Journal of Creative Practices in Language Learning and Teaching

Leading the Way

Thu, 03 Oct 2024 00:00:00 +0200

This research measures the relationship between students' leadership styles (task-oriented and relationship-oriented) and self-directed learning among university student-leaders. The study also investigates the connection between leadership styles and academic performance (CGPA) among these student-leaders. A cross-sectional study design was employed, and a convenience sampling technique was used to select 93 participants from Universiti Teknologi MARA (UiTM) Sarawak Brach, Samarahan Campus, who were enrolled in leadership modules named Modul Kepimpinan Ikon, Modul Kepimpinan Professional, and Modul Kepimpinan Survival Bangsa. The participants completed two established questionnaires: Northhouse's Leadership Questionnaire and an instrument measuring self-directed learning. The results indicate that both task-oriented and relationship-oriented leadership styles are positively correlated with self-directed learning among university student-leaders. Both leadership styles have no significant relationship with academic performance. Regarding gender differences, the study found no significant difference in task-oriented leadership between male and female student-leaders. However, there was a significant difference in relationship-oriented leadership between male and female participants, with female student-leaders exhibiting higher relationship-oriented leadership behaviors. In conclusion, this study highlights the importance of leadership education and development among university students, as effective leadership behaviors are positively associated with self-directed learning. By fostering both task-oriented and relationship-oriented leadership skills, universities can better prepare their students for the challenges of the real working world and contribute to their personal and professional growth.

Exploring the Potential of Artificial Intelligence in Chemical Engineering Education

Nurul Asyikin Md Zaki, Syafiza Abd Hashib, Ummi Kalthum Ibrahim — Thu, 03 Oct 2024 00:00:00 +0200

Chemical engineering education, traditionally grounded in rigorous theoretical instruction and hands-on laboratory experiences, stands on the edge of a transformative shift with the advent of Generative Artificial Intelligence (AI). This manuscript explores the potential of generative AI as a dynamic tool capable of producing innovative content tailored to enhance the learning experience in chemical engineering. This manuscript explores the integration of AI in education and its preliminary applications in creating complex simulations, diverse problem sets, and virtual experiments for chemical engineering students. Generative AI holds immense potential to reshape chemical engineering education, paving the way for a future that not only delivers education, but also dynamically crafts it to suit the unique needs of each learner. This work serves as a roadmap for educators, researchers, and policymakers eager to harness the power of AI to shape the next generation of chemical engineers.

Incorporating the Concept of A.D.A.B into Curriculum Design

Siti Nur Amalina Aznam — Thu, 03 Oct 2024 00:00:00 +0200

Developing a well-crafted engineering curriculum is paramount, particularly for subjects like thermodynamics. Despite the complexities of the subject matter and the diverse backgrounds of engineering technology students, there is a need for a comprehensive and relevant curriculum. This paper uses the A.D.A.B model to examine the curriculum design process for a thermodynamics course. This model involves the following key stages: Analysis, Design, Assess, and Build in Belief. Theoretical frameworks and practical challenges influence these stages. In addition, the DEAL model, which emphasizes reflection and action, is integrated to articulate the curriculum design process. Following the A.D.A.B model and incorporating insights from experienced experts enabled the instructor to design the course holistically. The curriculum developed was found to be comprehensive and relevant to the needs of engineering technology students. The research emphasizes combining structured methods (A.D.A.B) with reflective practices (DEAL) when developing curriculums. It provides valuable insights for educators and curriculum designers and highlights the significance of reflective essays within the community of practice. This approach ensures a holistic curriculum design and contributes substantially to Scholarly Teaching and Learning (SoTL) research.

Adaptive Learning in the Age of COVID-19

Thu, 03 Oct 2024 00:00:00 +0200

The pandemic, which prompted a nationwide shutdown in Malaysia in 2020, has profoundly influenced education delivery modalities. This transition marked a shift from the conventional face-to-face instructional approach to remote teaching and learning methods. The adoption of these alternative approaches has had significant implications for various components of the academic curriculum, including fieldwork, practical sessions, laboratory work, and the conduct of final examinations, particularly for students pursuing a Diploma in Geomatics Science. This study investigates the repercussions of the open and distance learning (ODL) approach on the attainment of psychomotor skills (PLO3) and cognitive competencies (PLO1 and PLO2) among students. Specifically, the study examines students' academic performance over two successive semesters: October 2020 to July 2022 (during the COVID phase), and October 2022 to February 2023 (post-COVID phase). The findings substantiate the notable impact of alterations in educational delivery methods on the achievement of PLOs. The research outcomes presented herein offer valuable insights and serve as pivotal data for educators and policymakers within the academic realm.

Student Acceptance of the Usage of Padlet in Guiding Research Statistics Analysis

Nurul Hidayana Mohd Noor, Hasnatulsyakhira Abdullah Hadi — Thu, 03 Oct 2024 00:00:00 +0200

Padlet is a free e-learning application best described as an online whiteboard. Using this application in teaching and learning is one alternative to improve students’ achievement and performance. This study aims to identify the factors that influence the impact of student acceptance of Padlet application in the learning research statistics analysis for the completion of their final year project. This study relied on the Unified Theory of Acceptance and Use of Technology (UTAUT). Based on UTAUT, the study has identified five main determinants that could influence student acceptance: the instructor’s effectiveness, the student’s competency with technology, the design and content of courses, accessibility of essential resources, and infrastructure dependability. This study used a cross-sectional survey, and data were collected from 185 students from the Faculty of Administrative Science and Policy Studies, UiTM. Overall, the research findings show the instructor’s effectiveness, student’s competency with technology, design and content of courses, accessibility of essential resources, and infrastructure dependability significantly influence the acceptance of the Padlet application. The instructor’s effectiveness is the most significant predictor. This study implies that educators are advisable to employ teaching methods that are more fun, productive, and effective compared to traditional methods.

The Implementation of Service-Learning Malaysia-University for Society (SULAM) Programme at Universiti Teknologi MARA Perak Branch, Malaysia

Junainah Mohamad, Norhayati Baharun , Daljeet Singh Sedhu — Thu, 03 Oct 2024 00:00:00 +0200

This research concentrates on the advantages of implementing the SULAM program among students and lecturers at Universiti Teknologi MARA, Perak Branch Seri Iskandar Campus, Perak Malaysia. This study employed a quantitative approach. The questionnaires were distributed to students and lecturers involved in the SULAM program. The total number of returned questionnaires by students was 107, and 19 by lecturers. The data was subsequently assessed using the Statistical Package for the Social Sciences (SPSS). The results of this research discovered that integrating the SULAM program with the academic curriculum of students and lecturers had positive impacts. These included: 1) students were able to utilize their knowledge and achieve a deeper comprehension of executing a service-learning program, 2) students enhanced their functional work skills, and 3) students demonstrated outstanding ethics and professionalism within the SULAM program at the public university, 4) the lecturers can strengthening the relationship between stakeholders, 5) helps to transform lecturer teaching styles, 6) suitable way to design courses, 7) enhancing lecturer’s teaching ability, productivity, 8) allows lecturers to assist students by offering pertinent practical examples from real-life situations, 9) discover solutions and grasp new concepts and theories, and 10) offers a chance to conduct action research.

Exploring Optometry Students' Perspectives on Satisfaction within the Clinical Learning Environment

Noor Halilah Buari, Muhammad Akram Zainal-Abidin — Thu, 03 Oct 2024 00:00:00 +0200

Creating an optimal clinical learning environment for health sciences students is crucial to fostering effective learning and skill acquisition. This study investigated optometry students' perceptions of their clinical learning environment and explored the relationship between these perceptions and their satisfaction with the clinical learning environment. A cross-sectional study was conducted with 33 optometry students engaged in clinical training. To assess their perspectives, students completed the Clinical Learning Environment Inventory (CLEI), which comprises six sub-scales: personalisation, student involvement, task orientation, teaching innovation, individualisation, and satisfaction. Using an online survey, students rated their responses on a Likert scale ranging from "strongly agree" (5) to "strongly disagree" (1). The mean CLEI scores were as follows: personalisation (20.58±2.60), student involvement (23.97±2.23), task orientation (22.76±2.22), teaching innovation (23.03±3.14), individualisation (21.61±2.99), and satisfaction (21.52±2.00). Moderate, statistically significant correlations were found between clinical learning satisfaction and the sub-scales of task orientation (r=0.464, p=0.006), teaching innovation (r=0.475, p=0.005), and individualisation (r=0.416, p=0.016). In conclusion, appropriate clinical activities, innovative clinical teaching, and consideration of student perspectives lead to higher satisfaction in optometry clinical learning. These findings highlight the importance of establishing an optimal clinical learning environment to improve the clinical skill development of students.

Challenges and Innovations

Mohd Shazali Md Sharif, Faradewi Bee A Rahman, Mohd Noor Azmin Akbarruddin — Thu, 03 Oct 2024 00:00:00 +0200

This article presents an overview of the challenges and innovative solutions encountered in adapting practical culinary and foodservice subjects for distance learning during the COVID-19 pandemic. The study explores the limitations of remote learning in culinary education, including the loss of hands-on experience, limited access to specialized resources, the assessment of practical skills, and the impact on students' emotional well-being. To address these challenges, educators have implemented various innovative approaches. Virtual cooking demonstrations, interactive online modules, and simulations have been utilized to recreate practical experiences and engage students in a virtual environment. Collaborations with industry professionals and the establishment of online communities have facilitated networking, industry insights, and peer learning. Furthermore, future directions are discussed, including the integration of advanced technologies such as virtual reality and augmented reality for a more immersive practical learning experience. Collaborative online platforms and the utilization of technology-enhanced assessments are suggested to enhance student engagement and provide authentic learning experiences. Lastly, continuous professional development for educators is emphasized to ensure effective distance learning practices. The findings presented in this abstract contribute to the ongoing discourse surrounding distance learning in culinary education. By highlighting the limitations, innovative solutions, and future directions, this article aims to inspire further research and advancements in the field. The resilience, adaptability, and commitment exhibited by educators and students in delivering high-quality culinary education remotely during these challenging times underscore the importance of embracing technology and continuous improvement to enrich culinary education practices in the digital era.

Interactive 360-Degree Virtual Reality

Norsyuhada bt Ahmadrashidi, Wardatul Hayat Adnan — Thu, 03 Oct 2024 00:00:00 +0200

Due to a lack of resources, tools, and expertise among Malaysian educators, it is challenging to prepare software and applications for studying digital design content. Additionally, despite the completion of the knowledge transfer, there is still scepticism about its acceptance among instructors and students. As a result, the current study intends to investigate whether educators and students in public higher education in Malaysia are accepting of eLearning in digital book design. In the current study, a structured interview will be used, and participants will include educators from three (3) public universities in Malaysia: Universiti Teknologi MARA (UiTM), Universiti Pendidikan Sultan Idris, and Universiti Malaysia Kelantan (UMK). Between the instructors and students, there are 12 informants. Following the transcription process using the informants' data, the keywords used by the informants will next be categorised according to internal and external parameters. To accomplish this, all of the information gathered from the informants was analysed using thematic analysis. The study discovered challenges in using 360-Degree in virtual reality to teach the subject because of the accessibility of 360 software, the lack of supportive infrastructure, such as appropriate gear, and the high cost. Furthermore, educators' 360 learning knowledge and skills are lacking, which has affected how poorly they give lessons. Technology has advanced greatly in many industrialised nations, but in developing nations like Malaysia, where many people lack the necessary skills and readiness, this is still a problem.

Digital Game-Based Value Learning Model for Management Students in Malaysian Higher Education Institutions

Thu, 03 Oct 2024 00:00:00 +0200

This concept paper proposes integrating explicit, implicit, and social education values into the Game-Based Learning Model to enhance Malaysian higher education. As the world embraces the 4th Industrial Revolution (IR4.0), higher education must adapt digitally to prepare students for post-graduation realities. The primary objective is to explore education values within learning circles of the Game-Based Learning Model. The secondary objective is to merge these values into the existing model, leading to validation within the new Digital Game-Based Value Learning Framework. Qualitative methods, including semi-structured interviews with 10 to 12 purposively sampled management students experienced in digital game-based learning, will be employed for data collection. Findings aim to augment the current model in line with the Ministry of Higher Education's digitalisation agenda. Researchers anticipate the Climb the Corporate Ladder (CTCL) Virtual Board Game to offer significant educational value, aiding in achieving research objectives.

Programme Outcomes Attainment towards Psychomotor Skill Development during Open Distance Learning in Engineering Laboratory Courses

Thu, 03 Oct 2024 00:00:00 +0200

Open distance learning (ODL) has faced an enduring challenge in delivering programs associated with psychomotor skills caused by the COVID-19 pandemic. The teaching, learning, and assessment related to psychomotor development during ODL have often been less effective than traditional methods due to the absence of technical skills like hands-on equipment handling, which are challenging to implement in remote learning environments. This paper focuses on attaining programme outcomes or graduate attributes related to developing psychomotor skills in laboratory courses during ODL within the context of engineering education. A quantitative research approach was used to gather insights, using a questionnaire survey administered to engineering students engaged in laboratory courses via ODL. The findings revealed that engineering students perceive three significant program outcomes attained during ODL, which were the ability to determine the correct methods and procedures, including experiment design, the capacity to synthesise information to devise practical solutions for challenging issues, and the ability to propose valid conclusions and solutions for given problems. However, it is crucial to note that the ability to collect data accurately, primarily through tool usage, remains a fundamental psychomotor skill ranked as the least attained programme outcome during ODL. This highlights the unique challenges faced when teaching and assessing practical skills in remote environments. Furthermore, the study showed that using engineering laboratories during ODL was perceived as the least effective method for addressing psychomotor skill development. These findings suggest the need for innovative strategies and technology-enabled solutions to bridge the gap between theoretical knowledge and hands-on practice in engineering education during ODL. It also demonstrates the urgent requirement to enhance the delivery of practical skills in ODL, particularly within engineering laboratory courses. Further research should focus on innovative methodologies for remote psychomotor skill development, such as virtual labs and simulation technologies, to provide a more comprehensive and practical learning experience for engineering students engaged in these programs.

MOOC Courses Development

Mazwani Ayu Mazlan, Zarina Zainol, Nurzalina Harun — Thu, 03 Oct 2024 00:00:00 +0200

Massive Open Online Courses (MOOCs) have dramatically changed the higher education landscape by providing flexible and accessible learning options to learners globally. Creating efficient MOOCs that meet learners' unique demands becomes crucial in the field of information science, consisting of Galleries, Libraries, Archives, and Museum (GLAM) management, where ongoing upgrades and developments are essential. The development methods used by information science lecturers to produce MOOCs for higher education are thoroughly discussed in this article. This article concentrates on strategies and methods utilized by the School of Information Science MOOC coordinator in designing and delivering MOOCs. It examines the critical factors, including instructional design principles, technology integration, and learner engagement techniques. Furthermore, this article highlights the obstacles lecturers encounter during the development process and creative solutions created to overcome them. In addition to preparing those interested in or supervising the development of MOOC courses, the methods will provide insights for enhancing MOOC design, enhancing learner engagement, and addressing the specific requirements of information science education. This article hopes to contribute to the development and supervision of online learning content and to promote accessible and efficient education in the field of information science.

Factors Influencing the Internet of Things (IoT) Implementation in Fieldwork Courses

Tue, 01 Oct 2024 00:00:00 +0200

The integration of Internet of Things (IoT) technologies into education needs to be effectively harnessed to complement the learning process and cultivate industry-ready graduates. This study aims to identify the critical factors influencing the implementation of IoT in fieldwork courses and to determine the relationship between these factors and IoT implementation. A sample of 156 students was randomly selected from 250 undergraduate students enrolled in the fieldwork courses at the Faculty of Plantation and Agrotechnology, UiTM Melaka Branch, Jasin Campus, UiTM, Malaysia. Data were collected using a close-ended questionnaire and analysed for descriptive statistics, multiple regression analysis, and correlation analysis using SPSS version 27. The results showed that all factors significantly influenced the implementation of IoT in fieldwork courses (p-value < 0.05). Multiple regression analysis indicated that the most critical factor is curriculum alignment (p-value < 0.05; standardised β-value = 0.634), compared to faculty development and training, infrastructure and resources, and industrial collaboration, with a strong correlation between the variables (R = 0.722). The R² value of 0.521 indicates that 52.1% of the dependent variable (implementation of IoT) is explained by the independent variables, while 47.9% is explained by non-studied factors. All factors have a linear positive relationship with IoT implementation (p-value < 0.05). Based on the factors identified in this study, it is suggested that subsequent research should emphasise the integration of IoT into curriculum alignment to enhance learning experiences and align curricula with evolving industry demands.

Group Conflict

Thu, 03 Oct 2024 00:00:00 +0200

The aim of this study is to investigate how learners perceive the phases of the emergence and storming of group conflicts. The study is based on Tuckman's model, which proposes four phases of group development: Forming, Storming, Norming and Performing. However, the study focuses only on the Forming and Storming phases. In the study, a questionnaire developed on the basis of the Tuckman model was distributed to 59 respondents. The forming phase is about putting together the structure of the team, whereby the team members seek acceptance and are guided by a group leader. The storming phase is characterised by conflict and the need for conflict resolution. The study found that some teams never progress beyond the storming phase. Educational implications include assigning roles, emphasising goal definition, and setting clear expectations. Future research can examine the factors for effective group work, the role of global competence, and the impact of group developmental stages on dynamics.

Exploring the Potentials of Robotic Inclusive Education in Supporting Students with Disabilities

Nina Korlina Madzhi, Norashikin M Thamrin, Zurita Zulkifli, Sukreen Hana Herman — Thu, 03 Oct 2024 00:00:00 +0200

Educational robotics integrates robotics with science, technology, engineering, and mathematics (STEM) in providing hands-on learning experiences using robots and related technologies. This work funded by UNESCO grants has been conducted during a 3-day program entitled “Empowering STEM-based Robotic Education in Special Needs Schools” at “Pusat Pendidikan Khas Integrasi (PPKI)” SMK Puncak Alam 3, Selangor. Thirty participants were from the ages of 13-15. 85.7% were male students and 14.3% were female students. Zoom: Bit Robot Car Kit for microbit was used during the program. Participants were placed in three groups and introduced to the main modules consisting of Maker Line Sensor and Servo & DC Motors. They were exposed to simplifying line following for beginners, which consists of Auto calibration, Line Detection LED indicator as well as Analog & Digital output signals. They also learned about motor control and creation movements as the final part of the program. Based on the findings, 93% of the participants only found out about the microbit application at the school, which is during the program itself. At the end of the program, the program achieved the conclusion that Education Robotics helps to create a synergetic learning environment for stimulating students’ motivation and collaboration among group members.

Exploring Tertiary Education ESL Learners’ Dependency on the Internet, Internet Sources, and Internet Source Reliability

Thu, 03 Oct 2024 00:00:00 +0200

This study focuses on Malaysian ESL learners in a public college and aims to investigate the learners’ reliance on the Internet, the availability of Internet sources and the reliability of Internet sources. Data for the study were collected using a questionnaire that included items from two sources: a study on students' dependence on Internet sources and Online Student Engagement (OSE). A Google form was used to avoid missing values. A total of 101 responses were collected from the current semester's English writing course. The study shows that while most respondents spend an inordinate amount of time online (M=5.43; SD=1.344), they also rely on the Internet for decision making (M=5; SD=1.442). The majority tend to validate online information (M=4.66; highest M=5.69). Participants prefer authorized content (M=5.61) and reputable domains (M=5.53). Preferences and reliance on internet sources show consistent responses (SD range: 1.13-1.77), emphasizing the need to verify the accuracy of information. In conclusion, this study provides valuable insights into the Internet usage behavior of Malaysian ESL learners in a public college. The comprehensive examination of dependency, source availability and reliability underscores the multifaceted role of the Internet in their academic endeavors. The findings highlight the importance of ensuring the accuracy of information and the impact this has on improving ESL learners' learning strategies. Future research could further explore the effectiveness of interventions to minimize excessive Internet use while maximizing the positive impact on language learning outcomes.

Post-Pandemic Conceptual Study on Virtual Learning Method (VLM) in Chemical Engineering-Related Courses

Syafiza Abd Hashib, Fauziah Marpani, Nurul Asyikin Md Zaki, Aidora Abdullah — Thu, 03 Oct 2024 00:00:00 +0200

Virtual learning in chemical engineering employs digital technologies and online platforms, including virtual classrooms, simulations, and collaborative tools, to deliver educational content and interactive experiences. This approach offers flexibility in time and location, enabling students to access course materials, simulations, and projects, fostering an understanding of chemical engineering principles. It replicates traditional learning while providing remote engagement and assessments, ensuring specific learning goals are met. In the wake of the global pandemic, this paper explores the conceptual shift to virtual learning in chemical engineering. In considering the relationship between technology and education, evaluating the advantages and constraints of virtual learning approaches is crucial. Although technology has undeniable potential to improve accessibility and student involvement, it is vital to ensure that its implementation aligns with the specific needs and educational goals of chemical engineering. The study examines benefits, challenges, and student experiences during this transition, shedding light on efficacy, engagement impact, and perceptions regarding complex subjects like chemical engineering. By analyzing the literature review and integrating it into the conceptual learning method, the paper offers insights into the post-pandemic education landscape, informing educators and institutions about the viability of virtual learning approaches and providing suggestions for enhancing their implementation in chemical engineering curricula.

A Systematic Literature Review of the Sustainable Transformational Leadership Practice and Relevant Impacts on School Teachers’ Organisational Health

Thu, 03 Oct 2024 00:00:00 +0200

The current study review aims to examine the sustainability of transformational leadership practice and organisational health in schools by thoroughly analysing the transformational leadership aspects and the conceptualisation of numerous fundamental leadership theories. Before conducting a systematic review, 34 articles were selected through a screening procedure by referring to the predefined criteria. Resultantly, a significant association between transformational leadership attributes and organisational health factors was revealed, which crucially functioned as the present study foundation. Specifically, four characteristics, namely ideal influence, inspirational motivation, intellectual stimulation, and self-interest, were significantly correlated with organisational health elements, including institutional commitment, peer leadership, faculty relationship, and academic focus.