost efective compared to the traditional way of long distance
learning.
His main concens were the over-exposure of the technology, media content and OER has
created a signifcant divide between the digital immigrants and the digital natives today, as
well as the dropping cost of established technology and emerging technology due to the
abundance of resources available online / on cloud; and the emerging technologies have
reached a peak of the hype cycle; now we are beginning to stabilize towards a series of more
productive technologies such as 3D printing, augmented reality, etc.
According to presenter, among the faws of the current OER and MOOCs are content overload,
ironically limited or insufcient usage of text and images in LMS and overwhelming amount
of contents available within a restricted time limit. He recommended some of the ways
to improve these situations by properly implementing instructional design in developing
MOOCs, use high quality or the best forms of MOOCs, conduct sufcient analysis before
conducting teaching and learning using MOOCs and use the correct form of activities and
evaluation methods (formative & summative).
Dr. Childress concluded that the future of MOOCs and OER development and implementation
will change for the better if educators and content developers readjust their focuses back
towards the basics of instructional design as their blue print rather than being carried away
by the overwhelming wave of todays the futures technology.
When inquired on the future of Instructional Technology, Dr. Childress explained that the
educators need to work together with companies to build educational tools. MOOC should
be able to give a variety of content to students of diverse background in distinguishing the
right learning style to students with diverse background.
57
KEYNOTE 1
SOCIAL INTERACTION WITHIN GROUP LEARNING
Wan Mohd. Fauzy Wan Ismail
Senior Lecturer
Centre for Instructional Technology & Multimedia
University Sains Malaysia (USM)
Professor Wan Mohd. Fauzy, is a senior lecturer at the Centre for Instructional Technology
& Multimedia, Universiti Sains Malaysia (USM). He was the Director of this centre from
2005-2009, and is now a panel auditor for the Malaysian Qualifcation Agency, Ministry of
Higher Education Malaysia and Academic Program Auditor for USM. Prior to this he has
held numerous administrative duties at USM and has been involved in various committees
involving the use of technology for Instruction and Training at USM and other national bodies.
He was part of the team formulating the transformation plan (Nurturing and Learning) based
on the Blue Ocean strategy to help USM be the current recipient for the Accelerated Program
in Excellence (APEX), awarded in the last quarter of 2008. Besides administrative duties,
he teaches graduate courses in Instructional Technology and has successfully supervised
students for their Master and Doctoral degrees. He has just recently returned from his
Sabbatical at the School of Engineering and Applied Sciences, Harvard University in Boston
focusing on the area of Peer Instruction and the utilization of Learning Catalytics by Professor
Eric Mazur. His interest and research involves the successful integration of technology for
nurturing and learning or as he refers to himself - a Human Technology Interface.
Abstract
An environment has many defnitions and functions depending on the perspective used. A
generic defnition: the surroundings or conditions in which a person, animal, or plant lives
or operates. For an Educator the main focus would be the design and infuence of these
surroundings and/or conditions that would improve or promote learning among learners.
Manipulating the environment of how these learners may interact would defnitely infuence
how efcient or chaotic these learners learn a body of knowledge. Instructional designers
would emphasize the conditions and strategies used to help provide a positive outcome to
learning. These challenges are in themselves unique depending on many factors ranging
from the source of the information to the learners characteristics. Interactions between
learners are inevitable and if well coordinated can result in a satisfying and stress less
environment for learning and evaluation. As in the real world, group work is inevitable and
an accepted form of completing a project or report. Therefore it is essential to expose and
foster these experiences in an educational setting as the benefts outweigh the challenges
of implementing this approach efectively. The presentation of these ideas and an ongoing
novel approach will be presented and discussed, issues that have emerged and identifed are
now being investigated. Educators need to be aware of how far these issues afect the social
interactions and infuence the learning outcomes. If these issues are better understood then
the learning process can be designed to help learners to really understand and apply any
new knowledge they gained regardless if the environment is real or virtual.
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Presentation
In his presentation, the speaker encouraged teachers to use or try out diferent methods of
engaging interactions from students / audiences - such as polling by using gadgets, sign
languages, etc.
The foor commented that Gen Y is more engaged with their gadgets than communicating
with their peers. The speaker responded that a certain amount of force them would be
necessary, such as group interaction through tasks. A suggested method is to break them from
their usual friends, or use diferent methods in forming groups (change group members).
70
KEYNOTE 2
1BESTARINET: LEVERAGING VIRTUAL LEARNING ENVIRONMENT IN
TEACHING AND LEARNING
Dr. Soon Seng Thah
Deputy Director Educational Technology Division
Dr. Soon Seng Thah is the Deputy Director of Technology Development, Educational
Technology Division, Ministry of Education Malaysia. His interest is in instructional
technology, research, programme evaluation and statistical analysis. He has published a
number of scholarly articles and presented papers at international and national conferences
in ICT, instructional technology, research and statistical analysis. He is a subject matter
expert in advanced research methodology and advanced statistical analysis in several
universities including being a supervisor and external examiner at the masters and Ph.D
levels in a number of local and overseas universities. Dr. Soon had served as a consultant in
the Philippines, Brunei, South Africa, UNESCO, World Bank and had led several international
comparative studies such as TIMSS and PISA. He had been a training specialist and Head
of the Information technology Section of SEAMEO INNOTECH, Manila. Dr. Soon was a Past
President of the SPSS Users Association and is currently the Vice President of Advanced
Analytics and SPSS Users Association of Kuala Lumpur and Selangor. He graduated with a
Ph.D in instructional technology from Universiti Sains Malaysia.
Abstract
This paper outlines the basis for implementing the 1BestariNet initiative, specifcally the need
for introducing a virtual learning environment (VLE) in leveraging teaching and learning in
Malaysian schools. It discusses the state of current literature associated with the use of VLE.
In addition, it articulates the need for programme evaluation as a means for decision-makers
to plan and take necessary corrective action to better implement VLE among teachers
and students in schools. To sustain the implementation of this endeavour, a formative-
summative evaluation paradigm was used to research into the use of Frog VLE among
teachers and students and determine critical success factors which leverages on teaching
and learning. This survey research was undertaken using a sample comprising 426 teachers
and 223 students from primary and secondary schools through the country. Reliability
computations show Cronbach alpha values greater than .90 for the various constructs in
the scaled items of the teachers and students questionnaires. The key fndings of the study
show signifcantly diferent perceptions (p < .05) in the use of Frog VLE as a learning tool
between primary pupils and secondary students with signifcantly higher perceptions from
secondary students on all aspects ranging from ease of use of Frog VLE to using Frog VLE as
a collaborative tool for interaction within and outside the classroom. Factor analysis via the
Principal Component Analysis method shows 3 critical success factors cited by teachers in
the use of Frog VLE. The frst factor concerns the functionality of VLE as a pedagogical tool;
the second is associated with the user-friendliness of the VLE; and the third concerns the VLE
as a tool for collaboration. An analysis of ranks derived from the mean computations of the
variables within the frst factor shows the VLE provides a platform for teachers to share ideas
and opinions being ranked frst. This is followed by VLE being used by students to obtain
learning materials which is ranked second. Third, the VLE being used by teachers to source
71
for new teaching materials. Other major fndings include issues associated with slow and
unstable internet connectivity where secondary schools fared worse compared to primary
schools and that rural schools tended to have more problems in connectivity as compared
to urban schools. This paper puts forth a proposition that educational technology needs
continuous monitoring and evaluation and efective change management is imperative to
attain success in its implementation.
Introduction
Malaysia introduced the 1BestariNet initiative in 2012 to leapfrog technology-based teaching
and learning in sync with the needs of the 21
st
century knowledge and skills. 1BestariNet
comprises three components: i. broadband connectivity, ii. virtual learning environment
(VLE), and iii. management. Under the broadband connectivity component, all schools are
provided with either broadband access of between 2 to 4 Mbps using VSAT technology or
between 4 to 10 Mbps via 4G technology. VSAT technology schools are mostly located in
rural areas while 4G technology schools are located in urban and sub-urban areas. On the
other hand, the virtual learning environment is provided for all schools through the use of
Frog VLE. Every head teacher/principal, teacher, student and parent is provided with an ID to
access Frog VLE. The third component, i.e. management concerns the setting up of a project
management ofce entrusted with the responsibility of overseeing the implementation of
the 1BestariNet initiative as a whole.
The 1BestariNet Initiative
The need to undertake a quantum leap in Malaysias education system necessitates a
paradigm shift in the approaches towards teaching and learning. The Malaysia Education
Policy Review conducted by UNESCO (2012) noted the following:
Malaysia is in fact lagging behind in this area (ICT in education) in comparison to many
other economies in the region (e.g. Singapore, Republic of Korea, Taiwan, Hong Kong
SAR) even in terms of student : computer ratio. The ICT infrastructure standard for
schools has not improved since the launch of the Smart School programme. In fact
the situation for many of the early starters have become worse because of the aging
equipment. Further, most of the cases have not gone much beyond the use of ICT as
an instructional tool, using programs such as PowerPoint. There is little evidence that
ICT is being used to foster students creativity, problem solving, critical thinking and
communication skills. p.105
Against this evidence, MOE Malaysia incorporated ICT in Education under Shift 7 in the
Malaysia Education Blueprint, 2013 2025 (2013). Shift 7 emphasises on leveraging ICT to
scale up quality learning across all 10,000 schools in the country by providing internet access
and a virtual learning environment via the 1BestariNet Initiative. This would augment online
content to share best practices starting with a video library of the best teachers delivering
lessons in science, mathematics, Bahasa Malaysia and English language. This shift also entails
maximising the use of ICT for distance and self-paced learning to expand access to high
quality teaching regardless of location or student level.
The 1BestariNet Initiative is an integrated solution to use ICT to leverage teaching and
learning. It comprises 3 components, i.e. i. Technology, ii. Pedagogy, and iii. Management.
The technology component provides high speed internet broadband connectivity to all
schools. Schools in urban areas are connected using 4G technology with broadband speed
of between 4 to 10 Mbps and schools in the rural areas are connected using VSAT with speed
72
of between 2 to 4 Mbps. In addition to this, the Educational Technology Division, State
Education Technology Divisions, Division Technology Centres and Teacher Activity Centres are
also provided with high speed broadband to oversee the implementation of the 1BestariNet
initiative. The pedagogy component concerns the use of Frog Virtual Learning Environment
to leverage teaching and learning culminating into a new realm of experiential learning
whereby school administrators, teachers and parents interact in a virtual environment to
collaborate with one another. The management component concerns the establishment of
a Programme Management Ofce to oversee the overall implementation of this initiative at
the Ministry level.
Broadband Connectivity to Schools
The Ministry of Education initiated broadband connectivity to all schools prior to the
implementation of 1BestariNet. However, these schools were provided with 1 to 2 Mbps
broadband connectivity. Having a low-level broadband connectivity was not ideal for
technology-driven teaching and learning, hence the need for better broadband internet
connectivity to leverage teaching and learning via ICT. It is with this in mind that the MOE
felt the need to implement a national programme to connect all schools with fast internet
access to address issues related to access, equity, and quality education. By providing all
schools, whether urban, rural or interior schools with fast internet access, this will lead to
narrowing of the digital divide and bringing rural and interior schools to be on par with
their urban counterparts. This will address the issue of access to digital services and ensuring
equity in educational opportunities between the rural-urban schools. In this respect, MOE
hopes to provide quality education in all schools irrespective of location.
Under the 1BestariNet programme, a major challenge is to provide the necessary broadband
infrastructure to all schools. While urban schools are defnitely easier to develop as they
have better accessibility to good physical infrastructure, the rural schools are frequently
more difcult to develop due to their isolation in certain circumstances and lack of
telecommunication infrastructure. The issue is how can the MOE bring about equittable
development in both rural and urban schools? The solution lies in using VSAT technology in
rural schools and 4G technology in urban and sub-urban schools. While VSAT technology has
certain limitations such as the need for a confgured contention-ratio in terms of accessibility,
4G schools can only be provided when there is a good fbre backhaul and availability of a
sufcient number of transmission towers to ensure sufcient broadband coverage in these
schools. In Malaysia, the construction of transmission towers in some cases faced objections
from the community and schools. In addition, the cost of building a sufcient number of
towers is costly. There is a need for planning to take place at the central level and appointment
of a vendor to undertake a coordinated planning efort towards realising the objective of
ensuring quick internet connectivity in all schools. At the moment, approximately 90%
of schools in the country have been provided with Customer Premise Equipment to allow
school administrators, teachers, students and parents to access the VLE.
The Frog Virtual Learning Environment
The virtual learning environment under the 1BestariNet Initiative uses Frog VLE as a teaching
and learning platform in schools. Frog VLE was chosen for its proven ability in leveraging
teaching and learning among teachers and students in many countries, specifcally the
United Kingdom. MOE Malaysia chose Frog VLE for implementation in Malaysian government
schools due to its proven and efective platform in allowing teachers to deliver instruction in
a physical or virtual classroom environment. In addition, students can learn collaboratively
and efectively within the virtual learning evironment. Frog VLE brings this collaborative
learning environment one step further by involving parents to participate directly in the
education pursuits of their children.
73
The Frog VLE (Frog Asia, 2013) is a web-based learning system that replicates real-world
learning by integrating virtual equivalents of conventional concepts of education. For
example, teachers can assign lessons, tests, and marks virtually, while students can submit
homework and view their marks through the VLE. Parents can view school news and
important documents while school administrators can organise their school calendars and
disseminate school notices via the Internet.
According to Wikipedia (2013), a virtual learning environment, or learning platform, is an
e-learning education system based on the web that models conventional in-person education
by providing equivalent virtual access to classes, class content, tests, homework, grades,
assessments, and other external resources such as academic or museum website links. It is
also a social space where students and teachers interact through threaded discussions or
chat. Through a VLE, virtual learning can take place synchronously or asynchronously i.e. in
synchronous systems, participants meet in real time and teachers conduct live classes in
virtual classrooms.
Learning virtually is a key to ensuring no child is left behind. MOE Malaysia is of the opinion
that schools must be provided with a VLE to enable learning to take place anywhere and
anytime in line with the concept of ubiquitous learning. The virtual learning environment must
be able to take cognisance of this ubiquitous paradigm and provide the necessary driving
force for efective instruction to take place thats paramount in ensuring access, equity
and quality education, the cardinal principles enshrined in the Malaysia Education Blueprint,
2013 2025. To facilitate ubiquitous learning, there must be sufcient mobile devices and for
this reason MOE Malaysia is providing Mobile Labs for both primary and secondary schools
via the Chromebook programme currently being implemented throughout the country.
Chromebooks being portable and linked to the internet can be used as a repository of
knowledge where teachers and students are able to get that knowledge via Frog VLE.
Literature on Virtual Learning Environment in Teaching and Learning
The currrent literature review points to the VLE being a tool with multifarious applications
in the teaching and learning. Hanna (2003) describes the impact of the Internet and virtual
learning on distance education as follows:
The development and deployment of the Internet has radically altered the technological
environment for distance learning, opening up many new possibilities for connecting
learners and teachers. The Internet has enabled an efcient way of distributing
information and sharing knowledge globally, which has led to virtual interactions
among people. The interactions frst began with simple e-mail, added power with
the growth of listservs, and have since evolved into numerous strategies for creating
powerful new opportunities for online interaction. [...], there is little disagreement that
its arrival has opened up many new possibilities for delivering education. pp. 73-74
Volery & Lord (2000) stated that this technological progression serves as a means for interactive
learning where course materials are more widely and efectively distributed. Researchers
further believe that the current method of online learning easily brings participants together
as a networked community through the use of the Internet and multiple technologies, thereby
enhancing interaction with course content and communication with fellow class members.
Wilson (1996) described the online learning environment as a relatively open system that
facilitates access to resources and encounters with other participants. In addition, learners
can access content on their own time and follow diferent paths to get through the academic
materials, and online learning extends the ability for participants to communicate through
interactions and discussions (Bouhnik & Marcus, 2006).
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Amongst the many benefts cited by researchers, a major reason for the growth in virtual
learning has been due to its ability to transcend the boundaries of time and place. Students
have the beneft of retrieving learning materials at their convenience in terms of when,
where, which content, and how much (Bouhnik & Marcus, 2006; Liaw, 2007).
Virtual learning is no longer an individual endeavour as the learner takes advantage of the
widely available network infrastructure to leverage the many-to-many relations among
learners and with instructors (Piccoli, Ahmad & Ives, 2001). Virtual learning allows students to
have more time to refect on the materials at hand and collect their thoughts (King, 2002). This
makes discussions more succinct and focused, with opportunities to collaborate and easily
share information (Capper, 2001). According to Naidu (2003), students in online learning and
other fexible learning environments often work independently with self-instructional study
materials.
A major characteristic of virtual learning environment is that it follows the Self-Directed
Learning (SDL) Process Model. SDL originated from the research of John Dewey, focusing
on the experience of the learner. SDL is a learning process where students develop skills to
take ownership of their learning activities. The distinguishing characteristic of SDL is that
students play a signifcant role and accountability for their own learning. SDL serves as a
means to illustrate the phases of learning activities thereby facilitating an active learning
process that improves self-management and self-monitoring of activities to meet individual
learning goals.
Kim (2010) puts forth a theroretical model of virtual learning via a number of phases. The
frst phase, known as establishing learning goals, involves the learner identifying what he
or she hopes to accomplish from a given learning experience and their participation in a
course. The learner's goals may include earning a good grade, mastering course content, and
learning information relevant to one's career goals. The second phase is known as locating
and accessing resources this phase involves the student identifying what resources he or
she may need, and accessing them for use as part of the learning activity. Resources may
include textbooks, learning materials from the instructor, the Internet, the library, online
discussions with peers, and interactions with the instructor. The third phase, called adopt
and executing learning acitivities involves the student deciding on a specifc plan of action
that is aligned with the established goals and use of available resources. The fourth phase,
called monitoring and evaluating performance entails the student tracking and measuring
actual performance of results to previously established learning goals. The ffth and last
phase is called reassessing learning strategies and involves the learner self-refecting and
re-examining the various phases completed to determine ways in which the student can
improve his or her learning experience. Kims fve-phase process can be seen as an iterative
fow of activities to ft the learner's needs. The primary concept of the model is based on
research fndings that students must be proactive in managing their learning processes
rather than wait for learning to be passed on by the instructor.
The literature on the role of parents in fostering learning via VLE varies. Henderson & Mapp
(2002) assert that parental involvement has a myriad of stellar outcomes, including greater
standardized test scores, higher grades, better attendance, improved social skills and a greater
likelihood of admission to postsecondary institutions. p. 9 Strom & Strom (2003) highlight
the role of parents within the context of home-school communications, i.e. when parents
and teachers fulfll complimentary roles, they can improve student social development and
academic achievement. p. 2 Kallis (2004) notes that studies consistently show that parent
involvement raises the achievement of children, improves the childs attitude toward school,
and enables parents and children to communicate by letting parents understand and
support the work of the school. p. 3
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Survey on the use of Frog VLE in Malaysian Schools
Methodology
A survey was undertaken by the Educational Technology Division, Ministry of Education to
study the use of Frog VLE among teachers and students in primary and secondary schools.
The sample comprised 426 teachers of which 254 were primary school teachers and 172
secondary schools teachers. In addition, 223 students, comprising 134 primary school pupils
and 89 secondary school students were also included in the survey sample. A stratifed
random sampling method was used to select respondents from all states in Malaysia.
Two questionnaires were administered, i.e. i. Teacher questionnaire, and ii. Student
questionnaire. The teacher questionnaire comprised 9 sections: i. School information,
ii. School dashboard, iii. Login ID, iv. Departmental sites, v. School VLE usage analytics, vi.
Characteristics of Frog VLE, vii. Usage of Frog VLE, viii. Development of web sites for teaching
and learning, and ix. Problems related to the use of VLE. The student questionnaire comprised
3 sections: i. Student demographics, ii. Use of Frog VLE, and iii. Characteristics/features of
VLE.
A Likert scale was used to elicit responses from both students and teachers on the use of
VLE via a 5-point rating scale with 1 corresponding to Strongly Disagree, 2: Disagree; 3:
Somewhat Agree; 4: Agree and 5: Strongly Agree.
Cronbach alpha reliability statistics show the scale items from the teacher questionnaire
attained a reliability coefcient (alpha) of .973 (24 items) for the 5-point rating scale construct
pertaining to characteristics of Frog VLE . The student scale items in the questionnaire on
characteristics of Frog VLE attained a reliability coefcient of .918 (8 items).
Evaluation Framework
The study used a program evaluation conceptual framework based on the constructs
outlined above and following the Scriven (1967) evaluation paradigm as used in formative
- summative evaluation classifcation. The primary purpose of formative evaluation is to
provide information for programme improvement. On the other hand, summative evaluation
is concerned with providing information to serve decisions or assist in making judgments
about programme adoption, continuation, or expansion. This study follows the framework
used in formative evaluation.
Scriven put forth a list of concerns and checklists related to the formative-summative
paradigm and outlined the criteria for evaluating educational product as comprising: i.
Evidence of achievement of important educational objectives, ii. Evidence of achievement
of important non-educational objectives (e.g. social objectives), iii. Follow-up results, iv.
Secondary and unintended efects (e.g. efects on teachers, school, other students), v. Range
of utility (e.g. for whom it will be useful), vi. Moral considerations (e.g. controversial content),
and vii. Costs.
Scriven (1967) defnes evaluation as judging the worth or merit of something. Others such
as Fitzpatrick, Sanders & Worthen (2004) defne evaluation as the identifcation, clarifcation,
and application of defensible criteria to determine an evaluation objects value (worth or
merit) in relation to those criteria.
Basically, the evaluation uses inquiry and judgment methods such as: i. Determining standards
for judging quality and deciding whether those standards should be relative or absolute, ii.
Collecting relevant information, iii. Applying the standards to determine value, quality, utility,
efectiveness, or signifcance, iv. Evaluation leads to recommendations intended to optimize
76
the evaluation object in relation to its intended purpose(s) or to help stakeholders determine
whether the evaluation object is worthy of adoption, continuation, or expansion.
Findings from the study
The fndings are divided into two sections, i.e. i. students perceptions, and ii. Teachers
perceptions. The study shows a generally successfully implementation of Frog VLE. Only key
elements are presented in this paper. For the teachers perceptions, factor analysis was used
to ascertain salient factors of teachers perceptions with regard to the use of Frog VLE. Other
pertinent issues are also discussed such as the broadband connectivity, user IDs, school
dashboard, and learning sites.
Students Peceptions of VLE
From the students perspectives, secondary students tended to perceive signifcantly higher
than primary school pupils. Table 1 shows the mean value of the construct on VLE use for
secondary students is higher (mean = 4.18; S.D. = .713; n = 89) compared to primary pupils
(mean = 3.81; S.D. = .789; n = 134). The Levene statistic shows equality in the variances
between the two groups of respondents. The fnding shows that the means for primary
and secondary pupils are signifcantly diferent at a confdence interval of 95%. From Table
2, it can be concluded that the the 2 groups means are signifcantly diferent (t= -3.593;
df=211; p < .05). The question is why is there a signifcant diference? The ratings for
secondary students are signifcantly higher as compared to primary pupils because VLE is
more profoundly used by secondary students, hence the higher mean values. This can also
be attributed to VLE being better utilised at the secondary school level as the construct is
based on the use of VLE as a learning tool.
Diferences in the perceptions of primary and secondary students in use of VLE are shown in
Table 1 below:
Table 1 : Descriptive Statistics of Primary and Secondary Students Perceptions
Type of Schools N Mean Std. Deviation Std. Error Mean
Primary Schools 134 3.8110 .78930 .06819
Secondary Schools 89 4.1844 .71345 .07562
Table 2: t-test Computations for Diferences between Primary and Secondary Students
Levene's Test
for Equality of
Variances
t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Diference
Std. Error
Diference
Equal
variances
assumed
2.699 .102 -3.593 221 .000 -.37336 .10392
77
Table 3 shows the statistical computations comparing the mean ratings of primary and
secondary students for each item in the construct. Of the key elements, students perceived
highest in the VLE being an interesting tool for learning (mean=4.29; n=223; SD=.788) while
collaboration among peers in doing assignments both within the classroom and outside
the classroom is rated lowest, i.e. with mean=3.79 (n=223; SD=1.02) for collaboration within
classroom and mean = 3.79 (n=223; SD=1.03) respectively.
Table 3 : Students Perceptions in Key Areas of Frog VLE

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Mean 4.172 3.873 3.806 3.686 3.964 3.648 3.633 3.707
N 134 134 134 134 134 134 134 134
Std.
Dev.
.8274 .9689 .9922 .9208 .9047 1.0348 1.0295 1.1021
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Mean 4.475 4.225 4.281 4.169 4.304 4.011 4.034 4.112
N 89 89 89 89 89 89 89 89
Std.
Dev.
.6908 .8223 .8117 .9322 .8171 .9593 .9937 .8718
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Mean 4.293 4.014 3.995 3.878 4.100 3.793 3.793 3.869
N 223 223 223 223 223 223 223 223
Std.
Dev.
.7883 .9275 .9515 .9532 .8848 1.0189 1.0321 1.0337
Critical Success Factors cited by Teachers in the use of Frog VLE
Factor analysis was used to determine the critical success factors cited by teachers. The
data structure is tested for suitability for factor analysis via the Principal Component Analysis
method. The appropriateness of using factor analysis is tested using Bartletts test of
sphericity which is a statistical test for the presence of correlations among the variables. This
test determines the statistical signifcance for correlations among the variables. The Bartletts
test of sphericity shows a signifcance level of less than .05 (chi-sq=10156.698; df=276;
p<.001). This means that the data structure of the variables is appropriate for factor analysis.
In addition, the Kaiser-Meyer-Olkin Measure of Sampling Adequacy (MSA) is used to quantify
the degree of inter-correlations among the variables and the appropriateness of factor
analysis. The MSA value is very high, i.e. .962 indicating that factor analysis is appropriate.
On the critical success factors, the latent root criterion is used. This is the most commonly
used technique. With Principal Component Analysis, each variable contributes a value of 1
to the total eigenvalue (eigen means characteristic). Thus, only factors having latent roots
or eigenvalues greater than 1 are considered signifcant and all factors with latent roots less
than 1 are considered insignifcant and disregarded (see Figure 1).
78 Figure 1 : Scree Plot of Components/Factors
The fndings also show that the percentage of variance criterion jives well with the latent
root method in the extraction of factors. The variance criterion method is an approach used
for achieving a specifed cumulative percentage of total variance extracted by successive
factors. The purpose is to ensure practical signifcance for the derived factors by ensuring
that they explain at least a specifed amount of variance. Using the percentage of variance
criterion, the frst factor is labelled as Functionality of VLE as a pedagogical tool and this
contributes 62.60% to the variance, the second factor is labelled as Physical attributes of
VLE and it contributes 5.11% and the third factor is labelled as Tool for collaboration and
this contributes 4.21% of the variance. Specifcally, an analysis for the congruence of factors
indicates that the frst factor concerns the development of resources, curriculum management
and ubiquitous learning. The second factor concerns user-friendly graphical user interface
leading to ease use and it must be interesting. The third factor concerns communication
among teachers, parents and students in a collaborative virtual environment.
An analysis of ranks in the mean values derived from the factors is shown in Tables 4 (a) and
4 (b) below. Within items in the frst factor, the frst rank goes to VLE providing a platform
for teachers to share ideas and opinions (mean = 3.79). The second rank goes to VLE as a
portal for students to obtain learning materials (mean = 3.71). Third on the rank is the item
VLE is used by teachers to recommend teaching resources (mean = 3.67). For the second
factor (see Table 5), rank 1 concerns the Resources in VLE are interesting (mean = 3.80). The
second rank concerns VLE being used by teachers for sharing lesson plans and resources
(mean = 3.76). Third is Teaching and learning occurs any where and any time (mean = 3.68)
which is synonymous with the ubiquitious nature of VLE. For the third factor (see Table 6),
the item which is ranked frst is Parents fnd VLE easy to use (mean = 3.57), the second rank
is Parents feel they are a part of the school community (mean = 3.49). The third rank goes
to Parents can monitor progress of children (mean = 3.28).
79
Table 4 (a) : Items within the First Factor
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Mean 3.5078 3.6293 3.5844 3.7050 3.5607 3.5857 3.7857
N 426 426 426 426 426 426 426
Std. Deviation .78774 .73386 .73840 .69107 .75000 .68924 .61398
Rank 11 5 8 2 9 7 1
Factor Loading .788 .786 .758 .750 .747 .736 .683
Table 4 (b) : Items within the First Factor
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Mean 3.6667 3.4625 3.6120 3.5141 3.6438 3.4437 3.5857 3.5298
N 426 426 426 426 426 426 426 426
Std.
Deviation
.63121 .73493 .65668 .69568 .70525 .83594 .69264 .69531
Rank 3 11 6 12 4 13 7 10
Factor
Loading
.659 .659 .650 .617 .593 .553 .542 .531
Table 5 : Items within the Second Factor
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Mean 3.5483 3.5745 3.7950 3.7571 3.2759 3.6770
N 426 426 426 426 426 426
80
Std.
Deviation
.74755 .78021 .70037 .69332 .86735 .76759
Rank 5 4 1 2 6 3
Factor
Loading
.852 .793 .730 .629 .582 .522
Table 6 : Items within the Third Factor
Parents can monitor
progress of children
Parents feel they are
a part of the school
community
Parents fnd VLE easy
to use
Mean 3.2808 3.4860 3.5745
N 426 426 426
Std. Deviation .79707 .78843 .78021
Rank 3 2 1
Factor Loading .867 .785 .730
Findings on Broadband Connectivity
From the teachers responses, it is obvious that connectivity in schools is an important issue
which must be resolved quickly. Using a scale of 0 to 4, where 0 means No Connectivity
and 4 means Stable Connectivity, the fndings (as shown in Table 7) show an average of
2.04 (n=254; SD=.975) for primary schools and 1.97 (n=172; SD=.982) for secondary schools
giving an overall mean of 2.01 (n=426; SD=.977) for all schools. Based on the frequency
counts as shown in Table 8, 4.2% (18) indicated No Connectivity, 29.8% (127) indicated Not
Stable, 30.8% (131) indicated Fairly Stable, another 30.8% (131) indicated Stable and 4.5%
(19) indicated Very Stable.
From the perspectives of urban-rural schools in terms of broadband connectivity (see Table 9),
the fndings show that urban schools have slightly better stability, i.e. 2.05 (n=162; SD=.951)
as compared to rural schools with mean of 1.99 (n=264; SD=.994). Overall, the mean is 2.01
(n=426; SD=.977). Table 10 shows the frequency counts based on the stability index. A total
of 4.2% (18) teachers indicated No Connectivity, 29.8% (127) indicated Not Stable, 30.8%
(131) indicated Fairly Stable, 30.8% (131) indicated Stable and 4.5% (19) Very Stable. It
can be seen that most of the responses are clustered around the 3 response points, i.e. No
Connectivity, Less Stable and Fairly Stable.
Table 7 : Broadband Connectivity by Type of Schools
Type of Schools Mean N Std. Deviation
Primary Schools 2.04 254 .975
Secondary Schools 1.97 172 .982
Total 2.01 426 .977
81
Table 8 : Frequency Distribution of Broadband Connectivity by Type of Schools
Type of Schools
Rating Scale
Total
1 2 3 4 5
N
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Primary Schools Frequency 10 73 79 80 12 254
% 3.9% 28.7% 31.1% 31.5% 4.7% 100.0%
Secondary Schools Frequency 8 54 52 51 7 172
% 4.7% 31.4% 30.2% 29.7% 4.1% 100.0%
Total Frequency 18 127 131 131 19 426
% 4.2% 29.8% 30.8% 30.8% 4.5% 100.0%
Table 9: Broadband Connectivity by School Location
School Location Mean N Std. Deviation
Urban 2.05 162 .951
Rural 1.99 264 .994
Total 2.01 426 .977
Table 10 : Frequency Distribution of Broadband Connectivity by School Location
School Location
Rating Scale Total
1 2 3 4 5
N
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Urban Schools
Frequency 0 60 43 50 9 162
% .0% 37.0% 26.5% 30.9% 5.6% 100.0%
Rural Schools
Frequency 18 67 88 81 10 264
% 6.8% 25.4% 33.3% 30.7% 3.8% 100.0%
Total
Frequency 18 127 131 131 19 426
% 4.2% 29.8% 30.8% 30.8% 4.5% 100.0%
Table 11 shows the contents created in the school dashboard. Majority of school teachers
indicated that they had uploaded contents which were useful for those who had access to
their school websites. Of the contents created, a large majority of schools had school address
and telephone contacts (87.1%) and also mission and vision statements of the school (83.6%).
School song (55.2%) and school Heads remarks (57.5%) seemed to be the least emphasis
given by the schools.
82
Table 11 : Contents Created in School Dashboard
Contents
Frequency
Yes No
1 Opening Remarks by School Head 245 (57.5%) 181 (42.5%)
2 School Address and Telephone Number 371 (87.1%) 55 (12.9%)
3 School History 295 (69.2%) 131 (20.8%)
4 Mission and Vision 356 (83.6%) 70 (16.4%)
5 School Song 235 (55.2%) 191 (44.8%)
6 Organisational Chart 279 (65.5%) 147 (34.5%)
7 School Events 294 (69.0%) 132 (31.0%)
8 Booking Calendar 261 (61.3%) 165 (38.7%)
Under the VLE component of 1BestariNet, a total of 10 million unique IDs had been given
to school administrators, teachers, students and parents. The school community needs to
log-in onto the VLE using their individual IDs to access the VLE. The fndings of this study
(see Table 12) show that a signifcant number of teachers had received thier IDs (396 (93%)).
However, many students and parents did not receive their IDs. The percentage of students
who did not receive their IDs is 45.1% (192) as against 54.9% (234) who indicated they had
received their IDs. The fndings from parents seem rather disappointing, i.e. only 25.1% (107)
of the parents had received their IDs as compared to 74.9% (319) of parents who had not.
Table 12 : IDs Received by Teachers, Students and Parents
Groups
Frequency
Yes No
1 Teachers 396 (93.0%) 30 (7.0%)
2 Students 234 (54.9%) 192 (45.1%)
3 Parents 107 (25.1%) 319 (74.9%)
The creation of subject-based sites is an important feature of Frog VLE. The study shows
that majority of teachers had indeed created sites (> 60%). Malay/Bahasa Malaysia had
the most number of departmental sites, i.e. 296 (69.5%) of teachers indicating Yes for this
subject. This is followed by Mathematics comprising 279 (65.5%). Table 13 below shows the
frequencies and percentages of departmental sites created.
Table 13 : Departmental Sites in VLE
Groups
Frequency
Yes No
1 Malay 296 (69.5%) 130 (30.5%)
2 English 269 (63.1%) 157 (36.9%)
3 Mathematics 279 (65.5%) 147 (34.5%)
4 Science 266 (62.4%) 160 (37.6%)
Majority of the teachers indicated that the departmental sites had been created to serve as a
channel for the dissemination of information. Findings from the study reveal that 75.1% (320)
83
of the teachers stated Yes for this purpose as compared to 24.9% (106) who responded No.
As to the question of whether students could view these departmental sites which had been
created, again the majority i.e. 73% (311) indicated Yes while 27.0% (115) indicated No.
Use of VLE for Teaching and Learning
Findings from the study show varying degree of uses for VLE for teaching and learning.
The majority of teachers (65.2%; n=208) stated that they use VLE for teaching and learning
while 34.8% (111) stated they did not. Only 47.5% (152) of teachers stated they used VLE
as a medium to send homework to students as compared to 52.5% (168) who stated they
did not. The majority of teachers, i.e. 67.1% (214) stated that students did not use the VLE
to send assignments as compared to only 32.9% (105) who stated they did. In relation to
the question whether teachers checked the assignment of students using VLE, a majority
i.e. 68.6% (218) stated No while only 31.4% (100) indicated Yes. The survey also studied
whether teachers used the teaching and learning resources in Frog Store for teaching and
learning and a majority i.e. 51.7% (164) teachers stated they did not while 48.3% (153) stated
they used resources in Frog Store for teaching and learning.
Website Development within Frog VLE
The development of websites is important in virtual learning. Websites provide the
opportunity for teachers to develop their instructional materials and upload them for use
by students and other teachers. From the study, it is noted that 88.5% (285) of teachers
continuously updated their personal dashboard while 11.5% (37) did not. The majority of
teachers, i.e. 77.6% (250) had used the VLE to develop resources in Frog VLE as compared
to 22.4% (72) who did not. On the sharing of sites, 64.8% (208) teachers indicated that they
shared teaching and learning sites with others in the school as compared to 35.2% (113) who
did not. As to the question whether teachers shared their sites in Frog VLE through the MOE
repository, a large number of the teachers, i.e. 72.4% (233) said they did not while only 27.6%
(89) said they did.
Discussion
The fndings support previous research in this area, indicating that functionality and usability
of the VLE (as shown by good VLE attributes) and the ability to faciliate collaborations are
what a VLE should be. For the implementation of VLE to be successful, it is important that a
good broadband connectivity be provided. Resources within the VLE must be plentiful for
teachers and students to leverage on teaching and learning.
The Educational Technology Division is aware of the need to provide good Internet
connectivity as the Frog VLE is cloud-based. Resources need time to develop and at the
moment about 3,000 sites have been uploaded by teachers. The survey shows that both
teachers and students are accessing these materials which from an instructional technology
perspective lead to efective teaching and learning. These materials must be vetted to ensure
quality and ftness for purpose. The fact that many of these resources have been developed
by teachers is a positive development and this will build up a community of practitioners.
To successfully implement a hugh project such as the VLE, it is very important that there
is buy-in from all stakeholders. Very frequently change management is not implemented
efectively, resulting in poor adoption and buy-in. But the Frog VLE has a change management
component built into its implementation. Carnivals, briefng sessions, hand-holding activities
and promotions on a nation-wide basis are imperative to disseminate the use of Frog VLE as
teaching and learning portal.
84
Another important issue is motivation. How can we motivate teachers and students in
using the VLE? Continuous professional development must take place in phases. The MOE
implements training in phases and create a core group of Champion Schools which serve
as catalysts schools for others to emulate.
Therefore, it is imperative that a VLE must be efective, reliable, operable, functional,
learnable, memorable, and efcient. Students and teachers must feel comfortable with
the system in order to focus on learning the contents. Since usability was found to be a
signifcant contributor to teachers needs, it is of utmost importance for schools to consider
leveraging virtual learning environments in teaching and learning. The MOE is planning for
the establishment of virtual schools to leverage on ICT in education and upscale teaching
and learning. Indeed the Malaysia Education Blueprint, 2013 2025 emphasises the need to
upscale teaching and learning through ICT.
Conclusion
Learning needs to be placed in the correct social context - educational methods must
be socially relevant in order to be efective and this means using current communication
technologies to leverage teaching and learning. In other words, students need to see that
education is keeping up with their culture. If education is perceived as consisting of old
ideas and old ways of learning, and have little or no relevance to what is happening in the
contemporary world, then students are less likely to engage with them. The 1BestariNet is
expected to result in fundamental shifts in the provision of a technologically-endowed and
innovative way of delivering instruction.
References
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and Practical Guidelines. Allyn & Bacon.
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com/v3/what-is-frog/.
Hanna, D.E. (2003). Organizational Models in Higher Education, Past and Future. In More,
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L.Erlbaum Associates.
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Distance Learning Administration, 7 (9).
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to Post-Secondary Education). Putrajaya: MOE Malaysia.
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W.G. (Eds.). Handbook of Distance Education (p.362). Mahwah, N.J. L.Erlbaum Associates.
Piccoli, G., Ahmad, R., Ives, B. (2001). Web-based Virtual Learning Environments: A Research
Framework and a Preliminary Assessment of Efectiveness Basic IT Skills Training. MIS Quaterly,
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(Eds.), Perspectives of Curriculum Evaluation (pp. 39-83). Chicago: Rand-McNally.
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Presentation
The speaker stressed that the basis for implementing the 1BestariNet initiative, specifcally
the need for introducing a virtual learning environment (VLE) in leveraging teaching and
learning in Malaysian schools with reference to the Malaysia Education Blueprint 2013-
2025. The need for programme evaluation as a means for decision-makers to plan and
take necessary corrective action to better implement VLE among teachers and students in
schools. Issues associated with slow and unstable internet connectivity where secondary
schools fared worse compared to primary schools and that rural schools tended to have
more problems in connectivity as compared to urban schools. Proposition that educational
technology needs continuous monitoring and evaluation and efective change management
is imperative to attain success in its implementation.
The foor, represented by En. Kassim Abdul Samad from SMK FELDA Jelai enquired -
Teachers are reluctant to change and prefer spoon feeding. How do we address this?
The speaker responded that with the introduction of 1BestariNet and VLE Frog, MoE has
planned for changes. Some allocation has been made for this change process under the
CPD. We understand that change is difcult and takes time. Nevertheless, we have planned
programmes for the next few months and we hope to complete the cycle by the end of
2014.
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KEYNOTE 3
LEVERAGING THE EDUCATIONAL LANDSCAPE WITH OPEN
EDUCATIONAL RESOURCES (OER)
Rozhan M. Idrus
Professor of Open and Distance Learning & Technology
Universiti Sains Malaysia, Penang, Malaysia
rozhan@usm.my, rozhanmidrus@gmail.com
Abstract
Educational media and hence interactive technologies has evolved to the extent that there
can and must be a paradigm shift in the way education and the working and learning
processes is presented and conducted. Extending these educational norms into the learning
environment of the 21st century, one can envisage a fatter feld, a spectrum of educational
technologies, robust design of instruction, pedagogical re-engineering and including a
learning support system that would fulfll any given scenario or environment that is governed
by the underlying intention of information revolution and cultural integration, in whatever
region one fnd themselves to be. Educational resources can exist in a variety of forms such
that a digital divide need not exist. The ability to have access and share courses/resources
and the creation of open source has moved teaching collaboration across boundaries from
the realm of possibility to the world of reality. The capability of the Internet has aforded us
unprecedented sharing diversities and possibilities, not a duplication of past activities. Open
Educational Resources (OER) are teaching, learning and research resources that reside in the
public domain or have been released under an intellectual property license that permits
their free use or re-purposing by others. Although it may seem that the resources have open
access, there are cost implications in the preparation, format, delivery and presentation to
the users (whoever they may be). It is the opinion of the author that we are not capitalising
on the paradigm of networking in cyberspace and still function in an old paradigm but
highlighted by the use of technology. As such, every institution is doing their own thing and
now has the ability to show it to the world via the Internet. In essence, we are still working
in silos rather than create a global classroom. We need to strategise for OER via the elements
of a resource directory, a dominant learning object design, customisation/localisation of
content, incorporating experimental pedagogy, establishing student centred learning/
personalised learning environment and the concept of academe social responsibility (ASR).
In end, the open educational resources will need to revert to the aim of the institution for
having it in the frst place. Is it working? In its fnality, institutions must decide whether the
focus of the open education movement shift from the provision of mainly classroom-based
content as OCW has done to materials specifcally designed for online learning. Then, how
far would any institution construct their own blend of educational transaction. This paper
suggests a new orientation in the notion of sharing and the construction of learning objects
to refect the massive relevance and capability of the global classroom resources.
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Presentation
Professor Rozhan began by reminding the audience that in actuality technology is merely
a tool or process that is applied to the solution of a problem in various situations/aspects
including education.
His main points were:
technology is supposed to do or aid a process that was not thought possible before;
however we see that nowadays it functions as a task-simplifer rather than fundamentally
change in the teaching and learning(T&L) process.
the educator is the one who is supposed to be responsible in making T&L fun or boring,
not by simply wowing the students with technology usage. Student-Centered-Learning
(SCL) and Personalized-Learning-Environment (PLE) is said to be the best T&L methods.
OER must be sustainable, act as a repository/directory, customizable and most importantly
pedagogically accurate.
the challenges of implementing a proper OER are fnancial funding, policy planning,
development, capacity building and the content language
Professor Rozhan concluded by stating that OER can change the T&L paradigm, not only
limited in the classroom but presently in the virtual learning environment. The powers
that be should also invest in the teachers rather than the technology; when the teachers
are capable and are in the highest quality, then the technology can be manipulated to the
students best interest.
Professor Rozhan also commented on the current scenario where teachers lament on being
unskilled in using VLE but face no trouble training themselves to use social network. He
said that teachers should never underestimate their own ability to achieve the required
competency to develop or handle online content.
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KEYNOTE 4
CLOUD TECHNOLOGY : EMPOWERING & ENABLING 21
ST
CENTURY
LEARNING | THE NEXT GENERATION OF TOOLS FOR SCHOOLS
Elizabeth Lopez
Head of Transformation Management
FrogAsia Sdn Bhd (A YTL Company)
Suan Yeo
Head of Education (APAC)
Google Enterprise
Elizabeth Lopez joined YTL in 2011 after nearly 26 years of experience in various capacities
with the Ministry of Education, Malaysia. She has extensive classroom teaching experience,
has been a teacher trainer and did a short stint with the Exams Unit of the Teacher Training
Division. She is currently Head of Transformation at FrogAsia and is responsible for the design
and implementation of programmes, initiatives and projects that aim to promote innovation
across diferent aspects in schools.
Her interests lie in areas such as reinventing the classroom as well as empowering teachers
and learners. Elizabeth is constantly challenging what is possible in the world of teaching,
specifcally with a focus on Malaysian classrooms. Ultimately, she remains a teacher at heart
and is passionate that schools need the support of the Government and industry leaders to
improve the quality of education through technology.
Suan heads up Googles Enterprise Education eforts in Asia-Pacifc, covering 48 countries in
this multi-diverse region. He is responsible for promoting the adoption of Google technology
at the institution level for schools and universities. Suan is passionate about Educational
Technology, and is constantly advocating for collaborative learning, open access and
innovative experimentation. He is a lifelong learner, and frmly believes that no child should
be left behind in education.
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Presentation
Ms Lopez started by Frogs focus on spreading education through virtual learning environment
(VLE) depends on the involvement of the schools administration, the community and the
teachers themselves. She highlighted the creative and practical usages of the widgets/apps
are encouraged to convey educational contents to the students, the educational games that
can be utilized in turning gaming into a valid education practice in an advanced education
experience, and about VLE opening up boundaries in communication, connection and the
learning process
Mr Yeo introduced the latest Google innovation namely Google Glass and how it can
revolutionize the future T&L experience. At the end of the session, they concluded by
encouraging educators to share success stories and inspiring anecdotes during their T&L
adventures as an inspiration to other educators currently fnding their own way in Frog.
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KEYNOTE 5
THE MAGELLAN PROJECT: A SHOWCASE OF TRANSFORMATIVE
EDUCATION POLICIES
Joice Fernandes
WW Microsoft Senior Director for Education
Microsoft Corporation, Portugal
Joice is the founder and Leader of Microsoft Shape the Future program.
Shape the Future is a program aimed at helping governments invest in education technology
to create jobs, drive economic growth and increase competitiveness. In the past 4 years, we
have helped 42 countries bring technology access to over 20 million students, educators and
families. He travels around the world helping governments transforming education through
technology usage models and people development programs.
Prior, Joice, was the Public Sector Director for Microsoft Portugal where he had the opportunity
to contribute to the Portuguese National Technological Plan; Portuguese Digital Agenda and
Magalhes. Magalhes is a worldwide case study on education transformation through the
use of ICT (1:1 model) and other very important teacher leadership initiatives.
Abstract
Information and Communication Technology (ICT) investment in education is a key way to
fuel economic development, increase workforce competitiveness, enhance worker skills, and
drive job creation. Governments are developing transformational policies that will stimulate
the economy and enable social equity through universal access to education with personal
technology and the cloud as the prime enablers. Todays students will graduate into a world in
which using PCs and the Internet to research, evaluate, and share information is an essential
part of nearly every skilled job. To prepare students for this knowledge-based society, nations
around the world are seeking to develop sustainable programs that integrate technology
with education and provide students with the 21st-century knowledge and skills they need to
succeed in the global economy. The presentation showcases Portugals Magellan Project, one
of the worlds most comprehensive educational technology programs as an example of how
through extensive planning, innovative funding, and ongoing collaboration technology
can be used to transform education while at the same time driving both immediate and
long-term economic success.
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Presentation
Mr. Fernandes started by stating that the learning paradigm shift is leaning towards Personal
Learning Environment (PLE) and a holistic approach. He emphasised on Magalhes, a joint
efort between the private and government sector of Portugal to improve the digital skills
in schools; part of the program is equipping 1 laptop with broadband connectivity for each
primary student. The efort in turn had sparked a chain reaction with positive outcomes
among them are the Portugal economy was stimulated when the laptops are mass produced
in their homeland and Portugal had moved up their Technology Readiness ranking from the
31st to the 19th in the world. Its critical success factors in utilizing technology in education
are government leadership, relevance, sustainability plan, strategic alliances, relevance,
afordability and availability. Mr. Fernandes concluded that parents are the key and teachers
are the leaders while Microsofts role is to teach the teachers how to teach with technology.
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KEYNOTE 6
VIRTUALITY OF LEARNING: IS IT ACHIEVABLE?
Abtar Kaur, PhD
Professor
Faculty of Education and Languages
Open University Malaysia, Kuala Lumpur
abtar@oum.edu.my
Abtar has 31 years of teaching experience. She had incorporated many varied instructional
design principles in her teaching and learning activities especially after obtaining MS in
Instructional Design from Syracuse University in 1986 and PhD in Web-based Learning,
from the University of Malaya in 2001. Before joining the Open University Malaysia in
2002, Abtar taught at the Faculty of Education, University of Malaya and also worked as
an Instructional Designer at the Multimedia Development Centre in the same university.
In 2001, Abtar was appointed consultant to Open University Malaysia and in 2002, she
was ofered to take up the Directorship for the Centre for Instructional Design and
Technology (CIDT) at Open University Malaysia (OUM). Due to her vast experience in
training, Abtar was later asked to set up a new centre: the Open and Distance Learning
Pedagogy Centre, OUM, with the goal of enhancing teaching and learning in the actual
and virtual classrooms. Now, Abtar is back to her professorial work at the Faculty of
Education and Languages.
Historically, Abtar and her team were the frst among other higher education institutions
in Malaysia to design and develop a Learning Management System (LMS), in 1998. In
terms of academic achievements, Abtar was a recipient of the Graduate Assistantship
from Syracuse University on grounds of excellent results. In 1993, she received a
sponsorship from the World Bank to attend a 5-week Multimedia Design course at the
University of Alberta . In 1999, she was honoured with excellent service award for her
innovative work at University Malaya. Abtar was a Malaysian Fulbright Scholar in 2000.
In 2006, she received an award for best Open Distance Learning Resource from the
Commonwealth of Learning Vancouver, Canada. In 2007, she was awarded Innovative
Excellence in Teaching, Learning and Technology and her paper was chosen as one of
the 11 published in a book form called Selected Papers from the 18th International
Conference on College Teaching and Learning, Florida.
In research, Abtar had been acknowledged for work done in Reusable Learning Objects
via three awards received, for example, Creative Use of Technology Award by Association
for Continuing Higher Education (ACHA) Conference-USA. Recently, Abtar has started
projects centered around Open Educational Resources, Online Learning, Mobile Learning
& Ubiquitous Learning.
Abtar has also been invited to present papers and workshops (Saudi Arabia, Oman,
Norway, Denmark, Thailand, Indonesia, Brazil, Vietnam and Bahrain). Due to her
extensive experience in instructional design and expertise in design and development
of e materials, she has been acknowledged by Ministries of Education (International),
Ministry of Education (Malaysia) and the private sector as an expert in this area.
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Abtar was one of the consultants in setting up the National E-Learning Centre, Kingdom
of Saudi Arabia. She has also been involved in instructional design projects in Indonesia
(auspices of World Bank) and IDRC (International Development and Research Center) based
in Toronto. Her most recent projects were with Telecentre.org Foundation, based in Manila
Abstract
Virtual learning is not an unfamiliar phenomenon anymore, more so with the phenomenal
growth of social media worldwide. It is estimated that 110% of Malaysians own hand-phones,
55% smart phones, 70% are connected to the Internet and 25% are on high speed broad
band (Comscore, 2013). Recently, The Star ( 28th October, 2013) reported that Malaysia is
second behind Russia and among 26 countries in the Connectivity Scorecard 2013, due to
its wide broadband penetration. Malaysians are regarded as technology savvy. Further, the
Ministry of Education Malaysia has provided 10,000 Malaysian schools with a virtual learning
environment under the 1BestariNet Project, namely the FROG Virtual Learning Platform. That
being the case, the questioned posed is: Is virtual learning achievable or doable? And if yes,
what does it entail and how efective is it? There are various interpretations of virtual learning,
depending on which view one is adopting. Some equate virtual learning to e-learning, others
to online learning and yet others equate it to blended learning. Still yet others equate it to
tools and software. There are so many possibilities of virtual learning, its nature being virtual
and not actual! As such, the purpose of this presentation is to frst provide a world-view
of virtual learning, share and clear doubts about contentious meanings of virtual learning,
how virtual learning is planned, what are the major ingredients to make it successful and
to sustain it. Further, examples of how virtual learning has been implemented and lessons
learnt will be shared. The presentation will end with tips on how to design and implement
virtual learning especially suited to Malaysian educational environments.
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Presentation
Virtual learning is not an unfamiliar phenomenon anymore, more so with the phenomenal
growth of social media worldwide. It is estimated that 110% of Malaysians own hand-phones,
55% smart phones, 70% are connected to the Internet and 25% are on high speed broad band
(Comscore, 2013). Recently, The Star ( 28th October, 2013) reported that Malaysia is second
behind Russia and among 26 other countries in the Connectivity Scorecard 2013, due to
its wide broadband penetration. Malaysians are regarded as technology savvy. Further, the
Ministry of Education Malaysia has provided 10,000 Malaysian schools with a virtual learning
environment under the 1BestariNet Project, namely the FROG Virtual Learning Platform. That
being the case, the questioned posed is: Is virtual learning achievable or doable? And if yes,
what does it entail and how efective is it? There are various interpretations of virtual learning,
depending on which view one is adopting. Some equate virtual learning to e-learning, others
to online learning and yet others equate it to blended learning. Still yet others equate it to
tools and software. There are so many possibilities of virtual learning, its nature being virtual
and not actual! As such, the purpose of this presentation is to frst provide a world-view
of virtual learning, share and clear doubts about contentious meanings of virtual learning,
how virtual learning is planned, what are the major ingredients to make it successful and
to sustain it. Further, examples of how virtual learning has been implemented and lessons
learnt will be shared.
Professor Kaur started her keynote session by identifying, clarifying and diferentiating
actual learning and virtual learning through the acronym EDMBUV = E-Learning, Distance
Learning, Mobile Learning, Blended Learning, Ubiquitous Learning And Virtual Learning).
She highlighted that virtual learning as a learning process through a device or electronic
media that extends across space and time, fexible, utilizes ICT, engages students, efcient
and models conventional curriculum. She also emphasised that the Learners Centerednesss
Graph shows that among all of the EDMBUV methods, Ubiquitous Learning is the most
fexible virtual learning method. An issue that has to be dealt with is to maintain or elevate
teachers motivation so that they wont want to leave the school due to work overload
She concluded with tips on how to design and implement virtual learning especially suited
to Malaysian educational environments.
Responding to the foor's inquiry on how OUM implement virtual learning, Dr. Kaur explained
that 99 percent of students are using blended leaning methods (virtual and actual) while 1
percent of students are fully online.
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SAFETY NET: GROWING AWARENESS AMONG MALAYSIAN SCHOOL
CHILDREN ON STAYING SAFE ONLINE (A NATIONAL SURVEY REPORT
2013)
Philip Ling
Principal of Corporate Responsibility
DiGi Telecommunications
Aaron Ikram Mokhtar
Senior Executive, Content Development
CyberSecurity Malaysia
aaron@cybersecurity.my
Philip Ling is a Principal of Corporate Responsibility at DiGi Telecommunications. He has
previous work experience in the area of regulatory and marketing in the FMCG industry. Philip
has been with DiGi for 13 years, the last four as a member of the Corporate Responsibility
team. He is currently responsible for coordinating CR initiatives in DiGi community
engagements, primarily DiGis Challenge for Change, DiGi CyberSAFE in Schools and in
environmental sustainability, such as DiGis Deep Green Programme and Sustainability and
Carbon Reporting. Philip has also been actively involved in social engagements with youths
and children for more than 15 years and is a father of two girls.
Aaron Mokhtar has been developing creative content for the past 13 years. From writing
content for radio working at ASTROs AMP department for stations like hitz.fm, mix.fm,
era.fm and light.fm, to a TV scriptwriter for TV3, Aaron has always had a keen interest in
understanding the mechanics of social interaction. In 2008 Aaron turned this interest towards
advertising where he became a professional copywriter working with clients such as Vitagen,
Good Maid, Sime Darby Property, Ford, Land Rover, and Marigold. It was during this time that
social media became a natural point of focus for Aaron due to its impact and revolution in
advertising, and how people were dynamically and freely communicating with one another
on the internet in a new way. Focusing on the Social Engineering side of cyber security, since
joining CyberSecurity Malaysia, Aaron as Head of Content Research and Development Unit,
is tasked with content development for the Cybersafe.my portal and its online community
management and social media presence to further enhance the departments cyber safety
outreach activities to the general public.
Abstract
DiGis CyberSAFE in Schools programme is a strategic partnership between the Ministry
of Education, CyberSecurity Malaysia and DiGi Telecommunications Sdn. Bhd. focusing on
internet safety for Malaysian children. Since November 2011, the programme has reached
more than 22,000 students, educators and parents from over 680 schools nationwide. In
2013, the programme included a survey conducted with almost 10,000 students before and
after the awareness workshops to further understand the internet usage and behavior of
Malaysian children including their ability to protect themselves online through responsible
behavior, and the actions of Malaysian parents to keep our children safe on the internet. The
speakers will be presenting the fnding of the survey titled Safety Net: Growing Awareness
among Malaysian School Children on Staying Safe Online (A National Survey Report 2013).
The report is made available at www.digi.com.my/digicybersafe
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Presentation
The presenter began by explaining about the CyberSAFE In Schools Programme, a smart
partnership programme between MOE, CyberSecurity Malaysia and DiGi Telecommunications
which started in 2011. A total of 7,000 students from 277 schools were involved in 2011. The
programme in 2013 covered 460 schools and a total of 14,200 students were trained.
The online survey was conducted with a sample size of 9,651 students nationwide with a
statistical confdence level of 95%. The survey was conducted before and after the students
attended the awareness workshops. Most Malaysian students spend a reasonable quantity
of time online.
The objectives of the survey were :
To understand childrens internet usage and behavior
To gauge their experiences online, and
To measure the impact on their views and actions after completing the program
Mr. Philip Ling started with presenting the survey report on students behavior on the internet
and also on parental supervision.
Mr. Aaron Mokhtar went on to discuss safety practices when students go online and on
Cyber Bullying.
Findings revealed that the growing trend among students is an increasing access of the
internet for purpose of communications, social sharing, entertainment and information/
content downloading but there is a greater need for students to be more equipped to be
resilient online to protect themselves better. Although 88% of students said it is important
to learn ways to keep themselves safe online but 38% admitted to not knowing how to.
The survey also revealed that 4 in 10 parents have never spoken to their children on the
need to protect themselves online. There is a greater need to improve parental involvement
in guiding students online. Survey also indicated that almost half of the students admitted
they know of someone being bullied online and also half of students are not aware of the
availability of helpline such as Childline.
In moving forward, both presenters suggest more awareness programmes on cyber bullying
and educating students as well as awareness programmes for parents to be conducted
nationwide next year. The availability of Childline 15999 must be promoted to all schools
and students.
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TRANSFORMING EDUCATION AND DRIVING ECONOMIC GROWTH: THE
CONTINUAL EVOLUTION - EDUCATION 3.0
Khidhir Zakaria
Subject Matter Expert
Microsoft Malaysia
Khidhir Zakaria, over his 20-year career, has a passion for education and the role that ICT
can play to help teachers transform the teaching and learning process. Khidhir has worked
as a teacher in Perak and Selangor and as an IT consultant at a university in the US prior
to joining Microsoft (Malaysia) in 2010. During the last three years at Microsoft, Khidhir
focused his energy on teaching and learning as well. In Microsofts Partners in Learning he
worked with educators throughout Malaysia. Among his happiest and proudest moments
were when two Malaysian teachers he helped feature, were announced to be among the
winners in the Microsoft Global Forum in 2011 and 2012 and, that the recognition has
helped the educators career and their students tremendously. He holds an undergraduate
degree in English Literature and two Masters Degrees in Language Education and recently
Educational Psychology. He is also a PhD candidate at Indiana University., USA. He is also a
professional trainer and facilitator for the Microsoft Partners in Learning Program.
Abstract
The mainstay of our educational development in Malaysia has always been deeply rooted in
the past. The education system still persists in the industrial model, focusing on development
by numbers. Yet Malaysia is in transition; education in the 21st century has evolved from
Education 1.0 (industrial) to Education 2.0 (web) to Education 3.0 (personalized learning). The
evolution has been marked by the changes in technology and the way these technologies
are being utilized in education. Primarily, Education 3.0 is characterized by cross-knowledge
fertilization where individuals play a role in creating new content within a hyper connected
space. This presentation intends to show this evolution towards Education 3.0 and its
approaches in changing the classroom space, impacting teachers which new pedagogies
and students with new spaces for learning. New innovations such as the Flipped Classroom
and Open Learning Spaces are examples of this evolution in the classroom.
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Presentation
The presenter began his session by quoting President Mendela that the potential of every
child is infnite if they are given an education that uncovers it. Students in all countries
rightfully want an education that both engages them and prepares them for a better future.
In turn, the economic competitiveness of every country depends in large measure on how
efectively their educational institutions engage, inspire, and prepare all students to learn
and innovate. He went on with a question to ponder, So what role do we teachers and
school leaders play?
The presenter went on to show some pictures of classrooms over the centuries and noted that
most classrooms havent changed. Schools today still build skills for an industrial workplace.
The classroom was designed to create workers for an industry that demanded the ability to
follow the rules, do what you were told, not question or think critically, but follow instruction.
The workplace has evolved. Employers are looking for employees with 21st Century Skills
collaboration, communication, creativity, critical thinking.
Our schools are bombarded with all kinds of devices PCs, laptops, tablets, smartphones
etc. But devices are not used appropriately in teaching and learning. When educators
ofer learning activities to students that ask for students to develop 21st Century skills,
students can and do demonstrate those skills. However, many educators do not have a clear
understanding of how to develop these types of learning activities.
We are moving into a world that is much more than the mouse and the keyboard or touch.
Its about moving towards more physical interaction and contextual recognition. The world
of the device is evolving, as new devices continually come into the market and consumer
behavior brings more and more of those devices into the learning environment. The world is
quickly becoming a place where the device is less and less important and identity and access
become the major players. In all markets the availability of massive cloud based infrastructure
is having an impact on everything as more and more cloud based services are ofered for both
the consumer and business markets. The availability of inexpensive satellite, broadband and
huge on line platforms makes access to computing power more and more accessible to all.
Many governments and private public partnerships are ofering deeply discounted or free
broadband making it accessible to all. Flipped Classroom is the way forward and should be
encouraged in schools now. Learning is more personal, driven by personal outcomes, should
be focusing on students pathways. The presenter ended his session by explaining about the
approaches of Microsofts Partners in Learning Programme.
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LEAPING WITH VLE: THE SMK TAMAN TASEK EXPERIENCE
Ms. Roiamah Basri
Teacher / ICT Coordinator
SMK Taman Tasik, Ampang,
Selangor
A local of Bagan Serai, Perak, Puan Roiamah binti Basri has an extensive educational
experience in many parts of the Peninsular Malaysia. Graduated from the Universiti Teknologi
Malaysia in Johor, she has been garnering knowledge and capacity as a teacher since 1994
and taught in several schools in Kuantan, Kulai and Johor Bahru. Now as a teacher and an
ICT Coordinator in SMK Taman Tasik, Ampang, Selangor, she is well-versed and well-known
to the majority of the VLE practitioners as one of the most resourceful users of Frog VLE. She
has contributed exemplary VLE lesson plans, procedures and material and shared them with
numerous teachers nationwide in advocating the utilization of the facility, in support of the
educational aspirations lined by the ministry.
Abstract
The main concept for VLE is to enable students to complete lessons and assignments
independently, as well as enabling teachers to present lessons using digital videos, slides, or
even interactive graphs online. This enhances learners engagement and helps in efectively
manage the teaching and learning process. In the Malaysian context, the 1Bestarinet VLE
project lets every school to have only one platform to share access to the class virtual
content, quizzes, homework, assessments and other external resources. At SMK Taman Tasik,
teachers collaborate to create lesson materials and sites for topics or resources and share
them with students and other teachers, or privately assign to selected classes or even a single
student. The widgets allow integration of applications with the VLE platform in preparation
of interactive materials. Videos and forum generate discussions and help in students better
comprehension of the lesson. They also help boost students confdence and engagement.
Students have fun with equation that modifes animated interactive graphs. At the end of
the day, teacher-student participation and inquisition of the higher order thinking skills
can be realized, as well as improving the process of teaching and learning, assessment,
administration and information management.
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169
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Presentation
The presenter, a Frog VLE enthusiast in Selangor, talked about how VLE is used to facilitate
teaching, implement online courses for teachers, making students feel excited and create
fun in learning in her school.
The presenter highlighted some of the best practices of VLE implementation in her school :
Embed in the school webpage for teachers, students and parents to retrieve their VLE
login ID
Create sites for learning topics / resources for sharing
Use of various widgets available in the Frog VLE to create interesting learning sites
Embed a video on a particular topic and create a forum to engaged students and get
them to response
Embed various apps on mathematics especially on topics involving graphs to get
accurate pictorial image of the graph
Using pictures on interactive wall (padlet.com) to get students to engage in discussions
on a particular topic
Encouraging students to submit assignments online via the Frog VLE
Create external links for more resources for the students
Learning mathematics through game is introduced to encourage students to solve
mathematical problems
Using VLE to create videos that won the school awards on innovation
Online forms via the Google Apps in the VLE are used instead of using hardcopy format.
She ended her session by inviting participants to visit her blog at www.myfrog.weebly.com
for further information.
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SOCIO TRANSFORMATIVE CONSTRUCTISM IN VLE IMPLEMENTATION IN
MALAYSIA SCHOOLS
Nor Fadzleen Sa'don (co-author: Halina Mohamed Dahlan)
Faculty of Computing
Universiti Teknologi Malaysia
nor@fadzleen.com
halina@utm.my
Nor Fadzleen Sa'don is currently an MSc IT Management candidate at Universiti Teknologi
Malaysia. She read TESL at University of Exeter and studied Management of Technology and
Innovation at Harvard University. She is the committee member of Malaysian Educational
Technology Association (META) and member of IEEE and Association for Educational
Communications and Technology (AECT). Her interests are VLE Governance, Mobile Learning
and Knowledge Management.
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Presentation
The presenter began her session by quoting Peter Drucker who said, We now accept the fact
that learning is a life-long process of keeping abreast with change, and the most pressing task
is to teach people how to learn. She went on to explain what is Knowledge Management
(An integral discipline in organizational management where it comprises strategies, process
and measurement of knowledge) what is Virtual Learning Environment.
The presenter likened the VLE to a rice cooker where we can put all resources to create
learning sites and stressed that we need knowledge management to be able to do that.
The presenter mentioned that researchers on KM in education depicts that KM facilitates or
enables VLE implementation in schools. She explained about the process of KM:
Knowledge creation and acquisition
Knowledge organization and storage
Knowledge distribution and integration
Knowledge adaptation and application
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The presenter also explained that when Knowledge Management is applied in VLE
implementation, the following can be achieved :
Establish collaborative learning environment
Practice cooperative culture
Develop knowledge-centric technological infrastructure, and
Manage free-fow of knowledge assets
The presenter also highlighted on a survey done involving 100 respondents who answered on
skills needed in Knowledge Management in Malaysian Schools. More than 50% respondents
agreed that KM is important in all 4 stages of the process
She ended her session by explaining on Knowledge Management culture involving the
following components :
people
process
technology
content
A teacher from Johor inquired on the burden faced by teachers now and the need to
implement the VLE on top of that the MOE's aspirations for schools to produce A-Grade
students. The presenter suggested the following :
Use the VLE and other applications available for practice
Use the Flipped classroom mode
Technology is supposed to make things easier and not increase burden
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VLE USAGE BY PRIMARY SCHOOL TEACHERS TO IMPROVE TEACHING
Dr. Kamarul Azman Abdul Salam (co-author: Ahmad Rizal Madar, Ph.D (UTHM) &
Badrul Hisham Md. Keling (UTHM))
Assistant Director, Strategic Management Sector
Academic Qualifcation :
STPM (1990), SPM (1988)
Professional Qualifcation : Ph.D, Pedagogy & Curriculum / UKM (2009-2013)
Master in Preschool Education / UKM (2004/2006)
Degree in Psychology / UKM (1997/01)
Diploma in Music Education / MPIK (1990/1993)
Experiences:
Presented Paper Work Evaluation & Assessment at the National Level, 2003-2005
Prepared Specifcation Document of MOE Preschool Programme, 2003-2007
Reviewed & Planned the National Preschool Curriculum, 2003-2008
Conducted Briefng on Preschool Programme To Teachers Assistant at the National Level,
2004-2008
Presented Paper Work Education For All in UNESCO, Bangkok, 2005-2008
Prepared Document Specifcation of KEMAS Preschool Programme, 2006
Presented Paper Work Education In Malaysia in JICA Programme, Japan, 2006
Reported JICA Programme Trip To Japan at JPA, 2006
Currently writing articles: 2004-2013
Abstract
This research is carried out to identify the extent of readiness level, usage level, aptitude
level and challenges faced by primary teachers in carrying out VLE teaching. This research
is a quantitative observation research which involved 243 samples which are chosen from
Keramat Zone, Kuala Lumpur Year 1-6 (BM, BI, Science and Mathematics) core subject
teachers. The fndings showed overall, the mean score average of the teachers level of
readiness is at the highest level which is 3.86 while their ICT mean score average is at the
average level which is 3.29. The teachers aptitude level is at the medium level which is 3.24.
The challenges that are faced by the teachers are at the mean score average 3.24 and this
showed that the usage of VLE is not at the critical level. As a whole, the continuation from
the fndings thus it is suggested before VLEs implementation, teachers have to stress on
innovative and creative aspects in the ICT integration. Besides that, MOE has to look upon
three main domains (readiness, usage and aptitude) to ensure teachers are ready to utilize
VLE and increase VLEs usage to the highest level. The medium challenging level gives the
clues that VLE is not something hard to be implemented in teaching by school teachers.
Key Words: 1BestariNet, VLE, Readiness, Usage, Aptitude dan Challenges
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Introduction
Information and Communications Technology (ICT) is an important element in assisting the
Education Developments target achievement. Ministry of Education has outlined three main
ICT principles. The frst principle is ICT literation for all pupils to grasp ICT usage skills. The
second principle puts eminently on the role and function as teaching aids. The third principle
stresses on the ICT usage to increase productivity, ability and efectiveness of administrative
system (Ministry of Education, 2001). According to Rosli Omar (2003), computer is able to
attend to the pupils needs which difer in backgrounds and knowledge. Teaching assisted
by computer is one of the strategy to channel the whole or apart of syllabus which could be
fexibilities through software or programme for diferent levels of pupils.
Virtual Learning Environment (VLE) is virtual learning platform to explore knowledge by using
Learning Management System to exist the individual permanent changes in mental, thinking,
concept, attitude and behaviour through certain experiences that is managed by online
system. VLE platform is able to manage e-learning, to provide knowledge or information
sending mechanism, pupils development observation, evaluation and achievement to
efcient resource (Syahrul N. Junaini & Sulaiman Kadikon, 2008).
The speedy development in communication and information technology (ICT) has enormous
potential to spur the learning process. ICT usage is a skill that is compulsory to be authorized
by teachers (Krishnan, J. et al., 2007; Noraini Idris, 2010). While IT role has become important
especially in education feld as basic knowledge channel and distribution (Mohd Izham
Mohd Hamzah & Noraini Atan, 2007). Wan Zah Wan Ali, Hajar Mohd Nor, Azimi Hamzah &
Nor Hayati Alwi (2006) which also mentioned the teachers commitment to innovation and it
is connected to teachers confdence in ICT assisted teaching.
Problem Statement

From 2000-2012, MOE had spent more than RM6 billion for ICT as an initiative in education
system. The fnancial allocation was among the most intensive capital investment that had
been done in education system. Nevertheless, ICT usage in school still does not achieve
good level, in quality or quantity aspect (Ministry of Education, 2010).
Ministry of Education (2010) research had come upon 80% teachers using ICT less than an
hour a week. The study also found out that one third of pupils said that their teachers used
ICT invariably. (PPPM) 2013-2025 Malaysia Education Development Plan Executive Summary
also reported on UNESCO study that was done in 2012 came upon that ICT usage was not
more than as teaching aids words processor application usage. ICT has huge potential to spur
the knowledge channelling process and thinking skills. This potential is not yet externalized
as a whole.
Based on SchoolNet broadband internet service performance report chart analysis, results
showed that only 40% SchoolNet broadband service coverage in schools all over Malaysia
is in good level, 40% is unstabilized while the rest 20% is bad which it is believed to be
the cause from VSAT/ASDL acceptable transmitter system problem which dysfunction to
achieve maximum internet line. The provided substances in SchoolNet education system
faced problem to be accessed and is non-user friendly. Besides that, SchoolNet also does
not have single platform and no full visibility to the service provided (Ministry of Education,
2010).
In fact, researchers found out that ICT role in Fourth Wave trend now is very important in
education feld that is the basic knowledge of channelling, distribution and skills that are
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compulsory to be mastered by teachers. Researchers said that a review on Virtual Learning
Environment Using Teaching Execution has to be carried out to see any obstacles to the
execution and improving existing ICT principle.
Reason of the Study
This research is to identify how far teachers could apply the use of ICT at schools aiding by
VLE usage in teaching process. Furthermore, challengers and problems that are faced by
teachers are identifed. The fndings of the research are used as information to increase the
VLE usage element in teaching and as a catalyst to the countrys ICT principle.
Research Questions
This research is carried out to observe these questions:
i. To what extent is the teachers level of readiness to carry out teaching process
using VLE?
ii. To what extent is the ICT usage by the teachers in teaching using VLE?
iii. To what extent is the teachers aptitude in carrying out teaching using VLE?
iv. What are the challengers faced by the teachers in carrying out teaching using
VLE?
The Research Conceptual Framework
The research conceptual framework is developed based on Technology Acceptance Model
(TAM) that is including respondents fow to carry out VLE teaching using high intensity
internet line (1BestariNet).
The ready component has elements like tools usage skills and technologies devices, ICT
principles and technologies. In the usage aspect that is evaluated are from the facilities,
frequency usage and materials suitability with syllabus.
In the aptitude component, elements like paradigm shift, tools usage and technologies
devices as aids and innovation in teaching and learning. Finally, challengers component
showed elements like time table and teachers teaching periods, technical assistance and
ICT facilities in schools. Based on research conceptual framework that is built so the research
focus is on the research aspects while aiding towards ending results as a whole.
Based on Figure 1, researchers used conceptual framework that has elements like Readiness,
Usage, Aptitude and Challenges to identify VLE usage teaching implementation level.
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Frog VLE Development
VLE Implementation Level
Readiness

ICT Skill, Access Skill
& Find Information
through Internet
Technology

Usage

Facilities, Frequency
& Often Usage and
Internet Connection
Aptitude

Attitude, Interest &
Confident,
Paradigm Shift, VLE
Benefits & Teaching
& Learning
Innovation
Challenges

Time, Schedule, ICT
Tools, ICT Facilities.
Technical Support
Service &
ICT Policy
Acceptance

Teaching

Figure 1: Conceptual Framework Adaptation From Technology Acceptance Model (TAM)
by Davis (1989), Zaidatun Tasir et. al. (2012)
Signifcance of Study
This study is seen from its signifcance as Tools of Learning in schools. In accepting globalised
challenges and world with no limits, ICT is seen in helping teachers through media inventions
and assisting their teaching pattern development. This research is predicted to show the
VLE usage level in teaching process. The results are able to encourage teachers to carry out
pedagogy aiding ICT nicely and systematically. So, teachers; competency would be increased
in achieving k-knowledge education mission.
This study is hoped in assisting principles developers in seeing the strengths and weaknesses
of VLE usage in schools. These advantages and disadvantages were open to upgrade and
intervention. Besides that, this study gives an opportunity to head teachers, students
and parents to realise how important it is to access any information connected to schools
activities. Through VLE, they would get great benefts from the facilities provided in the
virtual environment.
LITERATURE REVIEW
In the cyber world currently, various information is gained through fnger tips. Each info is
fast and easy to acquire through internet. So, e-learning is one of the strategy and innovative
channel to get information. According to Saadon Awang (20006), e-learning is a new method
in education feld. E-learning development is popular around 1990s.
Radin Sili (2012) through his research refection, found out that ICT integration based on
learning style and students learning comfort ability level helped teachers to plan efective
activities in class room. Increasing quality and varieties of teaching through internet usage,
multimedia materials and previous teaching aids are important elements if using ICT. It is
deniable that internets role as resource to teachers to acquire teaching aids, reference and
efective research. Through education portal, be it connected local or overseas, it is able to
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give full understanding to students. Teachers could update and reuse materials while getting
hold of latest stuf from ready-made portals.
Efective and long-life usage of ICT beneft for students and teachers. Proactive teacher is
a teacher who is always without fail trying to upgrade his studentsdevelopment. Based on
Kamaluddin Salam (2010), ICT usage level among teachers is average level while a research
was carried out in a smart school by Rohlaizatul Akmal Mohamad Sanusi (2009) came to
conclusion that it had high ICT usage because respondents were used to using ICT tools at
school and also other places. But Wan Zah Wan Ali et.al (2006) explained that ICT integration
in teaching was still at low level though it was launched in smart schools seven years ago.
Kamaluddin Salam (2010) researchs showed teachers who are interested to use ICT had
shown high positive attitude whereas their confdence in ICT usage in giving understanding
to students was at 91% level. Teachers are found out to be comfortable in applying ICT in
teaching process and they also accessed the internet to get extra materials. This research
showed positive relationship between teachers attitude and efort in ICT usage in teaching.
Wahyu Idris and Yahya Buntat (2006) mentioned that there are a few challenges to be faced
in e-learning at schools in Malaysia. Among the challenges are from access, carrying out
cost, lack of materials, material cost or infrastructure and teachers courses. To overcome this
problem, there are a few solutions that might help in carrying out e-learning at schools.
An interesting fact in 21st century is the existing of Y Generation or digital natives. They were
born in 1980s when personal computer were invented(Billings & Kowalski, 2004; Johnson &
Romanello, 2005). Prenski (2001) argued that education system now is not suitable to the
Y Generation or Net Gen. Y Generation has high technology literation and internet usage is
critical in their lives. They were so passion and fast in acquiring e-learning technology media.
In Malaysia, many teenagers use internet to search for information and entertainment (The
Star Online, 2009). High technology literacy level and information server through internet
among the students had grouped active and innovative Y generation in learning aspects. At
the same time, they also hoped immediate feedback from teachers in fulflling their learning
needs (Billings & Kowalski, 2004; Johnson & Romanello, 2005).
Parker (2008) in his research summarised that teaching using ICT would increase the students
interest and attention, encourage feedback, presenting intellectual learning experience,
helping in literacy development and high level thinking skills among the students. So, these
ICT usage pedagogical changes are needed in making teaching process more interesting
and efective.
Most teachers nowadays assume that e-learning approach is able to attract students
interests who are ICT competent generation in learning. E-learning is functioned as practice
presentation and education through connected interaction, grouping and technology
deployment. Collaborative learning implementation and teaching quality increment are
faced together.
Research Method
The research that is carried out is a quantitative research. A survey is carried out on 243
teachers.
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Research Sample
The research population are taken from core subjects teachers (Bahasa Melayu, English,
Science and Mathematic) from 21 primary schools in Keramat Zone which are completed
with 1BestariNet facilities. Sample random sampling is carried out among the teachers from
the mentioned schools.
Research Instrument
The survey instrument as in Table 1 is used to get respondents view regarding to research
questions and objectives. A set of survey forms are prepared to be distributed to the chosen
core subjects teachers as research sample.
Table 1 : Survey Instrument
Senarai Item Kandungan Soalan Kajian
A 1 hingga 10
(10 soalan)
Maklumat Demograf.
Bahagian ini mengandungi item-item berkaitan dengan mata
Pendidikan yang diajar, pengalaman mengajar, latihan dan
kemahiran dalam ICT . Responden hanya perlu menandakan
jawapan berkenaan di petak yang disediakan pada setiap
item
B 11 hingga 22
(12 soalan)
Tahap Kesediaan Guru Melaksanakan Pengajaran
Menggunakan VLE
Bahagian ini mengandungi item-item berkaitan tahap
kesediaan guru dari segi kemahiran menggunakan peralatan
ICT di sekolah. Responden hanya perlu menandakan jawapan
berkenaan di petak yang disediakan pada setiap item.
C 23 hingga 35
(13 soalan)
Tahap Penggunaan ICT Guru Melaksanakan Pengajaran
Menggunakan VLE
Bahagian ini mengandungi item-item yang menggambarkan
tahap penggunaan IBestariNet dalam kalangan guru mata
Pendidikan teras ke arah merealisasikan pembelajaran
secara VLE. Responden hanya perlu menandakan jawapan
berkenaan di petak yang disediakan pada setiap item.
D 36 hingga 51
(16 soalan)
Tahap Kecenderungan Guru Melaksanakan Pengajaran
Menggunakan VLE
Bahagian ini mengandungi item-item yang menilai tahap
kecenderungan guru terhadap pelaksanaan pembelajaran
secara Virtual Learning Environment. Responden hanya perlu
menandakan jawapan berkenaan di petak yang disediakan
pada setiap item.
E 52 hingga 70
(19 soalan)
Cabaran Guru Melaksanakan Pengajaran Menggunakan VLE
Bahagian ini mengandungi item-item yang menilai dan
mengenalpasti cabaran dan kekangan guru ke arah
pelaksanaan pembelajaran secara persekitaran maya.
Responden hanya perlu menandakan jawapan berkenaan di
petak yang disediakan pada setiap item.
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Data Analysis Process
After data collection process is carried out, sample instrument is collected and data is
analysed using SPSS-PC for Windows-Version 19.0. This data is using descriptive statistic.
Descriptive statistic explains wholly about sample profle like number of teacher, readiness
level, usage level, aptitude level and teachers challenges in VLE usage.
Research Findings
Respondent Profle
Male teachers sprinkling analysis is 43 with 17.7% and female is 200 with 82.3%. This analysis
shows that female teachers are more than male teachers while the most age group is at the
31-35 years which is 83 people or 34.2% from the whole respondent. Teachers who has the
score age of 46 years old and above is 26 people or 10.7% which is also the smallest group
overall the respondents. The total of respondents who have 21 years and above teaching
experiences is 30 or 12.3% from overall respondents. Analysis shown that teachers who
are not major in ICT/Science Computer/Information Technology/Multimedia are the most
respondents from overall. 121 respondents or 49.8% had undergone ICT courses in the
present year while 114 or 46.9% teachers never attend any ICT courses.
Teachers Readiness Level
Based on Table 2, the highest mean score is item 4 which has the highest mean at 4.34.
240 respondents (98.8%) agreed while only 1.2% or 3 respondents chose to be neutral.
Item 9 showed 120 respondents(49.4%) were unsure. 37 people (15.2%) disagreed while 86
respondents (35.4%) agreed. Mean agreement score for item 9 was at average level of 3.22.
Overall, teachers readiness level mean score in implementing VLE was at high readiness
level at 3.86.

Table 2 : Teachers Readiness Level Mean Score and Percentage
In Implementing VLE
Bil Item Soal Selidik
TS TP S
Min
% % %
1 Saya menggunakan ICT dalam
tugas harian.
19 7.8 27 11.1 197 81.1 3.91
2 Saya tahu menggunakan
komputer.
2 0.8 6 2.5 235 96.7 4.30
3 Saya tahu menggunakan
peralatan ICT di sekolah.
7 2.9 31 12.8 205 84.3 3.98
4 Saya tahu cara bagaimana untuk
mengakses internet.
0 0 3 1.2 240 98.8 4.34
5 Saya tahu cara untuk mencari
maklumat di internet.
0 0 6 2.5 237 97.5 4.33
6 Saya tahu cara untuk
melaksanakan e-pembelajaran.
6 2.4 69 28.4 168 69.2 3.79
7 Saya boleh bantu rakan guru
kendalikan peralatan ICT di
sekolah.
20 8.2 77 31.7 146 60.1 3.60
184
8 Saya boleh bantu latih guru
dalam kemahiran menggunakan
peralatan ICT.
38 15.7 113 46.5 92 37.8 3.28
9 Saya boleh bantu latih guru
melaksanakan e-pembelajaran di
sekolah.
37 15.2 120 49.4 86 35.4 3.22
10 Saya bersedia ikuti latihan
mempertingkatkan kemahiran
penggunaan ICT.
4 1.6 45 18.5 194 79.8 4.00
ICT Usage Level
Based on Table 3, fndings analysis showed mean score recorded at the highest usage level
for item 1 which was 3.94. 198 respondents or 81.5% agreed, followed by 10 respondents
(4.2%) disagreed whereas the balance of 35 respondents (11.4%) chose unsure or neutral.
Item 4 mean score was written as the lowest usage level with value of 2.37. Furthermore, 132
respondents (54.3%) disagreed with item 4 while 7.4% or 18 respondents chose to agree. The
rest about 93 respondents (38.3%) chose to be unsure. Overall, ICT usage level mean score
among teachers was at average level of 3.29.
Table 3: ICT Usage Level Mean Score and Percentage In Implementing VLE
TS TP S
Min
% % %
1. Saya adalah pengguna berdaftar aplikasi
Frog VLE (virtual learning environment ).
10 4.2 35 14.4 198 81.5 3.94
2. Saya suka menggunakan Frog VLE. 30 12.4 114 46.9 99 40.7 3.27
3. Saya menggunakan Frog VLE kurang
dari 10 kali sebulan.
45 18.5 80 32.9 118 48.6 3.32
4. Saya menggunakan Frog VLE lebih dari
10 kali
132 54.3 93 38.3 18 7.4 2.37
5. Aplikasi Frog VLE mudah untuk
digunakan.
37 15.2 117 48.1 89 36.6 3.18
6. Gajet Frog VLE bersifat mesra
pengguna.
29 11.9 118 48.6 96 39.5 3.28
7. Penggunaan aplikasi Frog VLE untuk
tujuan kegunaan peribadi.
69 28.4 134 55.1 40 16.5 2.84
8. Penggunaan aplikasi Frog VLE untuk
tujuan P&P.
9 3.7 92 37.9 142 58.4 3.59
9. Perayauan ke laman sesawang sangat
cepat dan mudah dengan 1BestariNet.
28 11.5 117 48.1 98 40.3 3.30
10. 1BestariNet memudahkan akses ke
platform VLE.
23 9.5 110 45.3 110 45.3 3.40
11. Tiada sekatan penggunaan 1BestariNet
di sekolah.
33 13.6 102 42.0 108 44.4 3.28
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12. Semua laman pembelajaran /
pendidikan boleh diakses oleh
1BestariNet.
14 5.7 110 45.3 119 49.0 3.45
13. Komputer desktop/laptop saya boleh
menerima perisian program capaian
1BestariNet.
12 4.9 89 36.6 142 58.5 3.58
Purata 3.29
Teachers Aptitude Level
Based on Table 4, the fndings showed mean score for Item 1 was recorded at the highest
aptitude level of 4.19. 226 respondents or 93% agreed, 1 respondent (0.4%) disagreed while
the rest 16 respondents (6.6%) chose unsure score or neutral. Item 16 fndings showed 111
or 45.7 respondents disagreed, 94 (38.7%) unsure while 38 or 15.6% respondents disagreed.
Mean score showed average a level of aptitude. Overall, teachers aptitude level is still at
average level with mean overall of 3.24.
Table 4: Teachers Aptitude Level Mean Score and Percentage In Implementing VLE
TS TP S
Min
% % %
1. Saya berminat menggunakan internet
untuk mencari bahan tambahan dalam
P&P.
1 0.4 16 6.6 226 93 4.19
2. Saya yakin penggunaan ICT dapat
memberi kefahaman kepada murid.
0 0 32 13.2 211 86.9 4.04
3. Saya selesa mengaplikasikan ICT dalam
proses tugasan mengajar saya.
20 8.2 83 34.2 140 57.6 3.57
4. Saya memproses bahan-bahan dari
internet dengan perisian tertentu supaya
bahan tersebut bersesuaian dengan P&P
saya.
18 7.4 55 22.6 170 69.9 3.71
5. Saya mementingkan kepelbagaian
kaedah P&P dengan menggunakan
peralatan ICT.
13 5.3 69 28.4 161 66.3 3.67
6. Saya pernah mengakses masuk ke
platform pembelajaran VLE.
29 11.9 88 36.2 126 51.9 3.40
7. Saya gunakan platform pembelajaran
VLE untuk mempelbagaikan kaedah P&P.
56 23.1 128 52.7 59 24.3 3.00
8. Saya memuat turun fail yang berkaitan
bahan-bahan P&P menggunakan
1BestariNet.
57 23.5 87 35.8 99 40.7 3.18
9. Saya telah daftarkan murid sebagai
pengguna platform pembelajaran VLE.
73 30.1 91 37.4 79 32.5 2.97
10. Saya telah memberikan ID pengguna
kepada murid.
102 42.0 74 30.5 67 27.5 2.78
11. Saya pernah menggunakan platform
pembelajaran VLE untuk sesi P&P.
96 39.5 96 39.5 51 21.0 2.72
186
12. Saya beri peluang kepada murid
gunakan ID mereka sendiri untuk
mengakses platform pembelajaran VLE.
94 38.6 86 35.4 63 25.9 2.80
13. Saya beri peluang kepada murid
membuat kajian sendiri dengan
menggunakan internet.
48 19.7 58 23.9 137 56.4 3.43
14. Saya lebih suka mengakses 1BestariNet
/ VLE untuk mendapatkan bahan-bahan
sumber tambahan untuk P&P.
54 22.2 91 37.4 98 40.3 3.16
15. Saya pernah membina bahan
pembelajaran untuk dikongsikan dalam
102 42.0 91 37.4 50 20.6 2.70
16. Saya simpan bahan P&P di cloud
111 45.7 94 38.7 38 15.6 2.60
PURATA 3.24

Teachers Challenges
Table 5 showed the fndings from respondents feedback. Overall, teachers challenges mean
was at 3.24. This showed that the challenges were at average level. Item 19 showed that
teachers challenges mean was at the highest in VLE teaching implementation of 3.75. 178
(73.3%) agreed, 56 (23%) unsure and 9 (3.7%) disagreed. Basically, teachers understood and
are able to teach using VLE. Item 7 has the highest challenges with 2.33 (lowest mean score
interpretation). 161 respondents with 66.3% disagreed, 42 (17.3%) unsure while 40 (16.4%)
agreed. Teachers explained that the classes are not equipped with internet facilities which is
why VLE is not used in teaching process.
Table 5: Teachers Challenges Level Mean Score and Percentage In Implementing VLE
TS TP S
Min
% % %
1. Bilangan komputer (perkakasan dan
peralatan) yang boleh digunakan
mencukupi.
91 37.4 57 23.5 95 39.1 2.98
2. Komputer di makmal berfungsi
dengan baik.
64 26.3 55 22.6 124 51.1 3.26
3. Bilangan komputer di makmal yang
berfungsi dengan baik kurang dari 10
unit.
98 40.3 79 32.5 66 27.2 2.84
berfungsi dengan baik antara 11
hingga 15 unit.
75 30.9 73 30.0 95 39.1 3.00
berfungsi dengan baik lebih daripada
16 unit.
67 27.6 77 31.7 99 40.8 3.09
6. Makmal komputer dilengkapi dengan
capaian akses 1BestariNet.
23 9.5 65 26.7 155 63.7 3.60
187
7. Bilik kelas saya mempunyai prasarana
ICT.
161 66.3 42 17.3 40 16.4 2.33
8. Sistem perisian pembelajaran yang
dibekalkan sesuai untuk diaplikasikan
dalam proses P&P.
24 9.8 94 38.7 125 51.4 3.41
9. Kandungan isi pembelajaran pada
platform pembelajaran VLE menepati
sukatan mata Pendidikan yang diajar.
17 7.0 140 57.6 86 35.4 3.28
10. Pengintegrasian ICT dalam P&P dapat
membantu saya mencapai objektif
pembelajaran.
7 2.9 85 35.0 151 62.1 3.61
11. Saya berkemahiran mengendalikan
komputer dan perkakasan ICT.
25 10.2 67 27.6 151 62.1 3.54
12. Saya mempunyai keyakinan dalam
menguasai skil teknologi (ICT).
27 11.1 98 40.3 118 48.6 3.38
13. Saya mempunyai perancangan
dan masa yang cukup untuk
melaksanakan Pembelajaran secara
VLE.
76 31.3 122 50.2 45 18.5 2.81
14. Saya mendapat sokongan dan
dorongan daripada pentadbir
sekolah.
16 6.6 67 27.6 160 65.9 3.62
15. Saya mendapat sokongan dalam hal
bantuan teknikal.
34 14.0 82 33.7 127 52.3 3.40
16. Sekolah saya mempunyai juruteknik
komputer (FT17).
84 34.6 41 16.9 118 48.5 3.06
17. Saya telah dilatih menggunakan
38 15.7 62 25.5 143 58.8 3.45
18. Saya berkebolehan dan berkemahiran
untuk melaksanakan Pembelajaran
secara VLE.
48 19.8 121 49.8 74 30.5 3.11
19. Saya faham hasrat KPM dan bersetuju
merealisasikan Dasar ICT dengan
melaksanakan e-pembelajaran di
sekolah.
9 3.7 56 23.0 178 73.3 3.75
Purata 3.24
Discussion
Based on fndings of the research, overall teachers readiness level in VLE implementing
usage was at the highest level. Teachers showed that they have knowledge, education and
ready to assist their peers to use ICT in e-learning. They are confdence in implementing VLE
teaching in schools. Consequently with Rohlaizatul Akmal Mohamd Sanusi (2009)s fndings,
ICT usage is the highest and respondents are not only used to ICT tools at schools , homes or
other places. They have varieties reasons of information access readiness level. This scenario
is diference with Wan Zah Wan Ali, et al (2006) study. She found out at teachers readiness to
ICT integration in class is still at the lowest level even though it had been seven years since
smart schools were launched.
188
The fndings showed that teachers who are interested to use ICT in teaching have high
confdence in using ICT. Besides that, teachers are comfortable in applying ICT in teaching
process by accessing internet to search for extra resource materials. So, teachers readiness
in ICT usage is high and showed positive relationship between their attitude, efort and
initiative in ICT usage routine. This statement was supported by Zoraini Wati Abas (2005) who
said that self-conscious in oneself to use ICT and always following the currently technology
development.
VLE usage that is less than 10 times a month showed that VLE usage is at average level.
This showed that teachers only apply VLE Frog when needed. This situation occurred due
to difculties in accessing VLE platform, non-user friendly VLE gadget and slow 1BestariNet
website server. This is opposite the statement made by Ministry of Education (2012) which
mentioned that the service provided has EduwebTV hosting space with capabilities of 800
core and store of 200 TB to host MOE application, Load Balancer, Global Load Balancer,
Single Sign On and Identity Management for all MOE application at 1BestariNet Data Centre,
Open peering and Gateway to internet 2 Gbps (min). Through 1BestariNet, it shows that
the schools are completed with integrated solution that let teaching, learning, collaboration
and administration management carried out in internet through (Frog VLE) which could be
access in school or anywhere that has internet. Thus, the fndings and statement are not
adhere and showed that VLE usage is faced with a few problems and have to be studied and
overcome instantly.
It is for certain that teachers aptitude in VLE usage is still at average level. Teachers are lack in
building and sharing materials through VLE platform. VLE rarely stored items in VLE cloud and
did not give full opportunities to students to access VLE platform. This type of phenomenal
should be changed and according to Chen, W. Looi, C.K (2007), it is a trend that students
hobby and interest in ICT usage should be benefted by teachers. A challenge in system
is to change teachers paradigm to method in using presently ICT facilities as alternative
approach. Sharifah Nor Puteh & Kamarul Azman Abd Salam voiced out that teachers should
fnd learning ideas and attractive teaching aids to motivate interest and attraction in new
world learning process.
Challenges faced by teachers in e-learning (Frog VLE) is at average level. Among the criteria
that should be given full attention to ensure direct VLE implementation are computer lab
function, number of computer, internet server, software system suitability, VLE skill courses,
time management, administrators support and technical help. Currently ICT development
gives titanic challenges to teachers to implement the process integration. Teachers have to
be prepared to increase their knowledge in ICT usage so it could be applied in teaching
process.. E-learning method that included four learning domains which are self-directed,
self-access, self-assessed and self-paced, should be practiced by teachers. Self-education
is able to increase students experiences. Syllabus orientation education approach only is
not able to motivate students due to diference in interests, needs and readiness which are
not the same. Students prefer to be given freedom in searching for learning information.
Knowledge search concept through virtual reality method would be able to achieve efective
and meaningful process (Abd. Halim Tamuri & Zaradi Sudin, 2006; Abdul Rahman, N. Et al.,
2007 dan Mohd. Arif Ismail & Rosnaini Mahmud, 2008).
VLE is a knowledge exploration platform to exist permanent change in oneself from
mental, thinking, concept, attitude and behaviour views through certain experiences that is
managed through online system. The information that is saved in server locally and all over
the nation could be accessed and appeared on the spot. VLE platform is able to manage
e-learning, providing information or knowledge sending mechanism, monitoring students
achievement, evaluation and efcient resource server.
189
ICT Integration in process is a good efort but not easily implemented. To see VLEs
implementation efectiveness, teachers have to be creative and innovative in applying
learning theories into ICT programme and their knowledge have to be the latest. Most
e-learning have High Order Thinking Skill that allow students to challenge the subject and
cross the known information. This advantage is incompatible with traditional learning of
students knowledge level concept which difers and had to accept the same teaching. So, the
beneft of VLE usage is remarkable and the research fndings had given signs of weaknesses
in its implementation. Principles makers and MOE (Education Technology Division) should
fnd alternative to maximise VLE usage because the challenges that are faced are not at
critical level and still could be realised in the system.
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Presentation
4 main elements of VLE implementation by teachers
a) readiness
b) ICT usage
c) aptitude
d) challenges (policy, ICT facilities, computer student ratio, suitability of computer
system)
VLE is not dead because the challenges are not at critical level and still could be realized
in the education system. VLE is the best platform to develop childrens future.
Key agencies must collaborate innovatively.
Based on the teachers readiness aspect, training is not the issue, instead it is more of
a psychological / mind matter. Training should not be perceived as the main answer.
More critical focus is the transition / interregnum (period) of change and adapting to the
new ideas / concept. Education should be made easy to be accessed and is user friendly
in taking the advantage of the 21st century tools. For example the EduwebTV is now
more accessible to the mass and user friendly on YouTube as compared to the previous
method.
In response to the comments that the sampled teachers are young and only use VLE
when needed;
Many teachers who want to integrate VLE in their lessons are actually bogged down
with result-oriented (for national exams) classrooms.
These teachers are not young but are actually experienced and proactive.
Seniors, able and experience teachers are mostly given the exam classes.
A suggestion from the foor denoted that the pre-service teachers studying at the
teachers training institutes should also be introduced and made competetent in the
usage of VLE. It was noted that in 2012, more than 50 lecturers were trained as trainers at
the teachers training institutes.
200
DRIVING FORCES BEHIND MODERNIZING THE DESKTOP FOR A
DYNAMIC VIRTUAL LEARNING ENVIRONMENT (VMWARE INC)
Paul Tay
Senior Business Development Manager
End User Computing
VMWare ASEAN
Paul Tay is a Senior Business Development Manager and the lead for VMwares End-User
Computing business in ASEAN. His expertise is in conceptual software selling, and he
engages key customers and partners to assist them on their journey to Cloud Computing for
VMwares End User Computing vector.
Paul brings with him over 13 years of experience in the IT industry having worked with
Borland, Oracle and IBM in his career. Paul joined VMware in 2010 from IBM Rational Software
where he was a Country Manager.
Presentation
The presenter began by highlighting the difcult management of the desktop, which
sometimes causes frustration. A diferent task often needs diferent OS / application.
Multiple operating systems cannot usually run on the same desktop. The solution would
be optimizingthe desktop and decoupling the application/software/OS on the desktop via
virtualization technology
It was suggested to make this solution available for the ofce use at the government
workplace. However, it was noted that the Vmware technology solution intends to make be
an enabler to VLE.
201
DIGITAL GAME-BASED LEARNING ENVIRONMENT: PROMOTING
PROBLEM SOLVING AND METACOGNITION SKILLS
Dr. Rosnaini Mahmud
(co-authors: Yusri Abdullah, Dr. Shafe Mohd Daud & Dr. Habibah Ab. Jalil)
Senior Lecturer (Education Technology)
Department of Foundation of Education
Faculty of Educational Studies
Universiti Putra Malaysia
ros@educ.upm.edu.my; ros_fpp@yahoo.com
Dr. Rosnaini Mahmud is a Senior Lecturer at the Department of Foundation of Education,
Faculty of Educational Studies, Universiti Putra Malaysia. She also serves as a secretary for
Practicum and Teaching Practice at the Faculty of Educational Studies in the same university.
She has a Ph.D In ICT and Resources from Universiti Kebangsaan Malaysia, M.Sc.Educational
Technology from Universiti Putra Malaysia and holds a B.Ed.Teaching English as a Second
Language (TESL) from Universiti Pertanian Malaysia. Besides being a Senior Lecturer, Rosnaini
has also served as a Coordinator at the Educational Technology Unit of Faculty of Educational
Studies and for the Postgraduate Programme (Education Technology) at the same faculty.
Before becoming a lecturer, Rosnaini was a teacher for thirteen years. As a Senior Lecturer,
she has taught a number of subjects at Undergraduate and Postgraduate levels. She has also
acted as an Academic Advisor and supervised Postgraduate students at Ph.D level.
Abstract
In recent years more attention is given on the positive efects of online or digital games on
students learning. These games provide interesting, engaging and experiential environments
that may culminate into the creation of new learning environments that are in line with most
of the students habits, interests and needs. Digital games have the ability to engage players
for lengthy periods of times as they attempt to accomplish games mission. Past research has
shown that playing games is closely related to the intrinsic motivation, and many learning
principles can be embodied in the game mechanics. For educational purposes, many game
developers apply the constructivist or cognition theories to produce educational games that
can be deployed to promote specifc skills, such as problem solving, metacognition, creativity,
and reasoning skills. Based on the literature review, this article will elucidate how game
components can be applied to improve mathematics problem solving and metacognition
skills among learners based on the four steps of the Polyas Model. A new problem solving
skills model that incorporates Polyas Model will also be explained and highlighted.
Introduction
Digital Game Based Learning (DGBL) as one of the approaches of Computer Aided Learning
(CAL) has widely gained the attention of researchers and academician. In general, DGBL refers
to the computer game-based learning enriched with learning materials (Prensky, 2001).
Studies found that the combination of computer games and learning materials provide
efective learning environment, promote students interactions, increase motivation and
also satisfy the students cognition needs (ONeil, Wainess, & Baker, 2005). As a result, formal
learning becomes more relaxed, motivating and efective (Mitchell & Savill-Smith, 2004).
Concurrently, research also has shown that DGBL could deliver instructional aids in various
202
diferent forms (De Freitas & Oliver, 2006; Gee, 2008; Halverson, Shafer, Squire, Steinkuehler,
& Steinkuehler, 2006). Based on the positive efects shown, DGBL is recognized to have high
potential in the education system (Gee, 2005; Prensky, 2001).
The main factor that will afect the efectiveness of digital game-based learning is the ability
of students to build high level knowledge in the absorption of play. This could be seen in
the diversity of games combination strategy to overcome each hurdle by the students when
playing computer games (Eck, 2006; Halverson et al., 2006). In addition, DGBL is also associated
to the constructivist based learning (Jong, Shang, Lee, & Lee, 2010; Richardson, 2003; Shelton
& Scoresby, 2010). This would mean that, students construct their own knowledge through
their own experience in solving game problems (Kiili, 2005). Hence, computer game-based
learning is said to be able to help students in enhancing their problem solving skills (Van
Eck, 2010).
Recent studies have proven that computer games have some concept similarity with
Problem-Based Learning (Warren, Dondlinger, McLeod, & Bigenho, 2012). Problem is the
basis of computer games and also PBL. Furthermore, the problem solving process occurs
as the learning activity in both the PBL and computer games. To solve problems, computer
games engine and PBL provide missions and objectives that could be measured and bound
by the rules and achievement criterias. At the same time, computer games engine dan PBL
provides guidance in the forms of scafolding which is crucial in helping students to achieve
the set of goals or mission. The conception of similarities is shown in Table 1. Based on the
said similarities, computer games has all the potentials to be a suitable mode of delivery for
problem solving skills.
Table 1: Conception of similarities Between PBL and Game Structures
Problem Based Learning Computer Game
Ill-structured problem Confict or problem
Realistic content Narrative plotline
Learning tasks Goals or objectives
Achievement criteria Rules and conditions
Means of assessment Quantifable outcomes
Hard & Soft Scafolds Embedded Scafolds
Cognitive confict Design frustation point
Apart from the conception similarities of PBL and Computer Games, van Stalldunien and
de Freitas (2012) have identifed 25 components of computer games that could be applied
in learning. The 25 components are categorised into four learning dimensions; (a) Students
specifcations, (b) Context, (c) Pedagogy and (d) Representation. These four learning
dimensions showed how computer games could be used to meet the requirements of
learning dimensions which is a necessity for the students. For the purpose of problem
solving skills, the pedagogy dimension should be given extra attention by the computer
games developer (De Freitas & Oliver, 2006; Egenfeldt-Nielsen, 2007).
Problem Based Gaming
Referring to the potentials of computer games in learning, Kiili (2005) introduced the concept
of Problem Based Gaming (PBG). PBG is a category in computer gaming which emphasizes
on authentic learning activities, experiential learning and also collaborative learning. PBG
focused on how players develop game strategies while developing a specifc knowledge out
203
of the game strategy. In addition, players should also refect on the feedback from the game
itself. To explain the concept of PBG, Kiili (2007) came up with the PBG Model (Figure 1). The
model explains the steps to be followed by players while solving problems in the game. The
steps are as follows:
Construct the formation of playing strategy 1.
Conduct active experimentation 2.
Determine the change in the game situation resulting from the experiment 3.
Perform game refection 4.
When players perform the steps accordingly, two learning possibilities may happen which
are (a) single loop learning players used a single playing strategy to solve every game
problem or (b) double-loop learning players used their knowledge and playing skills
derived from the experiments to form new playing strategies. This shows the ability of the
players to change playing strategy when dealing with diferent game problems.
Figure 1: Problem-based gaming model
Source: Kiili, K. (2007). Foundations for problem based gaming. British Journal Of Educational
Technology, Vol 38, No. 3
The two types of learning loops through computer games are closely related to the concept
of play equilibrium. The concept of play equilibrium refers to the increase of game adversity
or difculty adapting to the upgrading of the players skill (Murphy, Chertof, Guerrero, &
Moftt, 2011). Through this concept, the learning cycle through computer games will
continue until the player has successfully complete the game. To get more positive efects
of computer games in learning, double-loop learning has to be enhanced and given more
attention. This is due to the ability of the player to build new strategy using the knowledge
and skills derived from the experience of solving problems from the previous games (Kiili,
2007b). This situation is closely related to the application of the principal of adaptation
and accommodation in experiential learning (Kolb, 1984). Double-loop learning also
accommodates the knowledge transfer, that is constructing new skills from problem solving
experience in previous situations (Gee, 2005).
Components of Problem Solving Skills
Although computer games are potential in conveying problem solving skills in mathematics,
the correct approach should be applied. This is due to the fact that problem solving is a
204
complex and complicated process which is difcult to learn (Krulik & Rudnick, 1989). The
main factor in making the process complicated is that the method of solving the problem is
not stated in the problem statement. Thus, the problem solver should come to understand
the problem and then, think of ways to solve it (Jonassen, 1997). It is also afected by the
ways of a problem solver construct the arrangement of operational cognition and also that
the thinking process is based on the goal, which is to know and understand things he/she
does not know (Anderson, 1993) while in the same time, the problem solver does not have
specifc solutions of the problem (Mayer, 1998).
Hence, before a computer game is developed for the purpose of learning, the developer
should frst identify the vital components afecting problem solving skills to adapt it in the
computer games components. In the context of mathematics, there are three components
which infuence individual ability to solve mathematical problems (Mayer, 1998; Schoenfeld,
1989), namely: (a) cognitive, (b) metacognitive and (c) afective. Other than the three skills,
judgemental skill is also identifed as a factor infuencing problem solving, especially in ill-
structured problems (Jonassen & Hung, 2008).
Cognitive skill is the knowledge owned by individuals (Jonassen, 2000). The knowledge
dimension encompasses the general and also specifc knowledge. In the context of problem
solving, specifc knowledge in specifc domain proved to infuence the efectiveness of
individual problem solving (Cobb & Stefe, 1983; Jonassen, 1997; Mayer, 1998; Schoenfeld,
1989).
Studies have shown that mastering of basic mathematics knowledge (cognitive skills),
does not guarantee a student to be also good in solving mathematical problems. Solving
mathematical problems requires management of mathematical knowledge (Fernandez,
Hadaway, & Wilson, 1994). The management of knowledge is also known as the metacognition
(Jonassen, 2010; Schoenfeld, 2011) which is an executive component in the problem solving
process that serves as a controller in the process (Schoenfeld, 2011). Metacognition will
ensure that he/she controls the solution behaviour which afects the efectiveness of the use
of facts, techniques and strategies. Consequently, metacognition assists in evaluating every
step of problem solving and determining when to use a specifc strategy (Jonassen, 2000;
Schoenfeld, 2011).
Apart from the cognitive and metacognitive components, afective component also infuences
students achievement in solving mathematical problem. Afection is an internal component
which involve negative or positive feelings towards an idea, an object or an event (Jonassen,
1997). In the problem solving context, feelings refer to the desire of an individual in solving
a problem. This condition also refers to the attitude and beliefs of an individual towards a
problem and the belief of his/her own ability to solve a problem (Schoenfeld, 1989).
Recent studies found that judgmental skill also infuences the ability of a student to solve
problems. Judgmental skill refers to the ability of a student in selecting the best solution
steps when confront with multiple ways of solving a problem (Jonassen & Hung, 2008).
However, this skill is subject to the type of problem because students will only have to make
judgements on ill-structured problems. Consequently, ill-structured problems is not limited
to one correct answer, thus could be solved in various ways (Jonassen, 1997).
Students Performance In Solving Mathematics Problem
Students performance in solving mathematics problem refers to the ability to perform all
steps of problem solving (Polya, 1985). Performance is not just measured by getting the
correct answer but by how the students understand the problem, devising the strategy,
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carrying out the plan and looking back at the outcome. The Polya Model has four steps in
the problem solving process which are:
1. Understanding the problem
The frst step to understand a problem is that a student should know what he/she does not
know in the problem.
2. Devising a plan
In this step, the students need to determine the operator for solving mathematics problem.
They should be able to connect the current problem faced, with their experiences in the past
to determine the correct operator to be used. Supposing that their past experiences could
not be used to solve the problem, they need to construct a new strategy to do it. According
to Polya (1985) such strategies are: (a) simplifying the problems, (b) identifying patterns and
sequences, (c) draw a diagram, (d) using a formula, (e) make a task list and (f ) trial and error
method.
3. Carrying out the plan
Implementing the strategies selected in the previous step. In this process, the students must
be thorough in carrying out the plan to avoid carelessness. The students also need to have
the ability to be intuitive in checking every step done. If they found that the step will not
produce the answer needed, they could stop the whole process and choose other strategies
for solution.
4. Checking the answer
The students need to check the answers they obtained and determine whether the answer
did really solve the given problem. In this step, the students must refect and look back on
the whole process, meaning that they need to look back at the solution and identify the
efective and inefective strategy in solving the problem.
Polya problem solving model is the most referred model and has become the main reference
for many textbooks in schools (Schoenfeld, 1992). However, studies found that most
students do not solve problems following the four steps but prefer to go straight to solving
the problem (Huang, Liu, & Chang, 2012), without understanding the problems in detail
(frst step) or devising the plan (second step). A study by Tarzimah dan Thamby Subahan
(2010) shows that, many students face difculty in performing the frst step which is reading
and understanding the problem, and the second step which is devising the plan. They are
also detected not doing the third step which is verifying the answer, refecting and looking
back. Furthermore, they are also found not interested and bored in solving mathematical
problems using the four steps, complaining that the steps take too much time resulting in
delaying the whole problem solving process (Tarzimah & Thamby Subahan, 2010).
This situation resulted in students failing to solve the problems because the failure to
perform one step will afect the next step and so forth (Polya, 1985). The failure of students
in mastering all the four steps will contribute to the weakness in solving mathematical
problems. Consequently, students have misconception on numerous ways in solving the
problems, where they are bounded to use only one way to solve all kind of problems (Cai
& Nie, 2007). The main factor for the occurrence of this condition is the failure of students
in managing their knowledge and self regulation (Jonassen, 1997; Schoenfeld, 1989). This
shows that the student could not control the problem solving process which is closely
related to metacognition skills.
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Metacognition Skills
Metacognition will help students to control solving behaviour which infuence the efectiveness
of the use of facts, technique and strategies. Studies proved that metacognition strategy
could be delivered by instructions. Application of metacognition strategy in mathematics
instruction (Ozsoy & Ataman, 2009) and the combination of the four steps cognition and
three steps metacognition strategies in a multimedia program (Seo & Bryant, 2010) was seen
to help students solve mathematical problems, and also metacognition skills. On the other
hand, CAL which applies metacognition support in every problem solving phase (Kapa, 2007)
has been proven to help students solve structured problems and transferred the knowledge
obtained to solve ill-structured problems.
In the context of computer games, efective metacognition strategies can be delivered
through the game mechanic (Kim, Park, & Baek, 2009). This means that strategy of play by
the players is the metacognition strategy, which helps the player to overcome the game
obstacles. To increase the metacognition strategies efect in computer games, metacognition
elements which function as a guide for the players could be applied. According to Azevedo
(2005) there are some metacognition tools that could be applied in CAL, which are: (a)
Positive feedbacks, (b) Hint, (c) Intelligent Tutors Guide, (d) Tutorial and (e) Prompt. These
metacognition tools have been shown to help students solve mathematical problems and
also master metacognition skills (Kapa, 2007; Seo & Bryant, 2010). Nevertheless, application
of metacognition skills is done through the type of multimedia program of CAL, and not
through computer games. Thus, application of metacognition tools through computer
games should be developed and tested on the efects of mastering solving of mathematical
problems and also metacognition skills.
Problem Solving Process In Computer Games
This article will focus on delivering the problem solving skills with the support of
metacognition skills through computer games. According to Jrgensen (2003), problem
solving in computer games could be done in two paths which are: (a) path generating the
correct answer or (b) path generating the wrong answer. The said paths are as follows:
1. Comprehending Aporia
As soon as the player starts the computer game, the frst thing he/she encountered is
the problem or the game hurdles. This problem is the initial settings by the designer of
the computer game which is set at the program code. Furthermore, manipulation of the
computer games element by the player could produce unexpected new problem. Both types
of problems are called aporia. Hence, the frst step which has to be done by each player is
comprehending aporia.
2. Development of strategy
Due to the players comprehension of aporia, problem solving strategy could be developed.
There are three elements which could afect development of strategy which are:
a. Players have the element of knowledge, hypotheses and beliefs on epiphany. They
also know how to get the elements. This condition refers to the cognition component
owned by the player.
b. Players have the knowledge of the game elements, type of games, game situation,
competitors in the game and game constraints.
c. If the computer game has a competitor or enemys character, then the movement of
the competitor or enemy could also become a guidance to help develop strategy.
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3. Perform the required action
In this particular step, the players mind activities which are comprehending aporia and
development of strategies will change into physical attempt to solve the problem. This
situation may produce two conditions which are:
a. Performing the epiphany and solve the problem. This will efect in whether the
player could move forward or proceed to the next level which will result in meeting
the next aporia.
b. Producing Quasi-Causes: which is the execution of strategy which did not produce
any efect or did not produce the desired efect. This situation is caused by three
possibilities that are; (a) players have wrong hypothesis on epiphany, or (b) the player
did not fully comprehend aporia, or (c) the player used an unsuitable solving strategy.
So, the player needs to repeat the solving steps by re-identifying what mistake was
done and next determining the accurate strategy in solving the problem.
The representation of the whole problem solving process in computer games is shown in
Figure 2.
Figure 2: Problem Solving Process In Computer Games
Source: Jrgensen, K. (2003). Problem solving: The essence of player action in computer games.
Proceedings of DiGRA 2003.
Proposal of Problem Solving Model in Computer Games with the support of
metacognition tools
This study will develop a computer game based on mathematics problems guided by the
model of problem solving process in computer games (Figure 2) and adaptation of Polyas
Model of Problem Solving and PBG Model (Figure 1). At the same time, the suggested
problem solving model will be parallel to the storyline of the will-be developed computer
game.
In short, the computer game which will be developed is featuring an adventure game where
the player need to move the main character to fnd the basic needs (e.g. cheese balls, four
and sauce) to prepare a pizza. There are a few obstacles to overcome such as the bombs,
beetles and scorpions. The journey of the main character will also be disturbed by bees.
Every obstacle and disturbance that needs to be overcome has a moving pattern that could
be understood by the player, for example the beetles will only moved vertically while the
scorpions horizontally. Thus, the obstacles only need to be avoided but not removed or
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killed. Hence, in the computer game that will be developed, the player could develop
strategy of avoidance by determining the movement patterns. So, in the proposed model,
the component of enemies movement will be replaced with component of obstacles
movement.
Jrgensen (2003) stressed that there are two paths in the solving process which are the
correct answer path and the wrong answer path. Both paths conducted in accordance
with: comprehend of aporia, strategy development dan performing of action. However,
studies have demonstrated that if the problem solver found that the problem had the same
characteristic with previous problems, then the problem solving scheme in the previous
problem could be activated in the memory (Gick & Holyoak, 1980; Jonassen, 1997).
Hence, in the will-be developed computer games, similar situations may happen. This
situation is a shortcut where the player only needs to comprehend the aporia and activate
the development of strategy. Thus, the proposed model has arrow pathways which show
the activation of scheme of solving from the frst step (comprehending aporia) with the
knowledge, beliefs and hypotheses components. At the same time, the proposed model also
has arrow pathways from the frst step (comprehending aporia) to the third step (performing
the action) to show the shortcut discussed. The shortcut situation is explained in the pathway
arrow labelled (a) in Figure 3.
Figure 3 : Proposed Problem Solving Model in Computer Games with the support of
metacognition tools
Metacognition is an important aspect in the process of solving mathematics problem. Thus,
all mathematics problem solving models suggest using metacognition strategy to control
and monitor the solving steps (Gick & Holyoak, 1980; Mayer, 1998; Polya, 1985; Schoenfeld,
1989). Hence, metacognition component will be added to the proposed model. The control
and monitor mechanism could be seen in the arrow fow from metacognition component
to three solving steps which are (a) comprehending aporia, (b) performing strategy and (c)
intentional action. The application of metacognition can be associated with metacognition
strategy needed in each phase of Polyas problem solving (Polya, 1985). This application is
shown in the arrow labelled (b) in Figure 3.
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In learning through computer games, feedback is an important element. This is due to that
feedback will help students to perform refection (Butler & Winne, 1995) and contributes to
the students performance (Corbett & Anderson, 2001). Studies have shown that feedbacks
given to students could help in application of metacognition strategy (Harskamp & Suhre,
2007; Kapa, 2007). Thus, feedback will be added in the proposed model. The feedback
component will interact with the third step (performing intentional action). This situation
means that each action performed will be included with feedbacks. In this way, players will
be guided to perform the correct epiphany.
The computer game which will be developed has three types of problems which are
interrelated specifcally: (a) words problem which is represented by pizza message that is
needed by the dragon, (b) problem of searching and preparing basic ingredients of the
pizza and (c) problem of avoiding obstacles. Two types of computer games that will be
developed are only diferent in terms of words problem which are structured problems and
non-structured problems. This will show the diference in solving problem, thus associating
it to the two ways of problem solving in computer games (Jorgensen, 2003) that is (a) by the
step by step order and (b) spontaneously.
In accordance to these two ways in solving problems, mathematics structured and non-
structured problem solving refer to the mathematics problem solving by the step by
step process. On the contrary, problem of searching and preparing the basic ingredients
of the pizza and problem of avoidance of obstacles are referred to the problem solving
spontaneously. This is because the problem involve movements which could produce new
unexpected problems (Aarseth, 2001) and could not be solved in the step by step order.
The diference in the solving ways will also infuence instructional design that supports
problem solving. In computer aided learning, this support is characterised by scafolding
elements, for example through the tutorial assistance, feedback, intelligent tutor, hints or tips
given (Aleven, Stahl, Schworm, Fischer, & Wallace, 2003). Hence, this study proposes that the
focus of instructional design is the number and suitability of the type of scafolding that is
needed to be given to the players. This means that, non-structured problem solving through
computer games need more scafolding elements compared to number of scafolding
elements needed by structured problem solving.
Referring to the PBG Model (Figure 1), there are two learning paths happening in the
computer game. Single-loop learning happens when the player only use the same strategy
to solve all game problems (aporia). This situation is shown by the arrow fow labelled
(c) in Figure 3. This loop shows that the player only used the same game strategy for all
problems when the desired epiphany was not attained. Conversely, double-loop learning
happens when the player develop new game strategy by using knowledge from previously
performed strategy in previous games. Referring to Figure 3, this situation could happen
in two conditions which are: (a) the failure of the player to solve the problem and using the
information and feedback gathered to comprehend aporia, and next developing the new
game strategy, or (b) the player successfully solved the problem and was given the next
game problem. Then, the player will use the knowledge from the previous games strategy
to develop new strategy to solve the next game problem. Double-loop learning is shown in
the arrow fow labelled (d).
The concept of play equilibrium (Murphy et al., 2011) could be associated with single-loop
learning and double-loop learning (Figure 1). The player may be successful in solving one
game problem and given the next problem, however, if the player only used the same
strategy to solve it then it still shows the existence of single loop learning. On the contrary,
if the player developed a new game strategy using the knowledge from the previous game
strategy, then double-loop learning will occur. This will result in the single-loop and double-
210
loop learning sharing the same arrow fow which is in the component of ephipany and aporia
of the next game. This is shown in the arrow fow labelled (c/d).
Conclusion
Overall, the proposed model of problem solving through computer games (Figure 3) is an
adaptation of the Polya four steps of problem solving (Polya, 1985) and also the PBG Model
(Kiili, 2007a). Polyas Model is the referred model for problem solving in Year 4 Mathematics
(Wan Ngah, Lean, & Fakir Mohd, 2011). Hence, the proposed model coincides with the
teaching and learning of mathematics Year 4 especially in solving problems regarding fraction
through computer games. The proposed model includes two additional components which
is metacognition and feedback. Simultaneously, the proposed model also considered the
solving of problems through shortcut, which is the activation of the previous experiences
scheme.
Although the focus is on words problems which is diferent in terms of problems structure,
but in the proposed model, this diference will only involve words problems and not the
problems of movement or avoidance of obstacles. Due to that, this model proposes diferent
instructional designs supporting problem solving only in the forms and suitability of
scafolding that needs to be delivered. This article also proposes that the computer games
developer to focus on the concept of equilibrium of computer games with double-loop
learning to get a better learning efect.
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Presentation
The presenter emphasized the concept of Edutainment (education + entertainment). Studies
found that edutainment promotes efective learning environment, promote students
interactions, increase motivation, satisfy students cognitive needs. She also highlighted
on Problem-based Gaming (PBG), which put emphasis on authentic learning activities
and experiential learning. It was also mentioned that teachers and parents need to be very
careful not to expose students to games that display violence. Studies show more negative
infuence afects students who are exposed to violent games.
214
IMPLEMENTING VLE IN SCHOOLS: WHAT CAN WE LEARN FROM THE
PAST?
Dr. Mahizer Hamzah
Lecturer
Universiti Pendidikan Sultan Idris
Mahizer Hamzah is currently working as an Instructional Design and Technology lecturer at
Sultan Idris Education University (UPSI) . He received his EdD in Instructional Technology and
Distance Education from Nova Southeastern University. He is also the Deputy Secretary of
Malaysian Educational Technology Association (META). His main research interests focus on
instructional technology, e-learning, virtual learning, and distance education.
Noraini Mohamed Noh
Senior Lecturer
Faculty of Education and Human Development
Noraini Mohamed Noh is a senior lecturer in the Department of Educational Studies at the
Faculty of Education and Human Development at Sultan Idris Education University (UPSI).
Her PhD in Resource & Information of Technology is from the National University of Malaysia
(UKM). Her research interests include technology implementation, learning environment and
learning innovation. Her research has been published in the World Applied Sciences Journal,
Procedia Social and Behavioral Science, Malaysian Science & Mathematics Education Journal
and Research Education Journal.
Norazilawati Abdullah
Senior Lecturer
Faculty of Education and Human Development
Norazilawati Abdullah is the senior lecturer at the Department of Educational Studies,
Faculty Of Education and Human Development, Sultan Idris Education University (UPSI). She
completed her Bachelor, Masters degree and Ph.D at National University Of Malaysia (UKM).
She is an acknowledged expert in the feld of Science Education and editor of the Malaysian
Science and Mathematics Education Journal. She has published widely in the areas of Teacher
Pedagogical Contents Knowledge (PCK), educational efectiveness, research methods and
has conducted research for UPSI and government agencies (KPM, JKKN, MARA). She joined a
lot of Nationals and International Conference, involved in academic activity and supervision
research and consultancy for master and Ph.D students.
215
Abstract
Teaching approaches within the feld of education, including teacher preparation and the
role of the instructors and students within the classroom, have undergone many changes
over the last few years. In fact, typical educational methods employed in the classroom
have evolved from the traditional chalk and talk approach that use charts, models, mock-
ups, transparencies, and slides to the more recent use of advanced technology, including
mobile learning, web-based learning , and virtual learning. Ministry of Education, Malaysia
has spent a lot of money to upgrade and facilitate instructional facilities in schools to
promote teaching and learning. Among the ICT initiatives that have been implemented
are educational television programmes through the EduwebTV Portal, interactive compact
disc educational courseware (CDRI) supplied to schools, e-Bahan uploaded to the learning
management system (LMS) and Frog Virtual Learning Environment which promotes a cloud-
based learning platform . The authors have used the content analysis approach to study
journals and research articles that are related to the Ministry of Educations technology
initiatives to identify the factors that hinder teachers from adopting these technologies in
schools, . The discussions in this article will focus on four main aspects: readiness, acceptance,
adoption and difusion.
216
21
ST
CENTURY LEARNING: TEACHERS AND STUDENTS INVOLVEMENT
IN FROGVLE
Noor Haslin Moksin
Teacher
SMK Jelai (FELDA), Negeri Sembilan
Noor Haslin has been serving as a teacher for 23 years (15 years in SMK Jelai (FELDA)) and
has worked at the District Education Ofce (PPD) Tampin for almost a year before returning
to SMK Jelai (FELDA) to continue his teaching career. His involvement with the FrogVLE
platform started in April 2013. He is also an active contributor to the Oracle-Thinkquest and
Maxis Cyberkids programmes.
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221
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223
224
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Presentation
The presentation was co-given by Mr. Irwan bin Hussin from the Negeri Sembilan Educational
Technology Division. The presenter talked about SMK (F) Jelai, where a lot of ICT terms &
tools were quite foreign to the students. He also commended that school had gone through
various ICT transformation & acculturation over the years, under aid and supervision of the
Ministry of Education Malaysia and smart partners in bridging the digital gaps. As a result,
The school has gained many awards and acknowledgements in promoting ICT in education.
In April 2013, the school was selected as one of the pioneer schools to implement Frog VLE.
Teachers also have been encougared to organise/conduct programmes and activities that
combine iThink & HOTS. Recently, SMK (F) Jelai had recently organised an educational
collaboration with a school in Bandung, Indonesia.
227
THE DEVELOPMENT AND ASSESSMENT OF THE EFFECTIVESS OF
CIRCOM TOWARDS MOTIVATION, CRITICAL THINKING SKILLS AND
THE ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN SEKOLAH
MENENGAH PERTAMA
Mahdum Adanan
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Riau, Pekanbaru, Indonesia
mahdum1211@gmail.com
Abstract
CIRCOM is a model of cooperative learning based on multimedia and computer assisted
instruction. This study contains two phases. First phase is the development and assessment
of the CIRCOM. Second phase is the efectiveness of the CIRCOM toward motivation, critical
thinking, social skills and the achievement of English language learners by using queasy
experiment. Instructional design ADDIE model was used to develop the CIRCOM. There
are 3 experts, 10 English teachers, and 30 students to assess the development of CIRCOM.
Meanwhile samples of queasy experiments involve 224 students of two schools. The 112
students of the experiment group of four classes, while 112 students of the control group in
four classes. This study uses questionaires and test to get information from the respondent.
The analysis of pilot test is Cronbach Alpha which showed that the overall construct being
assessed is high reliability between 0.72 to 0.93. Analysis of the data used in this study is
descriptive and inference with SPSS 19.0. Results of the analysis regard to the construction
of whole CIRCOM respondents strongly agree and suitable for use in teaching and learning.
Results of experimental studies showed that there is a signifcant distinction from the aspect
of motivation, critical thinking, and social skills based on teaching model. Meanwhile the
data analysis of the study showed that were no signifcant distinction aspects of motivation,
critical thinking, and social skills based ability. Inference analysis showed a signifcant
correlation between motivation, critical thinking, social skills, and English achievement.
Regression analysis showed that motivational aspects contribute a bit larger and was followed
by the achievement of social skill. Implications of the study showed that the development
of CIRCOM helped teachers to improve students achievement in English language teaching
and learning. Value added of this research is the CIRCOM can be operated by web based:
mahdumcircom.com.
Latar Belakang
Peranan guru sebagai tenaga profesional bertujuan untuk melaksanakan sistem pendidikan
kebangsaan dan mewujudkan tujuan pendidikan kebangsaan, iaitu berkembangnya potensi
peserta didik agar menjadi manusia berilmu, cekap, kreatif, kendiri (Direktorat Jenderal
Pendidikan Tinggi 2010).
Sejalan dengan perkembangan ilmu pengetahuan, teknologi mempunyai pengaruh positif
terhadap pembelajaran dan pengajaran, sehingganya teknologi sangat diharapkan untuk
dapat digunakan dalam proses pengajaran dan pembelajaran (Mohd Arif Ismail 2009).
Kehadiran multimedia dalam pembelajaran dan pengajaran mempunyai erti yang penting,
kerana dalam kegiatan tersebut ketidakjelasan bahan yang disampaikan dapat dibantu
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dengan menghadirkan media dan keabstrakan bahan juga boleh dikonkretkan dengan
media (Heinich 2005).
Perkembangan teknologi maklumat menjanjikan potensi besar dalam merubah cara
seseorang menguasai ilmu. Ia juga menyediakan peluang yang luas kepada para guru
mengaplikasikan pelbagai teknik pengajaran yang menarik dan berkesan (Jamaluddin &
Zaidatun 2003). Seseorang guru mesti mampu memilih dan merancang kaedah pembelajaran
dan pengajaran yang tepat sesuai dengan potensi dan pencapaian pelajar (Hanim Zainab
2004)
Pernyataan Masalah
Pembelajaran dan pengajaran Bahasa Inggeris secara lazim belum menggunakan kaedah
dan strategi yang pelbagai serta prosedur pelaksanaanya kurang jelas (Burden & Byrd 2003;
Mahdum 2008; Aydin 2011).Kaedah pembelajaran dan pengajaran yang disyorkan oleh
pakar pendidikan yang tertuang dalam Kurikulum Tingkat Satuan Pendidikan tahun 2006
(KTSP 2006) yakni sebanyak 35 jenis, namun hanya sebahagian kecil guru yang memahami
dan melaksanakan, sehingga P&P kurang seronok dan tidak pelbagai (Isjoni 2009).
Pembelajaran koperatif adalah alternatif yang dapat mengembangkan dan meningkatkan
pencapaian, pemikiran kritis, juga dapat menanamkan nilai dan sikap positif serta melatih
kemahiran sosial pelajar sehingga pelajar dapat mengembangkan pencapaian yang
dimilikinya secara maksimum (Ahmadi Supriono 2004). Kebanyakan guru masih belum
mahir menggunakan tehnologi dalam proses pembelajaran. Hanya sebahagian guru yang
boleh menerima teknologi dan menggunakannya dalam pembelajaran dan pengajaran
walau masih dalam tahap menggunakan power point (Nor Aini Aziz 2011). Belum banyak
kajian dijalankan berkaitan dengan pemikiran kritis dalam kalangan pelajar sebagai kesan
dari penggunaan teknologi dalam pembelajaran dan pengajaran.
Tujuan Kajian
Adakah terdapat perbezaan, hubungan pemikiran kritis dan pencapaian bahasa Inggeris
pelajar yang di ajar dengan menggunakan CIRCOM berbanding dengan kaedah secara
lazim berdasarkan kaedah pengajaran pelajar?
Tinjauan Kepustakaan
Halimah Badioze Zaman (1999) mengatakan bahawa budaya pembelajaran di semua jenis
sekolah perlu berubah daripada keadah secara lazim iaitu pembelajaran berasaskan ingatan
dan hafalan semata-mata, kepada keadaan yang lebih dinamik iaitu pembelajaran berasaskan
pengetahuan, merangsang pemikiran, interaktif dan mengambil kira stail pembelajaran
serta kecenderungan individu iaitu melalui penggunaan PBK.
Guru-guru bahasa Inggeris yang ditemubual berpendapat adalah perlu CIRCOM dalam
membantu guru menambahkan bahan bantu mengajar. Selain daripada itu guru-guru
berpendapat CIRCOM dapat memudahkan pemahaman pelajar. Kaedah simulasi dalam
perisian dapat membantu pelajar menvisualisasikan susunan dan pergerakan. Cara ini akan
memudahkan pelajar memahami dan pergerakannya berbanding menggunakan model yang
memerlukan daya imaginasi. Ini menunjukkan kaedah pengajaran dan pembelajaran yang
digunakan oleh guru yang lebih bertumpu kepada perbincangan dan mengeksperimen tidak
dapat memotivasi dan menarik minat pelajar sepenuhnya. Mangikut Allesi & Trollip (1991),
teori motivasi menyatakan bahwa teknik pengajaran berasaskan komputer membolehkan
kadar motivasi meningkat di kalangan pelajar. Beberapa aspek uniknya yang membenarkan
kaedah seperti simulasi dan permainan sangat bernilai dalam mengembangkan motivasi.
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Kaedah perbincangan yang dijalankan tidak dapat memastikan semua pelajar memahami
atau menghayati idea. Guru-guru sadar bahwa tidak semua pelajar mengambil bahagian
dalam permbicangan karena terdapat pelajar yang lebih suka mendiamkan diri atau pelajar
yang pasif. Golongan pelajar seperti ini perlu diberi perhatian supaya tidak ketinggalan dalam
memahami topik yang diajar. Dengan itu adalah diharapkan CIRCOM yang dibangunkan
ini dapat membantu pelajar-pelajar yang pasif memahami idea dengan menggunakan
maklumat-maklumat yang diperoleh daripada perisian.
Pelajar hanya bergantung kepada pilihan guru untuk mengikuti perkara yang ditayangkan
pada skrin. Aktiviti hands-on secara individu tidak berlaku. Oleh itu, pembangunan CIRCOM
ini dapat memberi peluang kepada pelajar menggunakan perisian sepenuhnya mengikut
keperluan individu karena sasaran utama pembangunan perisian ini adalah untuk kegunaan
pelajar-pelajar.
Pengajaran dan pembelajaran merupakan kegiatan yang bersifat kompleks dan pencapaian
yang diperoleh oleh pelajar pun demikian (Gagne 1985). Pencapaian yang dimiliki pelajar
terjadi kerana ransangan daripada persekitaran dan proses kognitif yang dilakukan.
Pengajaran dan pembelajaran dikatakan berlaku apabila terdapat perubahan di dalam
perlakuan, pemikiran termasuklah proses dan hasil pemikiran, persepsi dan afektif yang
didalamnya terkandung perasaan, motivasi dan nilai (Shahabuddin & Rohizani 2003). Fungsi
pengajaran adalah menghasilkan pengajaran yang berkesan. Oleh itu satu sesi pengajaran
yang baik perlu melibatkan kemahiran guru memadankan kaedah pengajaran dengan
objektif pembelajran pelajar dan gaya pembelajaran pengajar (Noraini Idris & Shuki Osman
2009). Proses pengajaran tertumpu kepada apa sahaja urusan dalam domain guru, dan
proses pembelajaran memberi tumpuan kepada apa sahaja urusan dalam domain pelajar.
Dalam kajian ini pemikiran adalah salah satu cara menemukan fakta-fakta untuk suatu
halatuju. Kemudian dengan belajar yang memiliki halatuju, menjadi matang kerana aktivitinya
diatur halatuju tersebut. Singkatnya, pemikiran adalah sebuah cara belajar. Pengertian
pemikiran memiliki sejumlah erti, iaitu pemikiran adalah kegiatan mental, proses kognitif
terhadap fakta, data dan maklumat yang diterimanya. Woolever & Scoot (1998) berasaskan
hasil penyelidikan membahagi pencapaian intelektual kepada dua jenis, iaitu memori dan
pemikiran.
Mengikut pandangan dan aliran para pakar pemikiran, terdapat banyak jenis kemahiran
pemikiran. Bentuk pemikiran ini boleh mengambil pelbagai bentuk pemikiran seperti
habitual thinking. Iaitu pemikiran yang berasas pada amalan-amalan yang telah berlaku
pada masa yang silam tanpa mahu mempertimbangkan data yang baharu (Huitt 1992).
Perkataan kritis berasal daripada bahasa Latin criticus yang bermakna mampu menilai.
Manakala Kamus Dewan Bahasa dan Pustaka (2005) memberi makna kritis sebagai tidak
dengan begitu sahaja menerima atau mempersetujui sesuatu (menimbang buruk baiknya
terlebih dahulu). Kedua taktif itu pada hakekatnya menerangkan perkara yang sama, iaitu
keperluan akan adanya penilaian ke atas seberang maklumat atau sesuatu perkara sebelum
ia diterima atau ditolak.
Manakala pemikiran kritis berdasarkan konsep Ennis (1993) yang menyatakan bahwa
pemikiran kritis ialah penilaian yang benar terhadap seberang pernyataan. Pendapat beliau
tersebut menekankan perkara yang sama, iaitu penilaian yang benar. Perkara ini menjadi
penentu bagi pemikiran kritis. Dengan kata lain, pemikiran kritis tidak mempunyai seberang
erti tanpa adanya penilaian yang benar. Pemikiran kritis sebagai proses penilaian terhadap
pernyataan, hujah dan pengalaman. Mengikut beliau, pendapat perlu berasaskan kelaziman
yang objektif dan bukti. Dengan itu, defnisi pemikiran kritis semakin komprehensif. Ia
mengandungi penilaian yang benar dan apa-apa pendapat yang perlu berasaskan kelaziman
yang objektif dan bukti.
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Pemikiran kritis yang telah didefnisikan oleh kedua pakar tersebut semakin lebih lengkap
dengan mempertimbangkan defnisi pemikiran kritis yang dikemukakan oleh Hudgins
(1977). Beliau menjelaskan bahwa pemikiran kritis ialah sikap umum bagi mencari bukti
yang relevan dengan kesimpulan. Sikap itu perlu disokong oleh kemahiran intelektual yang
berhubungan erat dengan analisis dan penilaian terhadap hujah. Defnisi ini mengandung
tiga perkara penting sebagai kriteria pemikiran kritis, iaitu (1) penggunaan bukti yang
relevan dengan kesimpulan, (2) kemahiran intelektual, (3) analisis dan penilaian terhadap
hujah. Sepertimana yang telah dijelaskan tersebut bahawa bukti yang relevan dan benar
merupakan elemen penting bagi pemikiran kritis. Perkara yang serupa juga berlaku pada
dua elemen yang lain, iaitu kemahiran
Beberapa kriteria daripada orang-orang yang pemikiran kritis ialah seperti berikut:
(1) mempunyai daya usaha untuk melihat sesuatu secara lebih teliti dan terperinci; (2)
menganalisis idea untuk mencari huraian yang lebih tepat; dan (3) pemikiran terbuka dan
luas (Poh 2000; Fisher 1987; Phillips 1997; dan Reichenbach 2001). Selanjutnya, Chafee (1988)
menjelaskan dengan lebih terperinci bahwa seseorang boleh dianggap sebagai pemikir
kritis sekiranya dia mampu melakukan perkara-perkara berikut: (1) Dia sanggup mendengar
dan meneliti pendangan dan idea orang lain; (2) Dia menangguhkan sesuatu pengadilan
bila dia tidak mempunyai maklumat yang lengkap; (3) Dia sentiasa berhujah dengan
berpandukan bukti-bukti yang sudah dikaji atau disiasat; (4) Dia membuat kesimpulan atau
pendirian setelah dia yakin tentang kebenaran andaian; (5) Dia reaktif pada faktor atau idea
yang diketahui; (6) Dia pemikiran rasional yang bermakna seimbang; (7) Dia mengutamakan
kejituan; (8) Dia memastikan maklumat yang cukup; (9) Dia sentiasa mencari alternative; dan
(10) Dia sentiasa terhadap perasaan orang lain.
Pembentukan kemahiran berkolaborasi memerlukan kemahiran koperatif di dalamnya, dan
kemahiran koperatif menuntut strategi pemikiran dan tingkah laku lain, iaitu kemampuan
pemikiran kritis. Guru perlu menggalakkan kemampuan pemikiran pelajar semasa mereka
menyelesaikan masalah belajar, khasnya dalam masalah pelajaran yang sukar. Terdapat
beberapa kesukaran yang sering dijumpai guru dalam mengembangkan minda pelajar
untuk pemikiran kritis, seperti: (1) Mengajar pelajar untuk menganalisis, mentafsir dan menilai
maklumat; (2) Mengajar mereka untuk menilai daripada sumber maklumat; (3) Mengajar
mereka untuk menentukan alasan dan kesimpulan yang logik; (4) Memberi motivasi yang
tinggi (David 2000; Hanim Zainab 2004),
Pemikiran kritis yang dimaksudkan antara lain adalah mereka: (a) mempunyai keyakinan
dalam menyelesaikan masalah; (b) tabah menghadapi kesukaran dan cabaran; (c) mengawal
gerak hati mereka; (d) terbuka untuk idea-idea orang lain, mahu menerima saranan rakan;
(e) bekerjasama dalam menyelesaikan masalah; (f ) kuat pendirian dan mendengar pendapat
orang lain; (g) bertolak ansur pada kekaburan dan kerumitan; (h) mendekati permasalahan
daripada pelbagai sudut pandang; (i) menyelidiki masalah secara menyeluruh; (j)
menghubungkan pengalaman terdahulu dengan permasalahan semasa dan membuat
pelbagai pertalian; (k) terbuka untuk pelbagai penyelesaian dan bukti sehingga boleh
bercanggah dengan beberapa pandangan yang lebih disukai.
Pandangan yang lebih disukai pelajar seperti: (l) mengemukakan soalan-soalan yang
mengandungi soalan mengapa, mencabar anggapan dan bermain dengan pembolehubah;
(m) mempunyai metakognitif yang bermakna, merancang dan menilai pemikiran mereka
sendiri; (n) mampu memindahkan konsep dan kemahiran daripada satu keadaan kepada
keadaan yang lain; dan (o) selalu ingin tahu dan bertanya-tanya tentang dunia (Poh 2000).
Pemikiran kritis yang diguna pakai dalam kajian ini mengandungi: (1) Keberanian pelajar
mengemukakan pendapat terhadap pelajaran bahasa Inggeris; (2) Membuat kesimpulan
terhadap pelajaran bahasa Inggeris; (3) Menganalisis pendapat rakan terhadap pelajaran
bahasa Inggeris; (4) Kemampuan mengembangkan permasalahan terhadap pelajaran
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bahasa Inggeris; (5) Memikirkan cara lain dalam menyelesaikan masalah terhadap pelajaran
bahasa Inggeris; dan (6) Kecepatan pemikiran terhadap pelajaran bahasa Inggeris. Taburan
item soal selidik motivasi yang diguna pakai di dalam penyelidikan ini diubah suai.
Selain pemikiran kritis, pencapaian merupakan konsep yang penting untuk dikaji. Pencapaian,
mengikut Kerlinger (1986) adalah pencapaian akademik. Gred adalah sesuatu yang dicapai
pelajar dalam sesuatu ujian atau peperiksaan. Prestasi akademik berbeza dengan kecerdasan.
Gred-gred tertentu akan diberikan kepada peringkat peperiksaan tertentu. Lowe (1987)
telah mentakrifkan pencapaian sebagai perkara utama yang ditentukan semua pihak dalam
proses pembelajaran pelajar.
Pencapaian menggambarkan sejauh mana penerimaan pelajar dalam pembelajaran. Oleh
itu, pencapaian dalam mata pelajaran bahasa Inggeris merujuk kepada markah atau gred
yang diperoleh dalam ujian atau peperiksaan dalam mata pelajaran bahasa Inggeris. Pelajar
yang memperoleh markah yang tinggi dalam sesuatu mata pelajaran menunjukkan pelajar
tersebut telah menguasai dan memahami sebahagian besar kandungan yang diajar guru
dan boleh menjawab dengan betul soalan-soalan yang dikemukakan dalam peperiksaan,
manakala pelajar yang menboleh markah yang rendah dianggap masih lagi tidak
memahami pengajaran yang disampaikan guru. Ekeocha (1986) mendefnisikan pencapaian
akademik sebagai tahap kecekapan yang dicapai pelajar dalam bidang akademik atau
persekolahannya.
Syarifah Alawiyah Alsagof (1985) mentakrifkan pencapaian sebagai perkara yang diukur
daripada ujian pencapaian. Manakala Manjula Bhagi (1992) mengatakan pencapaian
bermakna pencapaian mencapai matlamat yang sempurna. Pencapaian boleh dianggap
sebagai kemahuan untuk memperoleh sesuatu yang sukar untuk dikuasai dan mengawal
objek, manusia atau idea dan untuk mengatasi sekatan pada suatu paras nilai tara yang
tinggi yang menjadikan seseorang cemerlang sehingga melebihi kecemerlangan orang
lain David & Wilma (2000). Singh Malhi, Ranjit (1998); Sahin (2011) mengatakan pencapaian
sebagai kejayaan yang diperoleh seseorang pelajar dalam sesuatu peperiksaan atau ujian
yang dilaksanakan di sekolah dan pencapaiannya berasaskan gred atau markah yang
diperoleh. Pencapaian dalam kajian ini bermaksud keberkesanan seseorang pelajar atau
pencapaian akademik yang merujuk kepada gred yang diperoleh atau dicapai pelajar dalam
mata pelajaran bahasa Inggeris.
Pencapaian diertikan sebagai kejayaan memperoleh sesuatu hasil dari usaha yang tekun dan
gigih. Yuzar (2006) menyatakan ada tiga kawasan perilaku sebagai hasil pembelajaran, iaitu: (1)
kognitif; (2) afektif dan (3) psikomotor. Sedangkan pakar lain, Gagne (1985) mengemukakan
bahawa hasil pembelajaran ialah berupa kecekapan manusiawi yang meliputi: (1) informasi
verbal; (2) kecekapan intelektual yang terdiri daripada: (diskriminasi, konsep konkrit, konsep
abstrak, peraturan dan peraturan yang lebih tinggi); (3) strategi kognitif; (4) sikap; dan (5)
kecekapan motor.
Metodologi Kajian
Kajian ini ialah kuasai eksperimen dengan menerapkan pre tes dan pos tes pada kumpulan
kawalan mahupun rawatan. Kuasai eksperimen disain dijalankan untuk kajian ini sesuai
dengan pendapat (Wiersma, 2000). Kesahandalaman diambil kira kesahanluaran dalam
kajian ini diambil kira.
Pembangunan CIRCOM melibatkan 3 orang pakar, 10 orang guru dan 30 orang pelajar.
Manakala sampel dalam kuasai eksperimen melibatkan seramai 224 orang pelajar daripada
2 buah sekolah. Kumpulan rawatan adalah seramai 112 orang daripada 4 kelas, begitu
juga dengan kumpulan kelas kawalan. Data dikumpulkan dengan menggunakan ujian
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pencapaian bahasa Inggeris dan soal selidik. Analisis dijalankan bagi menentukan indeks
diskriminan dan indeks kesukaran soalan ujian pencapaian pelajar. Seterusnya menganalisis
data kuantitatif yang melibatkan analisis deskriptif dan analisis inferensi. Analisis deskriptif
dengan melibatkan kekerapan, peratusan, min dan sisihan piawai. Manakala analisis inferensi
melibatkan ujian t bebas atau anuva dua hala dan Korelasi Pearson. Instrumen kajian soal
selidik pemikiran kritis 15 item dan pencapaian bahasa Inggeris 50 item.
Reka bentuk kajian ini adalah kuasi eksperimen dengan reka bentuk ujian pra dan pos
kumpulan-kumpulan terkawal tidak sama (pre-test and pos-test on-equivalent control group
design) boleh dilihat pada jadual berikut ini:
Jadual 1: Reka Bentuk Kajian Kuasi Eksperimen
Kumpulan Ujian Pra Kaedah Ujian Pos
Eksperimen A1 X1 A2
Kawalan A3 X2 A4
Kajian rintis dijalankan untuk kesahan dan kebolehpercayaan instrumen kajian tentang
pikiran kritis dan pencapaian pelajar boleh dilihat pada jadual 2 berikut ini:
Jadual 2: Kesahan dan Kebolehpercayaan Instrumen Kajian
Pembolehubah Alpha Cronbach
Pemikiran Kritis 0.842
Pencapaian 0.840
Nilai indeks kesukaran daripada soalan ujian pencapaian bahasa Inggeris berada pada tahap
sedang. Ini menunjukkan bahawa kesukaran soalan ialah seimbang dan hampir sempurna.
Seterusnya nilai indeks diskriminan setiap item dalam soalan ujian pencapaian bahasa
Inggeris antara 37.5% hingga 62.5%. Ini menunjukkan bahawa indeks diskriminan setiap
item dalam ujian pencapaian bahasa Inggeris pelajar berada pada tahap yang baik (Jamil
Ahmad 2002)
Dapatan Kajian Keberkesanan CIRCOM
Analisis Ujian Pra Pemikiran Kritis dan Pencapaian Bahasa Inggeris Pelajar Berdasarkan
Kumpulan boleh dilihat pada jadual 3 berikut ini:
Jadual 3: Analisis Ujian Pra Pemikiran Kritis dan Pencapaian Bahasa Inggeris
Pemboleh ubah Kumpulan Shapiro-Wilk
Statistic Df Sig.
Pemikiran Kritis Rawatan 0.978 112 0.064
Kawalan 0.992 112 0.729
Bahasa Inggeris Rawatan 0.982 112 0.132
Kawalan 0.984 112 0.144
Jadual ini menunjukkan pemikiran kritis dan pencapaian ialah homogen berdasarkan
kumpulan (sig. >0.05). Sehingga ianya kekal digunakan dalam kajian sebenar.
Analisis ujian pra pemikiran kritis dan pencapaian bahasa Inggeris pelajar berdasarkan
kaedah pengajaran boleh dilihat pada jadual 4 berikut ini:
Jadual 4: Analisis ujian pra pemikiran kritis dan pencapaian bahasa Inggeris
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Pemboleh Ubah Kaedah
Pengajaran
Shapiro-Wilk
Statistic df Sig.
Pemikiran Kritis Rendah 0.967 60 0.104
Sederhana 0.985 104 0.317
Tinggi 0.978 60 0.343
Bahasa Inggeris Rendah 0.978 60 0.162
Sederhana 0.982 104 0.128
Tinggi 0.971 60 0.155
Jadual ini menunjukkan pemikiran kritis ialah homogen berdasarkan kumpulan (sig. >0.05).
Sehingga ianya kekal digunakan dalam kajian sebenar.
Persoalan Kajian: Adakah terdapat perbezaan pemikiran kritis pelajar yang di ajar dengan
menggunakan CIRCOM berbanding dengan kaedah secara lazim berdasarkan kaedah
pengajaran pelajar.
Pembolehubah bebas Type III Sum of
Squares
Df Min Kuasa
Dua
F Sig.
Kumpulan 2.473 1 2.473 19.619 0.000
Keupayaan 0.023 2 0.012 0.092 0.912
Kumpulan*Keupayaan 0.621 2 0.310 2.463 0.088
Ralat Piawai 27.478 218 0.126
Jumlah 3529.356 224
Jadual ini menunjukkan bahawa terdapat perbezaan yang signifkan pemikiran kritis pelajar
berdasarkan kumpulan dengan nilai F = 19.619 dan sig = 0.000 (p<0.05). dari segi min
menunjukkan bahawa pelajar yang belajar dengan kaedah CIRCOM mempunyai pemikiran
kritis yang lebih tinggi dari pelajar yang belajar dengan kaedah Lazim.
Seterusnya tidak terdapat perbezaan yang signifkan pemikiran kritis pelajar berdasarkan
keupayaan dengan nilai F = 0.092 dan sig = 0.912 (p>0.05). Dari segi min menunjukkan
bahawa pelajar yang berkeupayaan rendah mempunyai pemikiran kritis yang lebih tinggi
dari pelajar yang berkeupayaan sederhana dan tinggi.
Analisis anova dua hala juga menunjukkan bahawa tidak terdapat perbezaan yang signifkan
pemikiran kritis pelajar yang di ajar dengan menggunakan CIRCOM berbanding dengan
kaedah secara lazim berdasarkan keupayaan pelajar dengan nilai F = 2.463 dan sp = 0.088
(p>0.05).
Persoalan kajian: Adakah terdapat perbezaan pencapaian Bahasa Inggeris pelajar yang di
ajar dengan menggunakan CIRCOM berbanding dengan kaedah secara lazim berdasarkan
kaedah pengajaran pelajar.
Pembolehubah bebas Type III Sum
of Squares
Df Min Kuasa
Dua
F Sig.
Kumpulan 15216.364 1 15216.364 573.435 0.000
Keupayaan 3564.439 2 1782.220 67.164 0.000
Kumpulan*Keupayaan 1122.225 2 561.113 21.146 0.000
234
Ralat Piawai 5784.728 218 26.535
Jumlah 1234644.000 224
Jadual ini menunjukkan bahawa terdapat perbezaan yang signifkan pencapaian bahasa
Inggeris pelajar berdasarkan kaedah pengajaran dengan nilai F = 573.435 dan sig = 0.000
(p<0.05). Dari segi min menunjukkan bahawa pelajar yang belajar dengan kaedah CIRCOM
mempunyai pencapaian bahasa Inggeris yang lebih tinggi dari pelajar yang belajar dengan
kaedah Lazim.
Seterusnya terdapat perbezaan yang signifkan pencapaian bahasa Inggeris pelajar
berdasarkan kaedah pengajaran dengan nilai F = 67.164 dan sig = 0.000 (p<0.05). Dari
segi min menunjukkan bahawa pelajar yang berkeupayaan tinggi mempunyai pencapaian
bahasa Inggeris yang lebih tinggi dari pelajar yang berkeupayaan sederhana dan rendah.
Analisis anova dua hala juga menunjukkan bahawa terdapat perbezaan yang signifkan
pencapaian bahasa Inggeris pelajar yang di ajar dengan menggunakan CIRCOM berbanding
dengan kaedah secara lazim berdasarkan kaedah pengajaran pelajar dengan nilai F = 21.146
dan sp = 0.000 (p<0.05).

Rajah 1: Interaksi Antara Kaedah Pengajaran dengan Keupayaan Terhadap Pencapaian
Bahasa Inggeris Pelajar
Rajah ini menunjukkan bahawa pelajar dalam kumpulan rawatan yang berkeupayaan
sederhana dan rendah mempunyai pencapaian bahasa Inggeris yang hampir sama. manakala
pelajar berkeupayaan tinggi mempunyai pencapaian yang paling tinggi. Seterusnya dalam
kumpulan rawatan pula menunjukkan bahawa pelajar berkeupayaan tinggi mempunyai
pencapaian bahasa Inggeris yang paling tinggi dan diikuti oleh pelajar berkeupayaan
sederhana. Manakala pelajar berkeupayaan rendah dalam kumpulan kawalan mempunyai
pencapaian bahasa Inggeris yang paling rendah.
Persoalan kajian: Adakah terdapat hubungan antara pemikiran kritis dengan pencapaian
bahasa Inggeris pelajar
Hubungan Pencapaian bahasa Inggeris Interpretasi
r Sig.
Pemikiran kritis 0.264 0.000 Lemah
235
Terdapat hubungan yang signifkan antara pemikiran kritis dengan pencapaian bahasa
Inggeris pelajar dengan nilai r = 0.264 dan sig = 0.000 (p<0.01). Kekuatan hubungan ialah
positif lemah.
Implikasi
Penggunaan CIRCOM memberikan kemudahan bagi guru dalam pembelajaran dan
pengajaran bagi usaha untuk meningkatkan pemikiran kritis dan pencapaian bahasa Inggeris
pelajar. Pengajaran dengan menggunakan CIRCOM sangat mudah dijalankan sehingganya
guru diberikan peluang kebebasan untuk mengembangkan ide dalam pembelajaran
dan pengajaran. CIRCOM menjadi salah satu cadangan bagi guru bahasa Inggeris untuk
menggunakan teknologi. Penggunakan CIRCOM menjadikan interaksi antara guru dan
pelajar lebih sering berlaku berbanding dengan pembelajaran secara lazim. Penggunaan
CIRCOM memberikan peluang kepada guru untuk menghasilkan pelbagai teknik pengajaran
yang mereka miliki.
Penggunaan CIRCOM menjadikan pelajar lebih aktif, menghasilkan pengetahuan yang
mereka miliki tentang topik yang diajarkan, berkesempatan menyampaikan idea. Pelajar
tampak lebih aktif, mencari sendiri penyelesaian jawapan mereka. Berbeza dengan
pembelajaran tradisional pelajar lebih banyak berdiam diri yang hanya menunggu maklumat
yang disampaikan oleh guru dan tidak dibiasakan untuk menyampaikan idea-idea.
CIRCOM menjadi satu alternatif kaedah pengajaran yang perlu dipertimbangkan oleh pihak
sekolah iaitu dengan menguruskan makmal bahasa dan menggunakan CIRCOM. Melalui
kerjasama yang diberikan oleh pihak sekolah, diperlukan satu pelatihan dalam kalangan
guru bagi menjelaskan kelebihan dan cara penggunaan CIRCOM bagi usaha meningkatkan
pemikiran kritis dan pencapaian bahasa Inggeris pelajar. Pihak-pihak pentadbir sekolah
dilibatkan untuk membantu guru dalam menghapuskan paradigma negative terhadap
penggunaan teknologi dalam pengajaran dan pembelajaran.
Rumusan
Kajian dijalankan untuk menentukan keberkesanan CIRCOM ke atas pemikiran kritis dan
pencapaian bahasa Inggeris pelajar sekolah menengah. Kajian dijalankan untuk mengenal
pasti perbezaan pemikiran kritis dan pencapaian bahasa Inggeris pelajar sekolah menengah
antara pelajar yang belajar dengan menggunakan CIRCOM dengan pelajar yang belajar
dengan kaedah lazim berdasarkan keupayaan.
Data yang diperoleh dianalisis dengan menggunakan bantuan SPSS 19.0. Dapatan kajian
menunjukkan bahawa terdapat perbezaan yang signifkan pemikiran kritis dan pencapaian
bahasa Inggeris pelajar sekolah menengah berdasarkan kumpulan.
Kajian juga menunjukkan bahawa tidak terdapat perbezaan yang signifkan pemikiran kritis
antara pelajar yang belajar menggunakan CIRCOM dengan pelajar yang belajar dengan
kaedah lazim berdasarkan keupayaan. Terdapat perbezaan yang signifkan pencapaian
bahawa Inggeris antara pelajar yang belajar menggunakan CIRCOM dengan pelajar yang
belajar dengan kaedah lazim berdasarkan kaedah pengajaran pelajar. Analisis inferensi juga
menunjukkan bahawa terdapat hubungan yang signifkan antara pemikiran kritis dengan
pencapaian bahasa Inggeris pelajar.

236
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238
ROLES AND RESPONSIBILITIES OF SCHOOLS LIBRARIANS AND IN
SUPPORT OF THE VIRTUAL LEARNING ENVIRONMENT
Dato Prof. Dr. Hj. Raja Abdullah Raja Yaacob
Professor
Faculty of Information Management
Universiti Teknologi MARA
rary@salam.uitm.edu.my; ray491130@gmail.com
Academic Qualifcation:
Ph. D. (Univ. of Michigan, Ann Arbor) 1990.
Msc. Lib. Sc. (Case Western Reserve University, Cleveland), 1979;
MA Records Management (Case Western Reserve University, Cleveland) 1979;
ALA (London);
B. Lib Sc.,(UiTM), 1973
Abstract
Libraries have been regarded as the nerve of any educational and learning institutions
including schools. There is a need to provide efective information and library services to
school community in line with societal development, especially within the extensive ICT
environment. However, the development of SRC is dependent upon several factors, such
as policy and adequate infrastructures, including the employment of professionally trained
librarians and support personnel. The reengineering and the creation of new teaching and
learning programmes in schools, such as the virtual learning mode, have made it imperative
for the upgrading of the training of school librarians. The latest development is witnessed by
the concerted efort taken by the government to transform the national education system
but there is a lack of concern on developing new infra-structure of SRC nation-wide which
requires a more serious address on the personnel involved and how they can play pivotal
role in supporting and enhancing this programme.
Keywords: School Resource Centre (SRC), Virtual Learning, School Librarians; School
librarianship; Training; Malaysia
The most important factor limiting the present and future
development of school library and resource centers in Malaysia
is the lack of professionally trained staf and infrastructures. (Ray)
The success of the new vision and model of school libraries must stimulate achievement,
based on the afuence of the community, the vision of educational leaders,
and the competence of the librarian. (Loertscher)
Introduction
Libraries role in education has long been recognised and this is indicated by the
establishment of school resource centres in almost all school systems in Malaysia. Each
school has conventionally allocated a teacher to take charge of the administration and
services of the libraries in addition to the teaching load they have to accomplish. After more
than fve decades, this system is still being practised although there have been calls for the
establishment of well developed school libraries headed by professionally trained librarians.
239
The current practice of having teachers to take charge of the library, and assisted by a
group of students assistants is widely done. Furthermore, the subject of school libraries in
Malaysia has been in the fore front and discussed in articles and seminars and encouragingly
supported by the government. In recent years, with the advent of ICT and development
of virtual learning mode, the subject related to the role and development of SRC has once
again come to light.
The Malaysian education has, since 1
st
May 1983 announced the use of the term School
Resource Centre (SRC) after the Ministry of Education gave the direction to all schools to use
this term instead of school library (Yushiana and Norhiyah, 2011). However, up to the present
time, except for the international schools, all schools in Malaysia have not given priority
towards the employment of professionally trained school librarians. In Scotland, nearly all
secondary schools have been stafed by professional librarians for the past ten years or more
(see Herring, 1998, and Knowles, 2002, p.174). The problems with SRC developments in
Malaysia can be associated with the following conditions:
i. Society, especially youths, either do not have a reading habit or have a low priority
towards reading;
ii. Students are required to undergo the present examination-oriented system of
education;
iii. Students are ICT and Internet-oriented, in contrast to reading and learning interest;
iv. Students are illiterate in information sources, access and utilization, except through
internet approach. In reality, not much of the vast amount of information resources
in the internet are fully tapped and utilized because of their lack of knowledge and
skills in navigating and accessing the internet resources;
v. Although not all school libraries in the West are consistent in terms of the employment
of professionally trained personnel, nevertheless, other support in terms of building
and fnancial assistance enable them to actively apply the requirements needed of a
school resource centre;
vi. The western counter part, while active users of ICT still maintain a high reading and
library cultures as compared to Malaysia;
vii. After 56 years of independence the nation is still confronting the same status quo in
which reading is not the priority among society members while voices advocating
and promoting reading and knowledge culture has been even louder;
viii.Governments transformation programme in the National Education System is
encouraging but it falls short of transforming the SRC as a leading edge for the
school education while developing life-long learning for the students. It is ironical
because there is high emphasis on the need for reading but the role of SRC is not
well addressed;
ix. Students who are newly enrolled in university face new mode of education and
learning system which emphasizes more on independent study and course work;
x. Lack of reading habit may lead to uncalled culture of loafng syndrome (lepak),
unheard of in the West and other unhealthy social demeanor. Deep gap is developed
within the context of a society without an established culture of reading, leading
to unforeseeable and uncalled social problems because the youth need to do
something to fll in their available free time.
The main purpose of school libraries is to support, facilitate, and enhance the formal learning
of the institutions that created them, based on the curriculum of the schools. The information
resources provided, both print or digital, are selected to be utilized by students, teachers, and
teacher-librarians in support of the both physical and virtual, and various types of learning,
such as; formal learning, the systematic learning that is guided by instruction; informal
learning, which is opportunistic, self-paced, and self-directed; and; professional learning,
the lifelong learning in which library workers engage in order to improve their work-related
240
knowledge (Marchionini & Maurer, 1995). This is where the role of school librarians becomes
more signifcant in developing, formulating, inculcating and continuously nurturing the
school children since the early primary days in programmes, specifcally devoted to reading
skills, reading remedial, information skills, with the goal of developing an optimal level of
information literacy. These are the actual functions of the professional school librarians in
addition to the normal routine of the management of the SRC and processing of the library
materials.
Rationale for Efective SLRC in the Information Environment
The long standing problems associated with the development of efective SRC, based on
universal standard should be addressed. The role of library has become even more important
as intermediary between students and the wide range of information resources, including
the electronic information sources. Although almost all schools systems in the country have
a library to support its education and programme, the extent to which the school library
has been efective in supporting the school system remains to be seen. Nevertheless, it is
convenient to say here that almost all school libraries are managed in an ad hoc manner
while the teacher librarians position has been regularly changed. Things have not changed
very much, even after the fndings of a study by BTP in 1993 on the need and development
of School Resource Centre (Hassan Abu Bakar, et al., 1993). With limited time allocated, it is
assumed that there is nothing much the teacher librarian can do in fulflling the minimum
standard of the school resource centres (SRC) requirements. Many research studies
revealed that key factors in raising achievement include the size of the SRC collection, size
of professional and support staf, and the amount of teacher-librarian collaboration (Lance
and Loertscher, 2001). These are regarded as valid factors or variables that seem to work,
especially when comparing high achieving schools and low achieving schools. (Loertscher,
2002). In Malaysia, the position of a professional school librarians still remains unflled, and
their training and experience is far diferent from those acquired through the main stream
library science programme. The Malaysian government has the commitment to achieve the
Millennium Development goals, leading to the rapid expansion in education for all and the
inherent concerns for quality education and basic learning competencies. Following such
transformation, Malaysian school librarianship should seize this opportunity to redefne its
mission and relevance to the schooling community, amidst changes toward the k-economy
and the advance of Information and Communications Technology (ICT).
Problems Associated with the SRC Management
Although most schools in Malaysia have libraries, the size varies according to the fnancial
allocation received and the number of staf and the student population available. Fatimah
stated that (2002), for fnancial support, two grants are allocated yearly to all schools. They
are the Library Grant and the Educational Resource Centre Grant. Combining the two grants,
each school has a minimum of RM 2,000 (for schools with less than 100 students) and to a
maximum of RM 6,900 for schools with 1,000 students.
The amount of budget allocated to the school library systems is relatively small. This is
compounded with the increasing number of schools in the whole country resulting in the
inequitable and inadequate budget. Table 1shows the number of schools by type in Malaysia
in 2012. The Educational Planning and Research Division publish the Quick Facts annually to
provide the latest education statistics in Malaysia. The total number of primary schools are
7, 723while the total number of secondary schools is 2, 296, with a total of 10, 019 schools
throughout the country. (Ministry of Education Malaysia, 2012).
From the total population of about 29,179,952 (July, 2012) million people, 29.4% (male
4,404,957/female 4,160,051) is under 14 years old and 17.2% (male 2,537,970/female
2,475,220) of our youth is between 15 to 24 years old, and 41.2% (male 6,102,115/female
241
5,929,175) is between 25-54 years (Malaysia Demographics Profle 2013) Earlier, the fndings
of a recent study commissioned by the National Library of Malaysia indicates the literacy rate
of Malaysians aged 10 years and above as 93% (Frank Small and Associates, 1998).
Table 1
Number of Schools in Malaysia by Types in 2012
Types Number
Primary 7, 723
Secondary 2, 296
TOTAL 10, 019
Source: Ministry of Education Malaysia. (2012). Quick Facts 2012: 10, 12.
The school resource centres are being managed by teacher-librarians who are allocated with
minimum hours but essentially are still responsible in the teaching process. However, there
are a number of junior colleges that conduct secondary school education (MARA College) and
International Schools which employ qualifed librarians because they are not tied down with
the current educational policy of employing teacher-librarians to man the resource centres.
From the observation and research undertaken, from the schools and the teachers involved
in the management of school libraries, most students do not use the library fully because
of numerous factors as follows: Lack of Library Skills among Students; Inadequate Relevant
Reading Materials; No Full-time Management Personnel; and No Formal Information Skills
Programme.
Present Function of SRC and Development of Virtual Learning Mode
The School Resource Centre in Malaysia is an integral part of any school system and it
has a long history of development. They are part of the whole continuum of educational
provisions. New technological evolution has changed the outlook of the library collections
and services of the school libraries. The development of sophisticated technology under
the present information and knowledge era has revolutionized the way information is
stored and shared and this has also infuenced how education and teaching are conducted
in Malaysia. According to Loertscher (2002) the information environment for millions
of children around the globe consists of a family and social structure, interpreting the
environment surrounding it. There is a need to coexist with the strength those new cultures
bring. To this efect, education should not only focus on the teachers as the main reference
as were previously practiced but also these factors are incorporated to upgrade the quality
of teaching and learning. At this point, new approach via virtual system has been prevalent.
It is interesting to fnd out how school librarians adapt to this new and diversifed roles to
assist the education system. Teachers are no longer referred to as the main reference to the
teaching process but with virtual mode students may get access through information super
highway-internet, instead merely as a facilitator. They act as an observer and give guidance
to encourage students to study their lessons and to learn how to learn. The rest lie on the
students initiative to accomplish their educational objectives. It is important that the SRC
take greater responsibility as the main player and provides adequate source of reference
and advisers in ensuring access to other materials in either printed or electronic as well as
providing the information and ICT services to the students.
The addition of electronic sources has transformed the SRC to be more sophisticated. The
SRC is no longer a place for storing the printed sources and story books, but even more
than that (Faridah Abdul Manaf & T. Subahon Mohd. Meccah, 1993). The transformation of
this dimension has made the center the most successful achievement for the students and
242
teachers in the schools. The collection at the SRC consists of, not only the reference books,
text books, story books (fction) but also contains the media tools such as OHP, audio visual
equipment, multimedia, computer and etc. The collection in the Resource Center must
assist in facilitating in the teaching and learning process in the schools, as well as inculcating
the students continuous interest in reading and acquisition of knowledge towards the later
period in the career.
To encourage and fulfll the goal of the SRC as the most important knowledge centre in
school, the functions of the Resource Centre are becoming even more challenging. Recent
years witnessed the shift to refect the increasing importance of the school libraries as
instructional centers. This can be shown in the followings:
Eforts by the ministry of education to upgrade the level of teaching and learning in
order to encourage the students interest and initiatives towards the acceptance of
the study content;
Introducing various ways of learning and teaching process based on the library
resources;
In line with the upgrading of the quality of the education, facilities and services of
the resource centers should be appropriately provided to fulfll the students and
teachers needs;
Instill awareness among teachers and students to carry out their responsibilities as
to improve and upgrade the level of teaching and learning;
Create a learning system that inculcates the reading and research culture, knowledge
culture and an everlasting life-long education through reading. This is an impetus to
developing knowledge workers.
The role of the SRC is to upgrade the quality of the national education, hence should be
taken more seriously. Various initiatives have been taken by the Ministry of Education to
coordinate with the school board and Teachers Activity Center (PKG) in order to raise the
status of the Resource Center gradually in line with the needs of the nations education policy
and aspiration. The collection development should follow and comply to the minimum
international standard. This leads to a pertinent question raised by Yushiana and Norhiyah
as to whether the SRCs are well equipped with adequate and the appropriate programmes
and services geared towards creating a new generation with creative, innovative and critical
thinking culture (Yushiana and Norhiyah, 2011).
Virtual Learning Environment
A virtual learning environment (VLE) is a system that creates an environment designed to
facilitate teachers management of educational courses for their students, especially a system
using computer hardware and software, which involves distance learning. This learning
platform, is an e-learning education system, based on the web that models conventional
in-person education by providing equivalent virtual access to classes, class content, tests,
homework, grades, assessments, and other external resources such as academic or museum
website links. (Wikipedia, the free encyclopedia). Essentially, it is contemporary distance
learning, allowing integration with a physical learning environment which may be referred
to as blended learning, and has be practically applied n distance learning programmes in
universities or open universities.
In supporting the virtual learning environment, the libraries should supplement the
conventional collections with online databases; eBooks; audio books; online catalogs;
creativity and research tools; and professionally vetted websites that are available at school
and home. The SRC must be provided with the ready access to technology hardware,
including computers, printers, and assistive technologies for special needs students,
243
presentation equipment, digital readers, and cameras, as well as a variety of specialized
educational software and online applications. Students of all income groups must be given
equitable access to technology for fexible, broadly available access points for technology
whether the school uses computer labs, portable devices, or a hybrid model. SRC should
be developed into a conducive environment for individual study, group collaboration, and
large group presentations. To this efect, it is critical for the school librarians to coordinate
with the educational technology in their schools in:
supporting technology applications throughout the school by working closely with
the schools technology coordinator or fll the role of the technology;
serving as information literacy and educational technology specialists;
supporting educational technology and addressing information literacy skills
instruction in the curriculum;
providing technology training for students, teachers, administrators, and parents;
working with teachers, counselors, and administrators to prepare students to
succeed in higher education, the work place, and in society;
helping students develop important digital citizenry attributes to demonstrate
responsible use of ICT;
providing leadership in the development of local ICT literacy standards.
Virtual Learning Environments in teaching and learning (VLE) brings together in an
integrated environment, a range of resources that enable learners and staf to interact online,
and includes content delivery and tracking. Although there is some confusion about the
defnition of VLEs, they are generally a combination of some or all of the following features:
Communication tools such as email, bulletin boards and chat rooms
Collaboration tools such as online forums, intranets, electronic diaries and calendars
Tools to create online content and courses
Online assessment and marking
Integration with school management information systems
Controlled access to curriculum resources
Student access to content and communications beyond the school.
According to Holyoke (2011), virtual learning environments allows collaborative learning
through: peer intellectual & emotional help and mutual stimulation; distributed cognition; a
group can develop special language and practice adapted to specifc problems; knowledge
through enculturation (collective memory); cognition is tied to experience (grounded); and
communities can extend beyond formal groups of learners; a lot of learning is informal.
Role of SRC Librarians, Amidst the New Challenge
In comparison, the 20th/21
st
century school library community work under a broader
outlook of the library or information system as it interacts with students and teachers. The
school librarians new paradigm has shifted to, not merely contented with the storage and
retrieval roles but has involved themselves with the challenge of new collaborative and
smart partnership roles between teachers and ICT specialists in the creation of exciting
learning experiences via the virtual mode, leading to a new dynamic learning environment.
(Loertscher, 2002). However, in order to ensure the success implementation of the resource-
based learning in line with the development of a knowledge-based society, the following
problems must be addressed:
Disparity in the school library development;
Chronic lack of time among teacher librarians;
Confict between library management and teaching duties;
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Lack of understanding among the authorities about the functions of resource centre
and the role of teacher librarians;
Lack of coordination between teacher librarians and other staf members on
curriculum and role of library in resource-based learning;
Inadequate support from the authority in manning the administration and services
of the resource centre.
The information literacy level among students in Malaysia is the low although the overall
literacy level of Malaysians is high. This was caused by the uncoordinated school library
facilities, although the call for its proper management is clearly addressed in all instructions
and standards produced by the Ministry of Education. The guideline given by Jemaah
and Yusop (1995) stipulated the need for a trained teacher-librarian in resource centre
management and educational technology, dedicated and committed and interested staf.
Yet, there is no provision of full-time personnel who can initiate formal information skills
programmes at the school levels.
An information literacy programme is an understanding and set of abilities enabling individuals
to recognize when information is needed and have the capacity to locate, evaluate, and use
efectively the needed information. It is regarded as timely for Malaysia to have a standard on
information literacy, endorsed and promulgated by policy makers, educational institutions,
professional and educational associations. School library media specialists have twofold
teaching roles. They are teachers of students, facilitating the development of information
literacy skills necessary for success in all content areas, and they are also in-service trainers of
teachers, keeping abreast of the latest information resources and technology. The types of
library and information skills should begin in the Primary years through the Secondary years;
and fnally at the Tertiary years, ie. from Basic to Middle and Advance level. These include
the followings:
i. Library orientation
ii. Library Instruction (Library Services and Collection)
iii. Bibliographic Instruction (Index, Abstracts, reviews etc.)
iv. Information Technology Skills
v. Term Paper Clinic and research (Secondary and Tertiary only)
vi. Inculcation of Reading Skills/Habits; Remedial Reading (Problems in Reading)
The information literacy programmes should, not only provide the skills needed to address
the many facets of information skills but also to ft them into the new knowledge society,
and be able to build up a personal knowledge base in a new area of interest. Among others,
a well trained school librarian would be able to assist both students and teachers in the
following skills:
Information System Skills
Retrieving Information Skills
Organising Information Skills
Evaluating Information Skills
Documentation Skills
Communication Skills
Presentation Skills
Role and Responsibilities of Professional School Librarian
The need for SRC librarians is not directed only to the secondary schools but in fact even more
critical in the early years of the primary schools. This is to ensure that the level of SRC services
and the management of the collections are done efectively in terms of policy, procedures
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and practices, based on the guidelines stipulated by the Ministry of Education. As compared
to the developed nation, Malaysia is still left far behind in terms of providing profesional
assistance to train and promote the reading skills, access to variety of information resources
since the school years. Professional school librarians are also responsible in assisting teachers
prepare teaching packages and materials.
As such, taking advantage of these profesionals will be the leading edge and critical,
relevant to the current need of school administration which refects transparant systematic
management of SRC. This is in line with the IFLA/UNESCO school library guidelines which
recommended that the national curriculum and education development programmes at
national level should consider SRC as vital means for fulflling ambitious goals regarding the
information literacy for all, through accessing and dissemination of information resources
for students at all educational levels. Subsequently, SRC will refect the notion of its role
as the nerve or centre of education and learning of the schools. The school librarians are
professionally trained to provide access to a wide range of information resources; support for
coordination attainment across the school community; develop and promote information
literacy through information skills programmes, including inculcating reading confdence
and fuency; assist with the efective use of ICT in learning and teaching; knowledge and
skills in promoting reading for recreation; and support for personal and social development.
Additionally, the school librarians are responsible in:
i. Planning and implementing policy and programmes through the year ;
ii. Planning and implementing annual budget for SRC;
iii. Planning for a comprehensive, balanced and current collection development
and management;
iv. Managing and supervising of all facilities and services of SRC so that it can
support the efective implementation of teaching and learning;
v. Managing, supervising and coordinating of the development of internal staf
training programme on SRC;
vi. Working in cooperation with teachers in the implemenattion of teaching and
learning, based on information-based instrction;
vii. Communicating and cooperating with the State Education Resource Centre;
viii. Selecting, evaluating and managing information resources for the SRC;
ix. Appraising and controlling the implementation of SRC programmes;
x. Encouraging teachers and students to utilize a variety of media in the teaching
and learning process;
xi. Undertaking relevant promotional session to encourage the library culture and
services provided;
xii. Implementing the stock taking and inventory of the SRC equipments;
xiii. Promoting of enrolling as member of the library association at the state and
national level;
xiv. Undertaking research and study to measure the efectiveness of the SRC
services;
xv. Getting feedback and suggestions with the goal of increasing the quality of the
services provided;
xvi. Preparing report and analysis of the impelmentation of development plan,
management, programmes and activities and the fnance of SRC
xvii. Submitting the data and report pertaining to implementation programme of
SRC and the for Nadi ILmu Amalan Membaca - NILAM (Reading programme) to
BTP and PSPN
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Profle of the new Breed of Professional School Librarians
Other than supporting the virtual mode learning, SRC will continue to initiate additional
information programmes in the followings, while anticipating future services:
i. Acts as readers advisors and provides counseling services related to library and
information services;
ii. Acts as intermediary between users and information resources;
iii. Acts as consultant providing information for policy making decision;
iv. Provides training in the use of ICT hardware and information sources, and online
searching;
v. Ensures efective communication;
vi. Ensures users are aware of SRC services;
vii. Involved in the services related to ICT and virtual learning;
viii. Makes decision on the policy relating to budget allocation and the strategic
planning of SRC;
ix. Plans and manage of the administration of SRC and its equipments;
x. Processes information and equipments;
xi. Manages Collection development;
xii. Acquire the following attributes:
reading culture and habit
knowledge culture
critical thinking
academic excellence
leadership quality
communicate well
information skills competencies
research skills
high level of information literacy
Lance and Loertcher (2000) stipulated the following roles of an empowered and empowering
school librarian:
i. As a school leader: who has the education, training and credentials required to be
a leader in the job and someone who regularly; meets with the principal; attends
faculty meetings; serves on key committees; and meets with other library staf;
ii. As a program administrator: who is an efective manager of a school library program
that is adequately stafed, stocked, and funded and this requires planning, budgeting,
reporting, and evaluation . It also needs someone who works with students and
teachers on a fexible schedule and this requires support staf;
iii. As an information navigator: a school librarian who acts as a selector of print, non-
print, and electronic resources that support the schools curriculum and the provincial
standards; and someone who teaches others how to be information literate, ie., to
recognize an information need and to locate, evaluate, and apply information in
critical thinking to solve a problem
iv. As a technology facilitator: who selects licensed databases and identifes authoritative
free websites; and someone who bridges gaps between students and teachers,
online information, and curriculum and instruction
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v. As a collaborative teacher and learner: that is as a teacher of students who collaborates
with classroom teachers in design and delivery of instruction; and a teacher of
other teachers who creates more self-reliant users of information resources and
technology; and a colleague who attends local library staf meetings and provincial
and national conferences regularly
It is on the basis of the above uses of 5 Roles for Empowering School Librarians that the school
librarians can; set the school goals; establish a teaching-learning environment (a climate of
collaboration, the value of information literacy skills); write the librarians job description; and
hire a new librarian. With ICT and virtual learning development the role of school librarian
become increasing more challenging. What is needed is the practical guidance through a
professionally managed school library and resources centre rather than mere promises.
Recommendations
In undertaking the task of transforming the school learning mode through the virtual learning,
various factors need to be considered. With this new development and added responsibilities,
the present status quo for SRC should be revisited. Available infrastructures should refect
the intended goal and objectives so that the expected output is reachable. A clear policy
towards transforming is necessary as a basis in developing a machinery or infrastructure.
Such consideration, especially, the placement of professionally qualifed school librarian
with additional competencies, would make it possible to achieve the goal.
To enable this to be practically viable and reachable, among other things, those involved in
the implementation level must accomplish what has long been advocated by stakeholders
in the feld nationwide, such as follows:
i. Towards an established infra-structure to run the business, in terms of staf, building
and budget in line with universal standards and those best practices;
ii. A long advocated needs for professionally trained school resource centre personnel
with the additional value in information literacy skills and ICT, not only to manage
the library but initiate programmes for the entire students and teachers, the
responsibilities that call for professional to manage the resource centre and the
virtual learning associated with, not only the need of the present but the life-long
learning of the future;
iii. Reliance on student library assistants should be reviewed as they are not only
untrained and unskilled assistants, but from the interviews conducted, none of them
seems to be interested in taking up the library work as their future career.
iv. Coordination with the National Library of Malaysia through its excellent gunasama
scheme (whereby professional librarians are placed in libraries of ministries and other
organizations):
v. Finally, it is crucial to develop our future leaders with the tools that inculcate their
thirst for knowledge and research through reading interest in all felds and that must
begin at the schools level.

Conclusion
Whereas the above developments in education are a positive indicator of change, SRC in
Malaysia has been left behind. Most school libraries face the shortages in funding; absence
of policy and legal coverage; and professional stafng. It seems that, even in the current
climate, school libraries face the lowest of priorities in educational spending. Although most
of the schools have libraries in their setting, the management of the SRC is still at the low
ebb. SRC cannot run efectively in isolation with the minimum standards requirements of SRC
within the context of staf; building/space; and budget. The situation of school librarianship
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in Malaysia becomes uncertain when priorities are not given to the development of SRC as
compared to ICT and counseling programmes at schools, among others.
Although the authorities have, in various occasions strongly called for the need to develop a
reading society, a society that is free from the social upheavals, and developing a knowledge
workers in line with a developed-nation status, the mechanism in terms of the infra structures
need to be addressed. While libraries are here to stay, the new breed of librarians need to
continually be equipped with new competencies needed by the industry, especially with
the application of ICT and new electronic information sources and services. Finally, SRC
should be provided with the ideal means to undertake the increasing sophisticated task
and responsibilities efectively in line with those advocated by the authorities, with the goal
of producing students, not only with high academic qualifcation but also embedded with
the skills and attributes needed for a balanced society.
References
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Pendidikan. Kuala Lumpur: Fajar Bakti.
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Negara Malaysia.
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environment (MLE). Retrieved on 15 November 2013 from http://whatis.techtarget.com/
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Reaserch & Publishing.
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Challenge for Schools and School Librarians. In: School Libraries for a Knowledge Society
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OrderingDownload/15003.pdf
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GETTING STARTED WITH JAVA USING ALICE
Boon Hui Seng
Senior Programme Manager, Asia Pacifc
Oracle Education Foundation
Presentation
Ms Boon began by introducing Alice, an award-winning innovative 3D programming
environment created by Carnegie-Mellon University. She explained that by using an
innovative programming environment to support the creation of 3D animations, the Alice
Project provides tools and materials for teaching and learning computational thinking,
problem solving, and computer programming across a spectrum of ages and grade levels.
The Alice program helps students acquire problem-solving techniques without having to
learn programming. She encouraged teachers to apply Alice in the classroom. Teachers can
download the Alice software free of charge from www.alice.org or www.academy.oracle.
com
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CONCEPTS, APPLICATIONS AND RESEARCH OF VIRTUAL REALITY
LEARNING ENVIRONMENTS
Prof. Madya Dr. Haji Mohd Arif Haji Ismail
Head, School Holidays Programme (Summer Camp), UKM-JHU-CTY,
National PERMATA Pintar Centre, Universiti Kebangsaan Malaysia
mdarif@ukm.my; mdarifukm@yahoo.com
Currently teaching graduate and undergraduate courses and leading several research
projects at Faculty of Education, Universiti Kebangsaan Malaysia. He has refereed and
evaluated articles for several international publications especially in the area of Educational
Technology. He has supervised both PhD and Master degree students. He has given
numerous presentations at seminar and conferences. His publications appear in regional
and international journals.
Having served in numerous committees, he has gained extensive administrative experience.
He has been a member of several evaluation panels in curriculum and assessment. He is
currently the President of the Malaysian Educational Technology Association (META), an
International Advisory Board for TOJET (Turkish On-Line Journal Educational Technology)
Turkey and also Advisory Board for MOJET (Malaysian On-Line Journal Educational
Technology), University Malaya, Kuala Lumpur.
His feld(s) of specialization and interests have been Educational Technology and Information
Technology & Resources in teaching and learning : ICT integration in education, attitudes
and beliefs of teachers and students, and he has undertaken research related to all of these
areas. Achievement / Awards are as follows: Educational Innovations Awards (Learning
Contract), UKM 2012, Keynote Speaker (4th International Malaysian Educational Technology
Convention, Putra Hotel, Kuala Lumpur - 2010), Gold Medal (2009) Regional Research Expo
2009 (Universiti Keb. Malaysia Universitas Riau Indonesia), Silver Medal (2005) Innovation
and Research Expo 2005 (Universiti Kebangsaan Malaysia) and Keynote Speaker (International
Seminar on Educational Technology, Indonesian Association of Educational Technology,
Jakarta State University, Indonesia - 2005). He has a total of 78 published articles (27 Journals,
22 Books, 39 Chapters in Book, 8 Research Report, 79 Proceedings).
Presentation
The professor presented on the education for the gifted and talented in Malaysia where a
complete education under one roof can result to a conducive learning environment. VLE
can help generate positive outcomes and impact to the Malaysian students, among them
- accommodating the talented and gifted, and producing Nobel Laurette potentials from
Malaysia. He also presented on the programme that is made up of 3 diferent components
UKM 1, UKM2, UKM3 (tests) in Malaysia and outside the country (involving international
participants). This programme enables adaptation and adoption to the learning environment.
However, it needs liasing with foundations which have similar beliefs and standings, for
example UKM-CTY-MAWHIBA and scholarship-granting agencies (Yayasan Khazanah,
Petronas, Sime Darby and JPA).
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THE CRITICAL ROLE OF SCHOOL LIBRARIES IN A VIRTUAL LEARNING
ENVIRONMENT
Dr. Diljit Singh
Associate Professor
Department of Library and Information Science,
Faculty of Computer Science and Information Technology,
University of Malaya
Diljit Singh is an Associate Professor at the Department of Library and Information Science,
Faculty of Computer Science and Information Technology, University of Malaya, Kuala
Lumpur. He has previously served as Deputy Dean (Postgraduate) at the faculty. Diljit holds
a B.Sc. from the University of Malaya, and an M.S. and Ph.D. from Florida State University,
USA. He taught in two schools, and worked at the state and federal levels of the Ministry of
Education Malaysia before joining the university.
Diljit is active in library associations at the international level, and is currently the President
of the International Association of School Librarianship (IASL). He is also a member of IFLAs
Standing Committee for Asia and Oceania. His professional and research interests include
information literacy, management of libraries and information services, school libraries, and
LIS education. He also has a keen interest in the efective and efcient use of information for
socio-economic development.
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Presentation
Dr. Diljit Singh said that the world is moving fast. He also reiterate that the goal of VLE in
Malaysia is for everyone to have access to quality education and the technology that is
shaping the world today. VLE provides opportunities, but it is up to the users to make use
of the opportunities & the tools. The issue is how to choose the most suitable materials. He
listed down the main features of VLE:
Anytime, anywhere access
Individual working space (customise etc)
Technology tools
Management tools
Content management (Frog VLE)
A very important component in VLE is LEARNING and the school is just a venue for learning.
One have to realise that the world is changing thus students need to be prepared for the
future. We need to replicate what the students are facing in the real world and involve all the
stakeholders in the learning process. He also stressed that school libraries as important and
critically supprotive in students long term success.
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THE EFFECTS OF PERSUASIVE VIRTUAL LEARNING ENVIRONMENT
(PVLE) TOWARDS LEARNING ACHIEVEMENT AMONG STUDENTS
WITH DIFFERENT COGNITIVE STYLES
Abdul Hadi bin Mat Dawi , Ph.D
Ridza Ahmad Nizam bin Abd Raof
Zain Hazmi bin Zain Baharin
Institut Pendidikan Guru Kampus Ipoh, Hulu Kinta, Perak, Malaysia.
drhadi@ipip.edu.my; ridza@ipip.edu.my; zainhazmi@ipip.edu.my
Abstract
This study aims to investigate the efects of persuasive virtual learning environment towards
learning achievement among digital native students with diferent cognitive styles. This
study used a quasi-experiment with a 2 x 2 factorial design. Dependent variable is Mean
Score of Learning Achievement. Independent variable is Mode of Presentation of Virtual
Learning Environment System (Persuasive Virtual Learning Environment (PVLE) and Ordinary
Virtual Learning Environment (OVLE)). Moderator variable is Cognitive Style FD/FI. The
sample consists of 77 Pre-Bachelor students of Education Programme of Institute of Teacher
Education (Ipoh Campus). Descriptive statistics and inferential statistics were carried out to
analyse the research data. The fndings showed that the use of PVLE was more efective
compared to OVLE towards Mean Score of Learning Achievement. Meanwhile, there is no
signifcant diferent in Mean Score of Learning Achievement between students with FD
Cognitive Style and students with FI Cognitive Style in both mode of presentations. This
fndings showed that the persuasive technology was able to persuade students in initiating
and choosing the specifc task in order to achieve targeted behaviour. The fndings gave an
indication that the existence of trigger in virtual learning environment could provide more
cognitive support to the students to think and facilitate meaningful learning.
(Keywords: Cognitive Style; Meaningful Learning; Persuasive Technology; Trigger; Virtual
Learning)
Introduction
The implementation of the Virtual Learning Environment (VLE) System has become a
necessity in todays education system. This VLE development has driven the Teacher Education
Institute (IPG) to prompt various changes especially in pedagogical practices that are based
on Information and Communication Technology. Several researchers have highlighted the
importance of virtual learning in education for its positive impact on teaching and its ability
to create more efective education (Ahmad, 2003). The use of virtual learning ought to be
fully exploited by educators so that it can bring about positive efects in teaching. A mere
focus on teaching methods in the classroom is insufcient in making an education program
efective and successful.
The implementation of virtual learning requires a learning environment that is supported
by a complex Learning Management System (Hampel). The Learning Management System
consists of a set of communication or learning tools that are used for planning, preparation,
development, delivery, communication and course management online. With advancement
of technology, the system could be easily accessed by mobile tools such as mobile telephone,
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Ipad, tablets and so forth. The teaching and learning process becomes more fexible and
could occur anywhere. However, the system should be persuasive to students so that they
can engage to the system and use it efectively in order to achieve their desired learning
outcomes. Therefore, this study focuses on the student persuasion initiative in the use of the
learning management system for achieving learning outcomes.
Scientifc user persuasion initiatives in computer usage were carried out by Fogg (2003)
from Stanford University. Fogg had developed the feld of Captology, which is the
acronym for Computer As Persuasive Technology. The Persuasive Technology presented by
Fogg is a method to infuence and persuade humans through the use of Information and
Communication Technology (ICT) (Fogg. 2003). Captology involves the design, research
and analysis of computer technology that is developed to change human behavior and
conduct. Persuasive technology also includes websites, PDA, kiosk, mobile telephones and
video games (Stanford Persuasive Technology Lab, 2003). In brief, Captology is represented
as in Figure 1.
Figure 1. What is Captology? (Fogg, 2003)
Interactive persuasive technology gives positive changes in many domains including
health, business, security and education (Stanford Persuasive Technology Lab, 2003). There
have been several studies that show the impact of persuasive technology on teaching and
learning (Gharbaghi, Aris, & Hamdani, 2011; Alexander, Fives, Buehl, Mulhern, 2002). Also,
the role of persuasive technology may be even more successful when incorporated into the
teaching context that is designed to broaden teachers epistemology.
In this study, the persuasive technology used is in the form of persuasive trigger technology
for the Topic of Electronic Spreadsheet via online learning MyClass Online. The persuasive
trigger technology is used to persuade students to follow the sequence of lesson sub-topics
and steps in the electronic spreadsheet using Microsoft Excel. Persuasive triggers technology
are also used as a scafolding tool that guides students to learn the concept of electronic
spreadsheets from the easier level to more difcult ones until the desired learning outcome
is accomplished. In short, the efectiveness of persuasive trigger technology on engaging
learners to produce meaningful learning via the virtual learning environment system is
identifed in the study.
Problem Statement
MyClass Online is an innovative virtual learning environment system that was introduced at
the Teacher Education Institute Ipoh Campus in 2009. The implementation of MyClass Online
is needed to fulfll requirements of the Malaysian Qualifcations Framework for the Bachelor
Degree Program in Teaching at the IPG. Students should be able to access course information,
lecture notes, submit assignments and perform various online learning activities through
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the internet. Yet, the use of MyClass Online at the IPGs is still less than satisfying. However,
feedbacks from students of other higher learning institutions are generally positive, and
overall, they accepted the use of this approach as a system for teaching and learning (Mas
Nida et.al., 2008; Ngai, Poon & Chan, 2007). And so, an initiative to persuade users, specifcally
the students, to use the VLE system is needed at the IPGs.
The implementation of an innovation must be based on acceptance, which is supported by
empirical evidence and not based on fait accompli (Yusup & Razmah, 2006). The VLE System
developed at IPG is based on the design created by the Learning Management System
Software Manufacturer, which was obtained through purchase from a supplier or through
an open source option. The virtual learning environment system needed to be designed and
developed based on solid and empirically verifed teaching theories and models in order
to ensure that the system can indeed facilitate students learning. The instructional system
design model, message design, teaching strategies and the efective approach have to be
identifed through research as to reinforce virtual learning environment at the Teaching
Education Institute, Ministry of Education Malaysia.
The feld of Captology that was developed by Fogg (2003) from Stanford University has
grown and expanded. Several guidelines, principles and models related to Captology have
been introduced by Fogg based on results and fndings at the Persuasive Technology Lab,
Stanford University (Fogg, 2003). The focus of captology is currently on Human Computer
Interface (HCI) and not on Computer-Mediated Communication (CMC). In addition, the
efectiveness of captology principles and models based on local context has yet to be clearly
known. Therefore, a study based on local context is needed to observe its efectiveness in
facilitating learning and encouraging the use of the VLE system at the Teacher Education
Institute.
Fogg (2003) proposed three forms of trigger for the purpose of persuasion to achieve target
behavior, namely spark, facilitator and signal. These triggers can be used as persuasive
technology. All three triggers consist of text and graphic. Furthermore, based on the
Cognitive Theory of Multimedia Learning (Mayer, 2001), the use of textual and graphical
elements in multimedia learning also afect the efectiveness of learning, especially in
achieving meaningful learning. For that reason, the efectiveness of text and graphic as
innovative persuasisive trigger technology, and at the same time, its efects on students
learning achievement need to be scientifcally studied.
The persuasive trigger technology is used to persuade students to follow the sequence of
lesson sub-topics. This approach has the potential to help students with Field Dependent
(FD) Cognitive Style. According to Witkin et al. al. (1977), students with diferent cognitive
styles have diferent learning preferences. Students with Field Independent (FI) Cognitive
Style are analytical and able to isolate and identify the stimulus-relevant features required
in solving the problem. Instead, students with FD cognitive style are less able to cope with
the hidden context and isolate any one item from the context. Thus, the efect of cognitive
style on student achievement using the persuasive virtual learning environment should be
studied scientifcally. Furthermore, the digital native students in this group may experience a
lack of concentration due to a tendency to do a lot of things (multi-tasking) at any one time
(Fahy, 2011).

In this study, the topic 'Electronic Spreadsheet' was chosen. An electronic spreadsheet is
faster and more fexible compared to the traditional method of numeric calculation and
data forecast (Sharp, 2009). According to Sharp (2009), teachers can make use of electronic
spreadsheets as a record book for grades or class budget, attendance charts, surveys,
checklists and so on. And so, the skill and mastery of electronic spreadsheet among the
students who after all, are future teachers, is very important and needs to be emphasized in
teaching courses (Sharp,2009).
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Purpose and Objective of Study
The purpose of this study was to examine the efects of Persuasive Virtual Learning
Environment (PVLE) towards learning achievement among digital native students with
diferent cognitive styles. In addition, this study also aimed to examine the efect of diferent
cognitive style on learning achievement in the use of VLE system.
Specifcally, the objectives of the study are to:
a) examine the efects of persuasive virtual learning environment on learning
achievement among students; and
b) examine the efects of FD/FI cognitive style on learning achievement in the use of
persuasive virtual learning environment system.
Research Questions
Based on the purpose and objectives of the study, and also literature review, the study
attempts to fnd answers to the following research questions:
a) Are students exposed to Persuasive Virtual Learning Environment (PVLE) obtain
higher mean score of learning achievement than the students exposed to Ordinary
Virtual Learning Environment (OVLE)?
b) Does the students with FI Cognitive Style obtain higher mean score of learning
achievement than the students with FD cognitive style in both presentation mode?
c) Is there any interaction efects between cognitive style with the mode of VLE
presentation towards the mean score of learning achievement?
Research Hypothesis
Based on the research questions, this study have established the following hypothesis to be
tested at the 0.05 signifcant level.
a) There is no signifcant diference in mean score of learning achievement between
students exposed to PVLE and students exposed to the OVLE.
b) There is no signifcant diference in mean score of learning achievement between
students with FI cognitive style and students with FD cognitive style in both type of
VLE presentation modes.
c) There is no signifcant interaction efects between FD/FI cognitive style and VLE
presentation mode towards the mean score of learning achievement.
Theoretical Framework of Study
The theoretical framework of the study is based on Foggs Behavior Model (Fogg, 2009),
and Cognitive Theory of Meaningful Learning (2009). Consequently, Foggs Behavior Model
(FBM) is as shown in Figure 2.
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Figure 2 . Foggs Behavior Model (FBM) (Fogg, 2009)
Based on Figure 2, Fogg (2009) proposed three factors to achieve target behavior that
is motivation, ability and triggers. In short, the FBM suggested that a person needed to
have sufcient motivation, adequate ability and efective trigger in order to achieve target
behavior. The trigger is something that tells the user to perform something now. According
to Fogg, there are three types of trigger in FBM, namely Spark, Facilitator and Signal. Ever
since the development of interactive technologies, the role of triggers has expanded. Created
target behavior is linked to behavior during computer use. During the use of interactive
technology in online learning, MyClass Online, students incidentally will receive triggers and
so, they will perform the actions required. And, persuasive trigger technology involve the
use of computer technology to guide students through processes and experiences created,
and to persuade them by performing required processes or actions (Fogg, 2009). Students
will be guided so that they go through the sequence of actions or events, which have been
determined beforehand, step by step.
Meanwhile, the Cognitive Theory of Meaningful Learning explains the knowledge
development process that supports meaningful learning (Mayer, 2009). The Cognitive Theory
of Meaningful Learning was based on the Cognitive Theory of Multimedia Learning (Mayer,
2001), Swellers Cognitive Load Theory, Paivios Dual Coding Theory and Baddeleys Model of
Working Memory (Mayer, 2009). There are three principles in Cognitive Theory of Meaningful
Learning, namely (1) two channels for processing information; (2) limited capacity; and (3)
active processing. The dual channel principle for processing information explains that a human
has separate channels for processing visual information and auditory information. Whereas
limited capacity suggests that each human information processing channel only process a
certain amount of information at one time. As for the cognitive active processing principle, it
explains that a human is bound to active learning by selection of relevant input, arrangement
of selected information to mental representation and integration of mental representation
with other knowledge. Furthermore, the theory suggests knowledge development involves
fve stages that are (1) Selecting relevant words to be processed in verbal working memory;
(2) Selecting relevant images to be processed in visual working memory; (3) Organising
selected words into verbal mental model form; (2) Organising selected images into visual
mental model form; and (5) Integrating verbal and visual representations with present
knowledge (Mayer, 2009). In short, the theory is shown as in Figure 3.
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Figure 3. Cognitive Theory of Meaningful Learning (Mayer, 2009)
Methodology
The study employed a quasi experimental with a 2 x 2 factorial design (Campbell & Stanley,
1963). A 2 x 2 factorial design is selected because this design allows the researchers studied the
main efects of the independent variables and the interaction efects between independent
variables with one or more moderator variables simultaneously (Creswell, 2012; Fraenkel
& Wallen, 2009). Research variables consist of the dependent variable, the independent
variable and the moderator variable. The dependent variable is the Mean Score of Learning
Achievement (Post-Test Pre-Test). While the independent variable is the VLE presentation
mode. Whereas moderator variable is FD/FI Cognitive style. The sample of this study consist
of 77 Pre-Bachelor students of Education Programme of Institute of Teacher Education (Ipoh
Campus). The sample were assigned into two diferent modes of presentation (1) PVLE (39),
and (2) OVLE (38) in units (class intake) respectively. While the sample for each presentation
mode distributed according to FD/FI cognitive style based on the GEFT.
Research instruments used in the study were comprised of (1) MyClass Online System; Test
of Spreadsheet Topic (Pre-Test and Post-Test); and (3) Group Embedded Figures Test (GEFT).
MyClass Online System was developed using Web Moodle engine, which is a type of open
source software. Moodle is an open source Course Management System (CMS) a software
package designed to assist educators develop online courses, which is also known as
e-learning. E-learning system such as this is also known as a Learning Management System
(LMS) or Virtual Learning Environment (VLE). MyClass Online provides subject information,
lecture notes, communication facility and other learning activities such as quizzes, tests and
assignments that can be accessed online via a network of computer at the IPG. Every student
and lecturer is given an account and password that enable them to conduct teaching and
learning online. They need to log in frst before they are able to use the learning modes
ofered in MyClass Online. The main learning modes provided in MyClass Online are in the
form of forums, calendar, material source, quizzes, assignments and surveys as shown in
Figure 4.
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Cartoon act as persuasive trigger to persuade learner
Figure 4. MyClass Online Display a Cartoon (Facilitator) as Persuasive Trigger
In this study, MyClass Online provides the trigger element of a persuasive technology to
students. The persuasive trigger technology is as shown in Figure 5.
Figure 5. The Use of Cartoon, Spark and Signal as Persuasive Trigger in MyClass Online
The Test of Spreadsheet Topic was analyzed by the researchers to evaluate students
learning achievement based on rubrics that includes electronic spreadsheet skills, which
are calculation and grade input, preparing charts and graphs, providing teaching plans,
produce an inventory, preparing the inventory, develop rubrics, and preparing the schedule.
GEFT used to measure students cognitive styles. The items used to measure the ability of
an individual to identify simple shapes found in the complex diagrams. GEFT achievement
scores showed the tendency of a cognitive style either in FD cognitive style or in FI cognitive
style. Student who obtain a score equal to or higher than the mean of the GEFT is categorized
as FI cognitive style. Instead, student who obtain a score lower than the mean in the GEFT
is categorized as FD Cognitive Style. GEFT designed by Witkin et al. (1971 ) with reliability of
0.82. GEFT test has been used by many researchers and the reliability of this test is high.
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Data collection process is assisted by two specially trained lecturers of IPG. Briefng and
demonstration of the procedure prior to data collection were conducted by the researchers.
Data collection procedure is divided into three phases: (1) Pre-treatment phase; (2) The phase
during treatment; and (3) Post-treatment phase. Interval between phases before treatment
and during the treatment phase is three weeks. In the meantime, all the procedures for
the control of internal validity and external validity has been undertake by researchers
throughout the research conducted. Students assignments were collected as soon as the
interaction week for electronic spreadsheet topic for each group is completed. This is to
ensure equal opportunity is given for teaching and learning between the groups.
All data collected through data collection procedures were analyzed using the Statistical
Package for Social Sciences (SPSS) version 18. Two-way ANOVA procedure was used to
determine the main efects and interaction efects among the independent variables (VLE
presentation modes, the FD/FI cognitive style) on the dependent variable (mean score of
learning achievement).
Results
Distribution of sample size by VLE presentation modes namely, (1) PVLE and (2) OVLE shown
in Table 1. Overall, the distribution of the samples for each factor is equal in terms of sample
size in the range of volume by a ratio of 1: 1.5 (Pallant, 2001).
Table 1
The Mean Score of Learning Achievement (Pre-Test) and Standard Deviation For Each Presentation
Mode and Cognitive Styles.
Presentation
Mode
Cognitive Style Mean Standard
Deviation
n
OVLE FI Cognitive Style 12.41 1.62 17
FD Cognitive Style 9.05 2.69 22
Total 10.51 2.83 39
PVLE FI Cognitive Style 12.96 1.33 23
Total 11.47 2.57 38
Total FI Cognitive Style 12.73 1.47 40
Total 10.99 2.73 77
Based on Table 1, The Mean Score of Learning Achievement (Pre-Test) for PVLE mode ( =
11.47 ) was higher than OVLE mode ( = 10.51 ). However, based on the Two-Way ANOVA
results found no signifcant diferences in mean score of learning achievement (pre test) for
both presentation mode. The value of F (1 , 73 ) = 0.536, Mean Square Error = 2.28, p = 0.46
and 2 = 0.007. This indicates that the PVLE and OVLE group were homogenous. The Mean
Scores of Learning Achievement (Pre-Test) of FI Cognitive Style group ( = 12.73 ) was higher
than the group FD Cognitive Style ( = 9.11 ). Based on Two-Way ANOVA results found
signifcant diferences in mean score of learning achievement (pre-test) for both groups FD/
FI cognitive style. The value of F ( 1 , 73 ) = 55 641, Mean Square Error = 236.61, p = 0.000 and
2 = 0.433. This shows the student with FI Cognitive Styles has an advantage of learning over
FD cognitive style before the experiment conducted.
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Experimental results are shown in Table 2. The Mean Score of Learning Achievement for
PVLE mode ( = 9.39) was higher than OVLE mode ( = 6.26). The Mean Score of Learning
Achievement for FI Cognitive Style group ( = 8.05) was higher than the group FD Cognitive
Style( = 7.54).
Table 2
The Mean Score of Learning Achievement (Post-Test - Pre-Test) and Standard Deviation For Each
Presentation Mode and Cognitive Styles.
Presentation
Mode
Cognitive Style Mean Standard
Deviation
n
OVLE
FI Cognitive Style 6.06 2.51 17
Total 6.26 2.60 39
PVLE
Total 9.39 2.64 38
Total
Total 10.99 2.73 77
The results of Levene Test for equality of variance of the dependent variable per value F (3,
73) = 0.158 and p = 0.92. This shows that the variance of the dependent variable for the two
modes of presentation is equivalent (Pallant, 2001). Based on the Two-Way ANOVA results,
there was no signifcant diference in mean score of learning achievement for both groups of
presentation mode. The value of F (1, 73) = 25.99, Mean Square Error = 182.39, p = 0:00 and
2 = 0.263. Thus, the First Null Hypothesis (H01) is rejected. Value 2 = 0.263 showed 26.3%
of variance explained the Mean Score of Learning Achievement by presentation mode.
Therefore, the efect size shows that the PVLE mode has a great impact on the dependent
variable, Mean Scores of Learning Achievement (Pallant, 2003).
The Two-Way ANOVA results also showed no signifcant diference in mean score of learning
achievement for both groups FD/FI cognitive style. The value of F (1, 73) = 0.001, Mean
Square Error = 0.04, p = 0.98 and 2 = 0.000. Therefore, The Second Null Hypothesis (H02) is
acceptable. In addition, there was no signifcant interaction efect between cognitive styles
and modes of presentation towards the mean scores on learning achievement. The value
of F (1, 73) = 0-30, Mean Square Error = 2.11, p = 0.59 and 2 = 0.04. Thus, the Third Null
Hypothesis (H03) is also acceptable. Therefore, the discussion of this study more focuses
on the efects of VLE presentation mode and cognitive style towards the Mean Scores of
Learning Achievement.
Discussion and Conclusion
The purpose of this study was to examine the efects of Persuasive Virtual Learning Environment
(PVLE) towards learning achievement among digital native students with diferent cognitive
styles. In the study, persuasive technology in the form of triggers consisted of spark, signal,
and facilitator. This study also aimed to examine the efect of diferent cognitive style on
learning achievement in the use of VLE system.
Study fndings showed that the students exposed to Persuasive Virtual Learning Environment
290
(PVLE) obtained signifcantly higher mean score of learning achievement than the students
exposed to Ordinary Virtual Learning Environment (OVLE). The fnding showed that the
use of triggers as an innovative persuasive technology could provide guidance and useful
assistance for students to achieve targeted learning outcomes. The use of triggers could also
persuade students to engage with the VLE system, MyClass Online. These study fndings
consistent with Foggs Behavior Model (FBM) that suggests triggers, whether in the form of
spark, facilitator or signal, are able to guide students to achieve the desired target behavior.
According to FBM, the use of triggers has increased students motivation and ability to
accomplish target behavior (Fogg, 2009).
The study fndings were also consistent with the Cognitive Theory of Meaningful Learning
(Mayer, 2009). According to the Cognitive Theory of Meaningful Learning, the selection
of relevant information was crucial in facilitating meaningful learning, which occured in
selecting relevant information phase (Select), organize information phase (Organize), and
integrating new information with prior information phase (Integration). Trigger usage as the
persuasive technology in the study was able to help students select relevant information
and then facilitate students to foster meaningful learning. The role of triggers is to serve as
a guide in achieving target behavior and not as a cognitive active process in meaningful
learning. However, the use of triggers, be it graphic, text or symbols, is more efective
compared to the use of no triggers.
Trigger usage have succeeded in temporarily guiding students to master the concept
involved, from learning the easier concept frst and followed by more difcult concept. In
short, triggers can also be used as a scafolding tool that persuasive trigger technology.
Simultaneous triggers can provide even more efective cognitive support and facilitate
meaningful learning in VLE teaching and learning.
In summary, the study provides an implication and useful information to designers and
system developers of Virtual Learning Environment (VLE) System, as well as lecturers that
teach using VLE platform. In VLE, students need to be given persuasive elements that can
motivate or drive them to learn more efectively and facilitate them to think and learn more
meaningful. The use of trigger serves as an efective persuasive technology in assisting
students learning in a virtual learning environment.
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As the International Conference on Virtual Learning Environment 2013 is now drawing to an
end, I would like to thank you all for your outstanding keynotes, distinguished presentations,
constructive discussions, and active participation during the last two days.
I hope you all share my view that the whole conference has been a very stimulating and
successful experience. I would like to take this opportunity to thank and congratulate the
conference organizing committee for their excellent job in organizing and hosting the
conference.
The ICVLE 2013 aims to achieve the following objectives:
1) As a platform for all participants to gain knowledge and insights on Virtual
Learning Environment (VLE)
2) To increase awareness on challenges, threats and safety measures in VLE
3) To share best practices on teaching and learning in a virtual environment; and
4) To enhance roles and responsibilities of school administrators as catalysts and
change agents in optimising ICT
Throughout the two-day conference, 7 keynotes and 17 papers were presented, refecting
remarkable and various views and approaches about virtual learning environment. A total
of 287 participants from 7 countries attended the conference namely from USA, Portugal,
Australia, Korea, Indonesia, Singapore and Malaysia.
In addition to the conference, an exhibition hosted by 7 smart partners, was held. It was
very efective in showcasing the implementation of current initiatives and the successful
applications of theory into practice.I would also like to thank our nine sponsors for their
CONFERENCE
SUMMARY
309
contributions namely Microsoft, Bitara Induk, VMware, YTLC, Maxis, DiGi, CyberSecurity
Malaysia, Oracle Academy and Media Prima.
Now I would like to go over what our keynote speakers shared with us. First, Prof. Dr. Marcus
D. Childress from the Association for Educational Communications and Technology (AECT)
addressed the brisk rise in popularity of Massive Open Online Courses (MOOCs) and Open
Educational Resources (OERs). MOOCs and OERs have garnered worldwide attention and
institutions of higher education are embracing MOOCs as the platform of the future and as
a way to create brand extension and broader education access. Instructional challenges of
MOOCs and OERs were explored through the lens of instructional design. Recommendations
were made to improve MOOCs, adopt OERs, and embrace other disruptive technologies.
Prof. Wan Mohd Fauzy Wan Ismail from Universiti Sains Malaysia presented on social
interaction within group learning. The Brain Activities Study by MIT shows that less brain
activities happen when students are watching TV and during class. On the other hand brain
activities increase while doing homework and taking examinations. With social interaction,
active and engaged learning happens. For an educator the main focus would be the design
and infuence of conditions that would improve or promote learning among learners. With
social interactions, students became committed and invested time. They structured and
vocalized their internal thoughts.
Dr Soon Seng Thah presented on fndings of a study on VLE conducted by ETD involving
426 teachers and 223 students from secondary and primary schools nationwide. Findings
of the study show a generally positive response in the use of VLE in teaching and learning.
The study also showed secondary schools fared worse in terms of internet stability as
compared to primary schools. Rural schools tended to have more problems in connectivity
as compared to urban schools. It is recommended that program evaluation be carried out
to help decision-makers plan and take necessary corrective action to better implement VLE
among teachers and students in schools
The success factors on VLE implementation depend on
1) the functionality of VLE as a pedagogical tool
2) the user-friendliness of the VLE and
3) the use of VLE as a tool for collaboration.
Prof Dr Rozhan M. Idruss paper discussed the evolvement of the interactive technology.
Technologies have evolved but the way we teach remains the same. Technology is just a
tool. In terms of getting the kids working together and motivating them, the teacher is the
most important. The ability to access and share resources and the creation of open source
content has moved teaching collaboration across boundaries. The capability of the Internet
has provided us with unprecedented sharing diversities and possibilities, not a duplication
of past activities.
Ms Elizabeth Lopez from FrogAsia and Mr Suan Yeo from Google presented on the Frog VLE
and Googles contribution in education. The Frog VLE has opened up boundaries in terms
of communication, social connection and learning experience. Frog VLE and Google Apps
have paved the way to cloud-based learning and learner-centered forms of technology.
Teachers are encouraged to be creative and use widgets and apps in the Frog VLE to convey
learning contents to students. Educational games can be used as a form of learning activity
which provides an advanced education experience. We encourage teachers to collaborate,
communicate, cooperate and share best practices and success stories.
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Mr. Joice Fernandes, Senior Director for Education of Microsoft highlighted the role of ICT
investment in education as the key way to fuel economic development, increase workforce
competitiveness, enhance worker skills and drive job creation. The presentation showcases
Portugals Magellan Project, one of the worlds most comprehensive educational technology
programs. Transformational policies will stimulate the economy and enable social equity
through universal access to education. Todays students will graduate into a world in which
use PCs and the internet to research, evaluate and share information. To prepare students for
this knowledge-based society, nations around the world are seeking to develop sustainable
programs that integrate technology with education and provide students with the 21st
century knowledge and skills they need to succeed in the global economy.
Prof. Dr. Abtar Kaur from Open University Malaysia presented a world-view on virtual learning.
She discussed on how virtual learning should be planned and the major ingredients to
make it successful and sustainable. Virtual learning growth is a phenomenon in social media
worldwide. Malaysia is second behind Russia and among 26 other countries in the Connectivity
Scorecard 2013, due to its wide broadband penetration. There are various interpretations of
virtual learning: e-learning, online learning and blended learning. She provided tips on how
to design and implement virtual learning suited to Malaysian educational environments.
Last but not the least, I would like to thank YB Datuk Mary Yap for being here today in support
of our VLE initiative. Thank you to all participants for your intellectual discussions over the
conference and all sponsors for their invaluable support.
Terima kasih.
ROSNANI BINTI MOHAMED ALI
Director
Education Technology Division
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Respected Distinguished Guests, Distinguished Speakers and Participants.
Ladies and gentlemen,
The International Conference on Virtual Learning Environment 2013: Infnite Possibilities for
Learning , is now drawing to a close of what has been by all accounts a very successful and
productive conference. On behalf of the Executive Planning Committee for the Conference,
we want to thank the speakers, facilitators, those who prepared papers, and of course,
participants for your contributions which made this conference a success.
Virtual Learning Environment is not as an option to learning but a solution to improve
teaching. I was made to understand that there were six keynote addresses and 20 papers
presented by not only representatives from the private sectors but also universities and
teachers as well. I am proud to see our teachers contribution towards such intellectual
discussion and become actively involved in issues that related to them. The wide and variety
of papers presented provided better insights for teachers to understand the importance
of integrating technology in schools. In this conference we explored diferent approaches
in knowledge presentation through best practises, shared information, and reached new
conclusions on special topics of great interest to educationist.
I am sure we are all committed to return to our respective organizations to achieve our
ultimate conference objectives: to enhance existing teaching and learning process through
VLE and enforce programs so that our ultimate mission of developing successful learners of
the 21st Century is realized.
CLOSING
REMARKS
315
Today, we are living in a global world of the Internet, the World Wide Web, search engines,
hand-held electronic devices, artifcial intelligence, gaming, robotics, and social media. All
these tools provide us with information and resources and put us in touch with people,
places, and ideas at an instant and all the time.
I could not imagine how classroom would be like ten years from now. Imagine where our
students and teachers will get their information and what kind of resources will support
their learning. Probably learning experience would be more personalised for each student.
How they will be able to beneft from digital learning opening up a nearly infnite number
of advanced courses in world languages, sciences, engineering, and the arts. The learning
schedules could be made more fexible, with instruction available to students at any hour
day or night, or on any day. The current VLE itself provides an infnite possibility for learning.
I cannot imagine how our conference will be like in ten years time either.
Technology has enable us to access to the world and provided a vast sea of resources for
our teachers and students. Just as our world and our expectations are changing rapidly,
the skills our students need to succeed are dramatically diferent today than from what it
used to be 10 years ago. In order to prepare our students for success in the 21st century, we
must change the way we support our teachers and students. To transform education for the
21st century, we need to rethink learning, rethink schools, and take advantage of all of the
resources available to us.
Since the early 90s MOE has provided computer -based learning facilities to students in line
with the current technology . At this time the introduction of Virtual Learning Environment
represents the ongoing transformation taking place in the feld of education. Integration of
ICT in teaching and learning and technology culture in education marks another big step
forward. It allows students to access educational resources in a more fexible mode. VLE
has the potential to revolutionize education and lessen a lot of the physical constraints of
traditional learning. It ofers great innovation in the delivery of education. It allows students
to make adjustments to their personal learning needs.
Educational technology is constantly evolving and this development is inevitable and will
continue to ofer new and exciting advances in our world. The Ministry of Education will
strive to explore new approaches in the delivery of education. Through conference such as
this, the ministry will be able to follow current developments in the world of educational
technology and ready to face it with confdence. We have outlined our plan in the process of
transforming education in the Malaysian Education Blueprint recently launched.
I hope that the past three days have been fruitful and that you will be able to make the
most from the sessions that you attended. Through a wide range of keynote speeches and
discussions, we have been presented with new ways to deal with some of the challenges
in implementing VLE in Malaysian schools. We hope that you shared your experiences and
expertise with other participants from near and far, and that a cordial relationship established
among us during the ICVLE 2013 will further strengthen.
Through this conference, we have seen that the application of technology in classroom is
vital. Without proper technological tools, achieving the objectives of learning would be
futile. I am sure that there would be more questions than answers in our attempt to apply
VLE in our schools. Not only do we need to look at the technological aspects of our classroom
but also in developing an international and global mind set of our young learners. Excellent
learning is all about experiencing, learning about and from, engaging with, and learning to
be at ease and comfortable with others. We should be exploring global awareness in schools
and sharing ideas about how our students can become internationally minded and develop
as true global citizens.
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The lessons learnt during the conference will equip us to respond to the complexity of
technical, technological and organizational challenges in the way of making our schools
compatible with requirements of ICT penetration in this era. We are still facing challenges
in providing adequate, on-going professional development for teachers who are required
to integrate new technologies into their classrooms yet who are unprepared or unable to
understand new technologies. The results are that the new investments are underutilized,
not used at all or used in a way that mimics an old process rather than innovating new process
that may be more engaging for students. Resistance to technology is another challenge as
teachers and school leaders often see technological experimentation as outside the scope
of their job descriptions. Nevertheless, we will continue to strive and provide the best
technology solution to schools.
I am happy to know that this Conference has discussed some of these pertinent issues and
suggested ways and means of mitigating some of these challenges. I would like to encourage
universities and likeminded Professional Associations to collaborate more with the Ministry of
Education to address all related issues in improving the integration of technology education
in schools.
On behalf the ICVLE 2013 Convention Chairs, Committee Members, Advisory Board, Co-
organizing Bodies and the rest of the conference team we owe much to our distinguished
speakers to you - the participants and presenters who take time out of your busy schedules
to share your experience with us these days. I am very pleased with the quality of the
discussions that took place.
I would also like to express our deep gratitude to the sponsors for their contribution and
support. Without their support this event wouldnt take place. We wish them all the success
in their work.
Again, I would like to take this opportunity to extend my sincere gratitude and appreciation
to all of you, for your invaluable contributions in making this event a great success. I also
express our gratitude to all members of the Organizing Committee, extending exceptional
hospitality to the delegates and maintaining high standards of arrangement for various
events of the conference. But, of course, the real measure of this conference success lies in
how it will afect you - our participants, or more precisely, how it will afect the actions you
will take after you leave. We look forward to your conference evaluations to see how we can
best keep up the momentum of this conferences and development of quality and useful
teaching and learning resource materials next year.
We look forward to further building partnerships with the sponsors and your organizations. I
hope that all of us will pursue what we have started here these days and begin setting up our
own community of learners where we will continue to share and learn from each other.
With this remarks I declare this conference ofcially closed.
Thank you and have a safe journey home.

DATO MARY YAP KAIN CHING
Deputy Education Minister I
317
Advisor
Director
Chairperson
Dr. Soon SengThah
Deputy Director
Educational Technology Development
Vice Chairperson
Mr. Shamsuddin bin Hassan
Deputy Director
Smart Education Development
Secretary I
Ms. Roslawati binti Abd. Wahab
Secretary II
Ms. Shahrizah binti Abdullah
Assistant Secretary I
Mr. Brian Christopher de Rozario
Assistant Secretary II
Ms. Kamaliah binti Abdullah Hudi
Treasurer
Mr. Abdul Kadir binti Abdul Wahab
Selection of Conference Papers
Dr. Soon Seng Thah (Advisor)
Dr. Qhamariah binti Samu
Dr. Suhaimi bin Kadir
Ms. Pushparani a/p Subramaniam
Floor / Event Managers
Mr. Mahthir bin Mahmood
Ms. Shahrizah binti Abdullah
ORGANIZING
COMMITTEE
VVIP Invitations / Protocol
Ms. Gina Lammert
Ms. Shahriah binti Markom
Ms. Fuziah binti Aziz
Ms. Fadzilah binti Rashid
Mr. Mokhtar bin Wahid
Ms. Saadiah binti Md. Said
Ms. Khairiyah Chik binti Major Mohamed Khalid
Rapporteurs
Mr. Jaya Kumar a/l C. Koran
Dr. Fatimah binti Hashim
Dr. Kamarul Azman bin Abdul Salam
Ms. Maimunah binti Mohamed Tahir
Mr. Brian Christopher De Rozario
Ms. Pushparani a/p Subramaniam
Ms. Radiah binti Zam Zam
Ms. Vanida binti Krishna
Speech Texts
Ms. Fadzilah binti Arifn
Ms. Nornailah binti Abd. Latif
Ms. Fadzliaton binti Zainudin
Ms. Ruzana binti Tukimin
Publicity
Management Services Division, MOE
Corporate Communications Unit, MOE
318
Opening / Closing Ceremony
Ms. Gina Lammert
Mr. Barney Cheong
Mr. Shazril Helmi Samsudin
Conference Backdrop / Bunting / Banner
Design
Mr. Mohd. Yassim bin Ngah
Ms. Mary Anne Joseph
Negeri Sembilan State Educational Technology Division
Conference Web Portal / Webinar
Mr. Haji Mohd Haliza bin Adnan
Ms. Aminah binti Abd Mutalib
Multimedia Presentation
Mr. Mohd. Yassim bin Ngah
Mr. Ab. Halim bin Sikit
Mr. Azmi bin Hamzah
Smart Partnership Coordination
Mr. Teoh Boon Hai
Ms. Maimunah binti Tahir
Ms. Vanida binti Krishna
Technical Support
Mr. Radzizul bin Mat Isa
Mr. Alf Izadi bin Amran
Mr. Mohd Adira bin Mukhtar
Mr. Mohd Zahir bin Md Din
Mr. Azaini bin Shaari
Mr. Mohd Fairuz bin Mohd Adnan
Mr. Mohd Izwan bin Rosli
Mr. Mohd Najib bin Saad
Mr. Azlimiizwan bin Abdullah
Mr. Khairul bin Sharifutdin
Event Coverage
Mr. Khir Den
Mr. Mohd Azman bin Zainal Abidin
Mr. Azhar bin Mohd Nurdin
Mr. Mohd Aizat bin Abd Rani
Mr. Shamsuri Abdullah
Ms. Zamilah binti Harun
Mr. Abdul Muin bin Sidek
Mr. Mohd Izwan bin Khalit
Mr. Mohamad bin Abu Bakar
Mr. Zulkifi bin Abu Samah
Mr. Mohd Hizwan bin Mohd Noor
Mr. Mohd Fidrus bin Mohamad Puzi
Mr. Abd Hamid bin Mohd Jali
Ms. Sri Bainun @ Rd Sri Ayu binti Khirotdin
Ms. Nor Hazriza binti Saharudin
Mr. Mokhtar bin Eisa
YM Raja Farisa binti Raja Petra
Mr. Hasmadi bin Abu Hassan
Mr. Muhammad Faiz bin Azizan
Mr. Mohd Khairy bin Jamadi
Mr. Mohd Padzil bin Siroon
Mr. Mohd Sukri bin Ali Rasid
Mr. Tamim bin Piahat
Ms. Norinizawaty binti Idris
Ms. Azmuni binti Yusof
Ms. Ainon binti Abd Aziz
Mr. Aff bin Adnan
Mr. Muhammad Shahrizam bin Muhammad Zuhari
Ofcers from the Negeri Sembilan State Educational
Technology Division
Logistics / Safety / Welfare
Mr. Ibrahim bin Ismail
Mr. Ayub bin Ihsan
Ms. Manimekalai a/p Mani Kumaran
Ms. Roslina binti Ahsan
Preparation of Venue and Ofce Supplies
Mr. Mohd Azian bin Mohd Sofan
ICT Equipment
Ms. Zarina binti Paijo
Mr. Mohd Tajuddin bin Salim
Mr. Azman bin Yaakob
Mr. Suzali bin Abdul Halim
Ms. Nurul Ain binti Amran
Ms. Rozianah binti Tahir
Equipment
Ms. Sri Bainun @ Rd Sri Ayu binti Khirotdin
Exhibition
Ms. Aishah binti Othman
Mr. Abdul Aziz bin Abu Seman
Mr. Muhammad bin Mohd Tahir
Classroom of The Future Showcase
Ms. Noraminah binti Mohamed Ghazi
319
Registration
Ms. Yap Ley Har
Ms. Nik Fajariah binti Hj. Nik Mustafa
Mr. Suzali bin Abdul Halim
Ms. Nurul Ain binti Amran
Mr. Azhar Ahzam bin Ismail
Mr. Haironuar bin Abd. Ghani
Programme Book
Mr. Mohd Yassim bin Ngah
Mr. Mohd Rais bin Noryakin
Mr. Mohd Faidzol Azree bin Talib
Ms. Mary Anne Joseph
YM Raja Abdul Halim bin Raja Abdul Majid
Token of Appreciation
Ms. Gina Lammert
Certifcate of Appreciation / Participation
Ms. Noraminah binti Mohamed Ghazi
Moderators
Deputy Directors of the Educational Technology Division
Principal Assistant Directors of the Educational
Technology Division
Principal Assistant Directors of the State Educational
Technology Division
Accommodation
Datin Che Normadiah binti Hj. Che Abbas
Mr. Azhar Azham bin Ismail
Mr. Haironuar bin Abd. Ghani
Documentation
Strategic Management Sector of the Educational
Technology Division
Internet Connectivity
Ms. Raudah binti Sulaiman
Ms. Norhayati binti Ahmad Alwi
Food and Beverage
Ms. Manimekalai a/p Manikumaran
Ms. Roslina binti Ahsan
Conference Proceedings
Dr. Qhamariah binti Samu
Mr. Shazril Helmi Samsudin
Mr. Shaharizan bin Ibrahim
Ms. Muhazaini binti Mohamed
Mr. Gilbert Lawrence Perreire
Mr. Suras a/l Kanagasabai
Ms. Janatul Shalida binti Abdul Aziz
Ms. Radiah binti Zam Zam
YM Raja Abdul Halim bin Raja Abdul Majid
TEKNOLOGI
PENDIDIKAN
PERSATUAN
MALAYSIA
320
We would like to express our sincerest appreciation to the following:
ICVLE2013 especially would like to acknowledge the kind support from our contributors:
Malaysian Educational Technology Association (META)
Microsoft Malaysia
Bitara Induk Sdn. Bhd.
VM Ware Malaysia
Multimedia Development Corporation (MDeC)
YTL Communications Sdn. Bhd.
Media Prima Bhd.
DiGi Telecommunications Sdn. Bhd.
CyberSecurity Malaysia
Maxis Berhad
Oracle Academy
Mr. Amir Hamzah bin Mohd Yusof (Tourism Malaysia
Licensed Tour Guide)
Teachers and students from Sekolah Kebangsaan Datuk
Akhir Zaman, Rantau, Negeri Sembilan
Teachers and dancers from Sekolah Kebangsaan Gelang
Patah, Johor Bahru, Johor
Ibupejabat Polis Daerah Seremban
Majlis Perbandaran Seremban
Management Services Division, Ministry of Education
Malaysia
Corporate Communications Unit, Ministry of Education
Malaysia
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