Compilation of presentation papers and slides from the International Conference on Virtual Leaning Environment 2013, held in Malaysia from 20 to 22 November 2013.
Original Title
Proceedings of the International Conference on Virtual Learning Environment 2013
Compilation of presentation papers and slides from the International Conference on Virtual Leaning Environment 2013, held in Malaysia from 20 to 22 November 2013.
Compilation of presentation papers and slides from the International Conference on Virtual Leaning Environment 2013, held in Malaysia from 20 to 22 November 2013.
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 Ministry of Education Malaysia MESSAGE 10 Assalamualaikum Warahmatullahi Wabarakatuh 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 Ministry of Education Malaysia MESSAGE 11 Assalamualaikum Warahmatullahi Wabarakatuh 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 Ministry of Education Malaysia 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, Ministry of Education Malaysia 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 Educational Technology Division Keynote 2 Dr. Soon Seng Thah Educational Technology Division 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 Educational Technology Division 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 Educational Technology Division 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 Educational Technology Division 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 Ministry of Education Malaysia 10.25 AM Negaraku and Transformasi Pendidikan
Recitation of Doa 10.30 AM Conference Summary Ms. Rosnani binti Mohamed Ali Director Educational Technology Division Ministry of Education Malaysia Presentation of Mementos Commemorative Group Photography Session
Closing Speech YB Datuk Mary Yap Kain Ching Deputy Minister of Education I Ministry of Education Malaysia 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. 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 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. 58 59 60 61 62 63 64 65 66 67 68 69 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 Ministry of Education Malaysia 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). 74 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 75 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
S t a t i s t i c s I n t e r e s t i n g E a s y
t o
u s e E a s y
t o
u p d a t e U s e d
f o r
S o c i e t y
&
C l u b
a c t i v i t i e s A s
a
r e s o u r c e
r e s p o s i t o r y C o l l a b o r a t i o n
w i t h
p e e r s
i n
d o i n g
a s s i g n m e n t s
i n
t h e
c l a s s r o o m C o l l a b o r a t i o n
w i t h
p e e r s
i n
d o i n g
a s s i g n m e n t s
o u t s i d e
t h e
c l a s s r o o m U s e d
f o r
c o m p l e t i n g
h o m e w o r k P r i m a r y
S c h o o l s 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 S e c o n d a r y
S c h o o l s 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 T o t a l 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 U s e
F r o g
V L E
f o r
h o m e w o r k S t u d e n t s
c a n
o b t a i n
r e v i s i o n
m a t e r i a l s S t u d e n t s
c a n
c o l l a b o r a t e
w i t h
f r i e n d s
i n
d o i n g
h o m e w o r k
a f t e r
s c h o o l S e r v e s
a s
a
p o r t a l
f o r
s t u d e n t s
t o
o b t a i n
l e a r n i n g
m a t e r i a l s S t u d e n t s
c a n
c o l l a b o r a t e
w i t h
f r i e n d s
i n
d o i n g
h o m e w o r k
d u r i n g
s c h o o l S t u d e n t s
c a n
p e r s o n a l i s e
s e l f - l e a r n i n g A l l o w s
s h a r i n g
o f
i d e a s
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 T e a c h e r s
c a n
r e c o m m e n d
t e a c h i n g
r e s o u r c e s M o n i t o r
t e a c h i n g
&
l e a r n i n g
q u a l i t y A l l o w s
s e l f - e v a l u a t i o n H e l p
t e a c h e r s
a s s e s s
s t u d e n t s M a n a g e
s o c i e t i e s
a n d
c l u b s T e a c h e r s
c a n
i n v o l v e
s t u d e n t s
i n
c l a s s T e a c h e r s
c a n
p e r s o n a l i s e
l e s s o n s T e a c h e r s
c a n
d i s c u s s
w i t h
s t u d e n t s
i n
a
s e c u r e
e n v i r o n m e n t 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 E a s y
t o
u p d a t e
m a t e r i a l s E a s y
t o
u s e R e s o u r c e s
i n
V L E
a r e
i n t e r e s t i n g S h a r i n g
o f
l e s s o n
p l a n s
a n d
r e s o u r c e s
C a n
b e
u s e d
i n
m u l t i p l e
d e v i c e s
a n d
m o b i l e
p h o n e s T e a c h i n g
a n d
l e a r n i n g
o c c u r
a n y
w h e r e
a n d
a n y
t i m e . 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 o
C o n n e c t i v i t y N o t
S t a b l e F a i r l y
S t a b l e S t a b l e V e r y
S t a b l e 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 o
C o n n e c t i v i t y N o t
S t a b l e F a i r l y
S t a b l e S t a b l e V e r y
S t a b l e 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 Bouhnik, D. & Marcus, T. (2006). Interaction in Distance-Learning Courses. Journal of the American Society Information Science and Technology, 57 (3), 299 305. Capper, J. (2001). E-learning Growth and Promise for the Developing World. Tech-KnowLogia, May/June, 7 10. Fitzpatrick, J.L., Sanders, J.R., Worthen, B.R., (2004). Program Evaluation: Alternative Approaches and Practical Guidelines. Allyn & Bacon. Frog Asia. (2013). What is Frog VLE? Retrieved 10 November 2013 from http://www.frogasia. com/v3/what-is-frog/. Hanna, D.E. (2003). Organizational Models in Higher Education, Past and Future. In More, M.G. & Anderson, W.G. (Eds.). Handbook of Distance Education (pp. 73 74). Mahwah, N.J.: L.Erlbaum Associates. Harrington, C., Gordon, S., & Schibik, T. ( 2004). Course Management System Utilization and Implications for Practice: A National Survey of Department Chairpersons. Online Journal of Distance Learning Administration, 7 (9). Henderson, A., & Mapp, K. (2002). A New Wave of Evidence : The Impact of School, Family and Community Connections on Student Acheivement. SEDLs National Center for Family and Community Connections with Schools. Kallis, G. (2004). Edline: A Students Best Friend. San Mateo Daily Journal. 85 King, F.B. (2002). A Virtual Student Not An Ordinary Joe. Internet and Higher Education, 5, 157 166. Liaw, S.S. (2007). Investigating Students Perceived Satisfaction, Behavioral Intention and Efectiveness of e-Learning: A Case Study of the Blackboard System, Computers & Education. Ministry of Education, Malaysia. (2013). Malaysia Education Blueprint, 2013 2025 (Preschool to Post-Secondary Education). Putrajaya: MOE Malaysia. Naidu, S. (2003). Designing Insruction for e-Learning Environments. In Moore, M.G. & Anderson, 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, Vol. 25, No. 4, pp. 401 426. Rosemary Han Kim. (2010). Self-Directed Learning Management System : Enabling Competency and Self-Efcacy in Online Learning Environments. PhD thesis, Claremont Graduate University. Scriven, M. (1967). The Methodology of Evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.), Perspectives of Curriculum Evaluation (pp. 39-83). Chicago: Rand-McNally. Strom, P. & Strom, R. (2003). Teacher-Parent Communication Reforms. The High School Journal, 86 (2), 14 21. United Nations Educational, Scientifc and Cultural Organization (UNESCO). (2012). Malaysia Education Policy Review. Final Report, May 2012. Volery, T. & Lord, D. (2000). Critical Success Factors in Online Education. The International Journal of Educational Management, 14 (5), 216 223. Wikipedia, (2013). Virtual Learning Environment. Retrieved 16 October 2013 from http:// en.wikipedia.org/wiki/Virtual Learning Environment/ Wilson, B.G. (1996). Constructivist Learning Environments: Case Studies in Instructional Design. Englewood Clifs, NJ : Educational Technology Publications. 86 87 88 89 90 91 92 93 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. 94 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. 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 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. 115 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. 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 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. 132 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. 133 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. 134 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. 135 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. 136 137 138 139 140 141 142 143 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. 145 146 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 147 148 149 150 151 152 153 154 155 156 157 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. 158 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. 159 160 161 162 163 164 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. 165 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. 166 167 168 169 170 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. 171 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. 172 173 174 175 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 176 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 177 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 Educational Technology Division Ministry of Education Malaysia 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 178 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 179 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. 180
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
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 181 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. 182 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. 183 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 Bil Item Soal Selidik 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 3.28 185 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 Bil Item Soal Selidik 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 platform pembelajaran VLE. 102 42.0 91 37.4 50 20.6 2.70 16. Saya simpan bahan P&P di cloud platform pembelajaran VLE. 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 Bil Item Soal Selidik 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 4. Bilangan komputer di makmal yang berfungsi dengan baik antara 11 hingga 15 unit. 75 30.9 73 30.0 95 39.1 3.00 5. Bilangan komputer di makmal yang 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 platform pembelajaran VLE. 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. 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Proceedings Of The 6th International Malaysian Educational Technology Convention (IMETC 2012): Concorde Inn KLIA, Selangor, Malaysia, 29-31 October 2012 Zoraini Wati Abas (2005) E-Learning: Potential and Challenges for Malaysian Institutions dalam E-Learning: Issues and Challenges Universiti Malaysia Sabah. www.ums.edu. my. Diperolehi pada 23 Mac 2011 192 193 194 195 196 197 198 199 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, 205 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. 206 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. 207 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 208 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. 209 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. References Aarseth, E. (2001). Computer Game Studies, Year One. Game Studies, 1(1). Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help Seeking and Help Design in Interactive Learning Environments. Review of Educational Research, 73(3) Anderson, J. R. 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The Videogame Cultures & the Future of Interactive Entertainment Annual Conference of the Inter-Disciplinary.net Group. Oxford, United Kingdom. Wan Ngah, W. Y., Lean, L. G., & Fakir Mohd, R. (2011). Matematik Tahun 4 Sekolah Kebangsaan. Kuala Lumpur, Malaysia: Dewan Bahasa an Pustaka. Warren, S. J., Dondlinger, M. J., McLeod, J., & Bigenho, C. (2012). Opening The Door: An evaluation of the efcacy of a problem-based learning game. Computers & Education, 58(1), 397412. 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 Universiti Pendidikan Sultan Idris 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 Universiti Pendidikan Sultan Idris 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. 217 218 219 220 221 222 223 224 225 226 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 228 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. 229 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. 230 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 231 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 232 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 233 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.
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Tesis UNP: Tidak dipublikasikan. 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; 244 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 245 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 246 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 247 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 248 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 Hassan Abu Bakar, et al.(1993).Laporan Kajian Pusat Sumber Sekolah: Perkembangan dan Keperluan. Kuala Lumpur: Bahagian Teknologi Pendidikan. Kementerian Pendidikan Malaysia. Faridah Abdul Manaf dan Subahan T. Mohd. Meerah.(1993). Strategi Pusat Sumber dalam Pendidikan. Kuala Lumpur: Fajar Bakti. Fatimah, Jusoh. (2002). School Libraries in Malaysia The 2002 IASL Conference Petaling Jaya, Malaysia 4 th -9 th August. Frank Small and Associates (S.E. Asia). (1998). Profl Membaca Rakyat Malaysia 1996: Laporan Kajian yang dijalankan bagi pihak Perpustakaan Negara Malaysia. Kuala Lumpur: Perpustakaan Negara Malaysia. Herring, J. E. (1998). The Scotland Experience: A Report (The role of the principal in an information literate school community: An international research panel). In: IFLA Conference, Section of School Libraries and Resource Centres, Amsterdam, Netherlands. Retrieved on 15 November from http://farrer.riv.csu.edu.au/principal/survey/report/paper_SC.html Holyoke, Michael. (2011). Virtual learning environment (VLE) or managed learning environment (MLE). Retrieved on 15 November 2013 from http://whatis.techtarget.com/ defnition/virtual-learning-environment-VLE-or-managed-learning-environment-MLE International Society for Technology in Education (ISTE) Media Specialists SIG ( S I G M S ) Executive Advocacy Committee. SIGMS (Media Specialists) is a special interest group at ISTE (International Society for Technology in Education). Contact Lisa Perez, SIGMS Chair, at leperez333@gmail.com with comments and questions. Jemaah and Yusop Khan. (1995). Buku Panduan Pengurusan dan Penggunaan Pusat Sumber Sekolah. Kuala Lumpur: Ministry of Education Malaysia, 1995. Lance, Keith and Loertcher, David V. (2000). Powering Achievement. San Jose, CA: Hi Willow Reaserch & Publishing. 249 Loertscher, David V. (2002). Building Knowledge-rich Environments for Youth: A world-wide Challenge for Schools and School Librarians. In: School Libraries for a Knowledge Society Proceeding of the 31 st Annual Conference of the International Association of School Librarianship and the Sixth International Forum on Research in School Librarianship, Petaling Jaya, Malaysia 5 th -9 th August 2002. Malaysia Demographics Profle (2013). Retrieved on 15 th November 2013 from http://www. indexmundi.com/malaysia/demographics_profle.html Marchionini, G., & Maurer, H. (1995b). How do libraries support teaching and learning. Communications of the ACM (Association for computing machinery). Retrieved November 22,2002, from http:/ /www.ils.unc.edu / -march/cacm95/mainbody.html. Ministry of Education Malaysia.(2012). QUICK FACTS 2012: Malaysia Educational Statistics Educational Planning and Research Division. Putrajaya: Educational Data Sector, Educational Planning and Research Division, Ministry of Education Malaysia. Raja Abdullah Raja Yaacob & Saidina Omar Samsuri. (Dec.2003). The Training of Teacher Librarians in Comparison with Professional Librarians in Malaysia. Malaysian Journal of Library & Information Science 8 (2): 27-41. The Role of School Librarians in Promoting the Use of Educational Technologies. Retrieved on 15 th November 2013 from https://www.google.com/#q=++professionallyschool+librarians. School Librarians and Student Performance. Elizabeth Lee Queens University. adapted from Keith Curry Lance. Library Research Service. Colorado State Library & University of Denver. Denver: University of Denver. Retrieved on 15 November 2013 from https://www.google. com/search?q=Elizabeth+Lee. What is Virtual Learning Environment? Bectas ICT. Research Network. 2 nd Edition. Revised and Updated. Retrieved on 15 November, from www.education.gov.uk/publications/e OrderingDownload/15003.pdf 250 251 252 253 254 255 256 257 258 259 260 261 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 262 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). 263 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. 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 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. 281 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, 282 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 283 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). 284 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. 285 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. 286 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. 287 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. 288 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 FD Cognitive Style 9.20 2.34 15 Total 11.47 2.57 38 Total FI Cognitive Style 12.73 1.47 40 FD Cognitive Style 9.11 2.53 37 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. 289 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 FD Cognitive Style 6.41 2.72 22 Total 6.26 2.60 39 PVLE FI Cognitive Style 9.52 2.68 23 FD Cognitive Style 9.20 2.65 15 Total 9.39 2.64 38 Total FI Cognitive Style 8.05 3.10 40 FD Cognitive Style 7.54 2.99 37 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. References Ahmad Sipon (2003). Program Pendidikan Teknikal/Vokasional oleh Kementerian Pendidikan Malaysia bagi menangani cabaran masa depan. Persidangan Kebangsaan Pendidikan dan Latihan Teknik dan Vokasional 2003. Alexander, P.A., Fives, H., Buehl, M.M., & Mulhern, J. (2002). Teaching as persuasion. Teaching and Teacher Education, 18 (297 813). Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4 th ed.). Boston, MA: Pearson. Dutton, W. H., & Loader, B. D. (2002). Digital Academe: New media and institutions in higher education and learning. London: Taylor and Francis/Routledge. Fahy, W. J. (2011). 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D., Heinich, R., & Molenda, M. (2005). Instructional media and technology for learning (8 th ed.). New Jersey: Pearson. 292 Stanford Persuasive Technology Lab (2003). Captology: Computers as Persuasive Technologies. Retrieved from http://captology.stanford.edu/ Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). A manual for embedded fgures test. Palo Alto, CA: Consulting Psychologist Press. Yusup Hashim & Razmah Man (2006). Teknologi instruksional: teori dan aplikasi. Perak : Universiti Pendidikan Sultan Idris. 293 294 295 296 297 298 299 300 301 302 303 304 305 307 308 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. 310 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 Ministry of Education Malaysia 311 312 313 314 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. 316 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 Ministry of Education Malaysia 317 Advisor Ms. Rosnani binti Mohamed Ali Director Educational Technology Division 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 Ms. Fuziah binti Aziz 318 Opening / Closing Ceremony Ms. Gina Lammert Mr. Barney Cheong Ms. Fuziah binti Aziz Ms. Shahriah binti Markom 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 Dr. Fatimah binti Hashim 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 Ms. Shahriah binti Markom Certifcate of Appreciation / Participation Dr. Fatimah binti Hashim 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 CREDITS