KaydedilenlerDerginizi ekleyin

Dergiler / Turkish Online Journal of Distance Education / 2019 / Cilt: 20 - Sayı: 3

An Evaluation of Content Creation for Personalised Learning Using Digital ICT Literacy Module among Aboriginal Students (mLICT-OA)

Nor Syazwani MAT SALLEH
Aidah ABDUL KARIM
Mazzlida MAT DELI
Siti Zuraida ABDUL MANAF
Noor Fazrienee JZ NUN RAMLAN
Analisa HAMDAN
Sayfa
41–58
Yayın Tarihi
2019-07-01
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Therefore, this study suggests that the digital ICT literacy module is an adaptive educational resource for personalised learning to meet the learning needs of aboriginal students.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:ICT in the Malaysian education system serves as a tool to accomplish the National Education Blueprint 2015-2025.
📊
Temel Bulgular & Veri:This study involved 92 aboriginal students who participated in a transferable skills and ICT programme held in a public university in Malaysia.
💡
Sonuç & Katkı:Therefore, this study suggests that the digital ICT literacy module is an adaptive educational resource for personalised learning to meet the learning needs of aboriginal students.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:2015-2025 Verileri
⚙️Değişkenler:Aboriginal · Personalised Learning · ICT Module

Abstract

ICT in the Malaysian education system serves as a tool to accomplish the National Education Blueprint 2015-2025. Under this blueprint, privileged groups such as the aborigines or Malaysian aboriginals will be given equal opportunity in education. However, a specific classroom teaching method is required to maintain the aboriginal students’ focus and attention on their learning experiences due to their unique paradigm of learning. This study used the Partial Least Square (PLS) and Structural Equation Modelling (SEM) tool to examine the factors influencing personalised learning and digital self-learning ICT literacy module. It also measured the impact of personalised learning and digital ICT literacy module among secondary aboriginal students. This study involved 92 aboriginal students who participated in a transferable skills and ICT programme held in a public university in Malaysia. Results show that personalised learning positively supported the use of a digital ICT literacy module as a teaching and learning approach. Therefore, this study suggests that the digital ICT literacy module is an adaptive educational resource for personalised learning to meet the learning needs of aboriginal students.

🔖

Bu Makaleye Atıf Yap

SALLEH, N. S. M., KARIM, A. A., DELI, M. M., MANAF, S. Z. A., RAMLAN, N. F. J. N., HAMDAN, A. (2019). An Evaluation of Content Creation for Personalised Learning Using Digital ICT Literacy Module among Aboriginal Students (mLICT-OA). Turkish Online Journal of Distance Education, Cilt: 20 - Sayı: 3, 41–58. https://ajindex.com/articles/140996

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (8)

  1. Alias, A., Hamid, J., Zin, H. M., Khan, S.B.O., & Ubaidullah, N. (2011). Development of ICTL Module-based on Suitable Teaching Methodology for Aboriginal (ICTL-TeMfOA): The Preliminary Study of Suitable Teaching Strategy.”7th International Conference on Learner Diversity”, 18-20 October 2011, UKM. doi: 10.1109/CITA.2011.5999512 Anderson, T. (2006, January 9). Re: PLE’s versus LMS: Are PLEs ready for prime time? [Web log message]. Retrieved date May 15,2017, from http://terrya.edublogs.org/2006/01/09/ples-versus-lms-areples-ready-for-prime-time/
  2. Attwell, G. (2007). Personal Learning Environments--The future of eLearning? eLearning Papers, 2(1), 1-7.
  3. Balci, A. (2004). Sosyal Bilimlerde Arastirma: Yontem,Teknik ve Ilkeler and ‘Pegem A Yayıncılık.’ [Research in Social Sciences: Methods, Techniques and Principles], (4.Baskı). Ankara:
  4. PegemaYayıncılık. Barclay, D. W., Thompson R., & Higgins, C. (1995). The partial least squares (PLS) approach to causal modeling: Personal Computer adoption and use an illustration. Journal of Technology Studies, 2(2), 285–309.
  5. Boudreau, A. Z. (2011). Personalizing virtual learning spaces: A participatory approach. Faculty Scholarship (COE), 17, 1790–1795.
  6. Buchem, I., Attwell, G., Torres, R. (2011). Understanding Personal Learning Environments: Literature review and synthesis through the Activity Theory lens. Proceedings of the The PLE Conference 2011, 10-12 July 2011,
  7. Southampton, UK, (pp. 1-33). Retrieved date April 20, 2013 from http:// journal.webscience.org/658/ Buchem, I. 2012. E-Portfolio as Personal Learning Environment: Examples from Higher Education in Germany. Proceedings of the E-edukacja Conference 2011. Retrieved date April 20, 2013 from http:// revistas.ua.pt/index.php/ple/article/viewFile/1437/1323 Che Ku, N. Che Ku, M., Faaizah S., Ahmad, N., & Che P. (2014). Personalized Learning Environment (PLE): Developing a Framework using ADDIE Approach. Journal of Applied Science and Agriculture, 9(11), 28-32.
  8. Chin, W., & Newsted, P. (1999). “Structural Equation Modeling Analysis with Small Samples Using Partial Least Squares”. In. R. Hoyle (Ed.). Statistical Strategies for Small Sample Research (pp. 307-341). New York: Sage Publications. Chow, W. S., & Chan, L.S. (2008). Social network and shared goals in organizational knowledge sharing. Information Technology and Management, 45(7), 24–30. doi: 10.1016/j.im.2008.06.007 Clements, K. & Douglas C. (2008). Personalized Learning and Innovation in Education. Retrieved date Nov