Hanafi Atan

Computers in Distance Education: gender differences in self‐perceived computer competencies

Abstract This article reports on the gender differences in self‐perceived computer competencies among distance education learners at the Universiti Sains Malaysia (USM). Four aspects of competencies that are related to computer usage and its applications were studied; these were competencies in the usage of general computer software, usage of networking software, handling of computer hardware and performing computer maintenance. The results showed that there are no significant differences between the genders in terms of the competencies in the usage of general computer software as well as networking software. These are directly linked to the educational purposes needed to support and facilitate learning in distance education. However, gender differences are observed regarding competencies in their handling of most aspects of computer hardware as well as performing computer maintenance.

Peak Response Identification through Near-Infrared Spectroscopy Analysis on Aqueous Sucrose, Glucose, and Fructose Solution

ABSTRACT The measurement of sugars is one of the important methodologies in determining fruits’ intrinsic quality, which can be collectively measured as soluble solids content (SSC) in the unit of oBrix. For fruits, oBrix is the summation of the grams of sucrose, glucose, fructose, vitamins, minerals, amino acids, proteins, hormones, and other soluble solids over 100 g of the particular fruit sample. Although lower range of near infrared (NIR) between 700 to 1100 nm is popularly being used in reliably determining soluble solids content of fruits, profiling of optical response of water-sugar concentration at this range of wavelength is not widely available. Thus, the purpose of this work is to optically profile water-sugar solutions and identify peak wavelengths in quantifying sugar concentration. Spectroscopic measurement in this work was conducted on the range of wavelength between 360 and 1100 nm. Wavelengths within 959–961 nm are identified as producing the highest coefficient of determination, R2, between absorbance and aqueous sugar concentration (oBrix). Combination of NIR wavelengths ( , 830, 909–915, 960, and 965 nm) within C-H and O-H bands can reliably quantify individual sugars, namely sucrose (calibration: R2 = 0.992, RMSEC = 0.907; prediction: R2 = 0.985, RMSEP = 1.221), glucose (calibration: R2 = 0.998, RMSEC = 0.426; prediction: R2 = 0.997, RMSEP = 0.540), and fructose (calibration: R2 = 0.996, RMSEC = 0.617; prediction: R2 = 0.995, RMSEP = 0.631).

NIR Spectroscopic Properties of Aqueous Acids Solutions

Acid content is one of the important quality attributes in determining the maturity index of agricultural product, particularly fruits. Despite the fact that much research on the measurement of acidity in fruits through non-destructive spectroscopy analysis at NIR wavelengths between 700 to 1,000 nm has been conducted, the same response towards individual acids is not well known. This paper presents NIR spectroscopy analysis on aqueous citric, tartaric, malic and oxalic solutions through quantitative analysis by selecting a set of wavelengths that can best be used to measure the pH of the solutions. The aquaphotomics study of the acid solutions has generated R2 above 0.9 for the measurement of all acids. The most important wavelengths for pH are located at 918–925 nm and 990–996 nm, while at 975 nm for water.

The Video Conferencing Learning Environment in Distance Education: A Study of the Interaction Pattern

This article reports on the study undertaken to elucidate the pattern of interactions in the Video Conferencing Learning Environment (VCLE) used as a course delivery mechanism in distance learning. The study involved transcribing the recorded course delivery sessions conducted in the VCLE for three undergraduate Physics courses. The model of interaction used in this study was based on the Oliver & McLoughlin [5] interaction model consisting of five interactive dimensions, namely, the social, procedural, expository, explanatory and cognitive dimensions across five combinations of dialogue exchanges between teachers, students and the class as a whole. The results revealed that there were high frequencies of two-way exchanges between teachers and students in the expository, explanatory and cognitive interactive dimensions. The implication of these findings in terms of the quality of knowledge construction and high level student understanding of the course contents will be discussed and elaborated.

The combination of different modalities in the Web-based learning environment: a comparative analysis of the perceptual instructional outcomes

The Web-based learning environment (WBLE) has the capability to incorporate many modalities (text, graphics, audio and video) and their combinations into one single medium for instructional purposes. However, when each modality combination is used, information is extracted differently through the information pathways by the learners, resulting in varying levels of memory storage. This article reports on the comparative analysis between the three different types of modality combinations (text + graphics, text+ graphics + audio, text+ graphics +video) in the WBLE in terms of the instructional outcomes as perceived by the students. The Post Hoc Test for multiple comparisons revealed that the hierarchical modality combination with text + graphics + audio exhibited the highest mean score followed by the text + graphics combination. The text + graphics + video combination exhibited the lowest mean score. The effect of information degradation from the excessive rates of transmission through multi-channel communication is highlighted and discussed.

MOOC at Universiti Sains Malaysia: Factors Impacting the Teaching and Learning Outcomes of TITAS Course

A study has been conducted to investigate the factors that impacted the outcomes of teaching and learning of Tamadun Islam dan Tamadun Asia (TITAS) course among first year undergraduate students of Universiti Sains Malaysia (USM). This is part of a larger study that looks at the impact of Massive Open Online Course (MOOC) initiative of Ministry of Education Malaysia of four pilot courses offered during the first semester of 2014/2015 academic session. A total of 158 students enrolled in TITAS course responded to the 37 items-questionnaire. The respondents consist of male (15.1 %) and female (84.8 %) and majority of them (86.7 %) are competent in ICT. A factorial analysis was conducted to give patterns and structures to the data and provide a meaningful interpretation to the variables influencing the outcomes of the teaching and learning. The analysis revealed three components that explained a total of 56.80 % of the variance. The first factor is the design of the learning activities (39.80 % of the variance) followed by the access to the learning materials (11.78 % of the variance) and the third factor can be attributed to curriculum compliance of learning course (5.21 % of the variance). The significant of the study is that it revealed of the importance of the design of learning activities for the successful implementation and delivery of MOOC. Equally important is the seamless access to the learning materials. Detailed discussion on these two factors will be put forward and as well as the appropriate interventions within the whole MOOC implementation framework.

Sikap Guru Sains Terhadap Penggunaan Teknologi Komputer di Makmal Sains

‘Sekolah Bestari’ dan ‘Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris’ merupakan dua program pelopor yang diperkenalkan di Kementerian Pelajaran Malaysia (KPM) untuk meningkatkan proses pengintegrasian teknologi komputer dalam proses pengajaran dan pembelajaran. Pembekalan perkakasan komputer seperti komputer riba dan projektor LCD ke sekolah–sekolah membuktikan kegigihan KPM dalam menggalakkan penggunaan teknologi komputer dalam proses pengajaran dan pembelajaran terutamanya di kalangan guru–guru Sains dan Matematik negara ini. Sehubungan dengan itu, KPM juga merancang untuk memperkenalkan penggunaan teknologi komputer di makmal sekolah. Kajian ini dilakukan untuk meninjau sikap guru–guru sains di Negeri Sembilan terhadap penggunaan teknologi komputer di makmal sains sekolah. Hasil kajian mendapati bahawa guru–guru bersikap positif terhadap penggunaan teknologi komputer di makmal sains sekolah. Hasil kajian turut menunjukkan bahawa pengaruh pengalaman mengguna komputer di rumah pada sikap terhadap teknologi komputer bergantung kepada sama ada guru menerima komputer riba atau tidak. Kata kunci: Sikap; penggunaan teknologi komputer; makmal sains The ‘Smart School’ and ‘English in the Teaching of Science & Mathematics’ are examples of programmes introduced by the Malaysian Ministry of Education (MMOE) to enhance the integration of computer technology into the classroom instructional activities. The fact that all schools are now being equipped with laptops and also LCD projectors shows the dedication of the MMOE to encourage teachers in the intergration process, especially among Science and Mathematics teachers. There is also plan by the MOE to integrate the computer technology in the school science computer laboratory. This article reports on the study undertaken to elucidate science teachers’ attitude towards the usage of computer technology in the school science laboratory in Negeri Sembilan. The results of this study indicates that teachers hold a positive attitude towards using computer technology in the school science laboratory. The results also showed that the influence of computer experience at home on computer technology attitudes depend on whether teachers received laptops or not. Key words: Attitudes; use of computer technology; science laboratory