Norasnita Ahmad

User perceptions of the technology characteristics in a cloud-based collaborative learning environment: a qualitative study

The purpose of this study was to assess user perceptions of technology characteristics, which is a complicated construct in task technology fit model, in a cloud-based collaborative learning environment. For this purpose, cloud computing characteristics cited in the previous related research, were categorised into cost saving, ease of implementation, flexibility, mobility, scalability, sustainability, personalization, processing capabilities, agility, collaboration, usability, risk reduction, measured service, on demand self-service, and resource pooling. Interviews were then conducted with students who had some experience in using cloud-based applications for collaborative learning. Directed content analysis was performed using ATLAS.ti software to organise the coding process. The results of coding data showed that collaboration, mobility, and personalisation, which resulted from previous related literature, are also cited by a large number of participants in interviews as being significant characteristics of cloud-based collaborative learning applications. Organisational cost saving, ease of implementation, flexibility elasticity, scalability, sustainability, processing capabilities, agility, usability, risk reduction, measured service, on demand self-service, and resource pooling were not mentioned by any of the participants at all. However, easy monitoring and assessment, time control and saving, cost saving, accessibility, ease of use, and easy connection to other applications were new themes that emerged inductively during data analysis.

The Implementation of Gamification in Massive Open Online Courses (MOOC) Platform

The development of Massive Open Online Course (MOOC) platform has opened more opportunities for students around the world to learn and many education institutions have taken up this initiative in their effort to widen target students scope. However, MOOC faces a huge challenge whereby its students’ engagement rate is decreasing. Implementing gamification component in MOOC is said to be beneficial in engaging students, hence providing a solution to MOOC main challenge. Therefore, the purpose of this study is to present the implementation of gamification specifically in MOOC platform. This ongoing research features review of MOOC and gamification, mapping of gamification elements in MOOC, as well as design of the prototype.

A conceptual model for flipped classroom: Influence on continuance use intention

Flipped (inverted) classroom is an evolving method of active learning in todays world. The concept has reversed the teaching method away from the traditional face-to-face where teachers are regarded as sage on the stage to what is now perceived as guide on the side. The model contributions include the chances for student to learn at his/her own pace, just as it help hasten up the completion of course work amongst others. Notwithstanding these benefits, students in flipped classroom faced the challenge of engagement arising factors such as boringness, bulky note, lack of well formulated video lecture notes etc. Consequently, the research proposed a hybrid model for the purpose of ensuring students continuance use intention of flipped classroom. Meanwhile the results of the survey conducted shows that perceived ease of use, perceived usefulness, teaching method and task-technology fit have significant influence on behavioral attitude as well as continue intention to use flipped classroom by the students. Thus the conclusion that information system (IS) theory has the capacity to support teaching and learning.