Chemistry Massive Open Online Course: Validity, Reliability and Undergraduate Students' Perception

Autor/inn/en	Lee, Tien Tien; Taha, Hafsah; Sharif, Aisyah Mohamad; Rahim, Nurulsaidah Abdul
Titel	Chemistry Massive Open Online Course: Validity, Reliability and Undergraduate Students' Perception
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 20 (2021) 2, Artikel 5 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Online Courses; Open Education; Electronic Learning; Learning Modules; Instructional Design; Instructional Effectiveness; Chemistry; Science Instruction; Content Validity; Reliability; Technology Integration; Internet; Barriers; Usability; Undergraduate Students; Student Attitudes; Student Evaluation; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Offene Erziehung; Offener Unterricht; Learning module; Lernmodul; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Reliabilität; Schülerverhalten; Schulnote; Studentische Bewertung; Ausland
Abstract	Massive Open Online Course (MOOC) is a new trend in flexible education due to its flexibility to study anything, anywhere and anytime. It has the potential to attract a huge number of learners to study courses unlimitedly via the online platform. This is a design and development study where a Chemistry MOOC was developed in an OpenLearning platform using ADDIE Instructional Design Model. The purpose of this study is to: (1) identify the validity of the e-content module and e-assessment module in the Chemistry MOOC; (2) identify the reliability of the e-content module and e-assessment module in the Chemistry MOOC; and (3) gauge undergraduate students' perceptions on the MOOC, especially the instructional design elements, the acceptance and usage barrier. Instruments involved in the study are content validity evaluation form, module reliability questionnaire and perception questionnaire. Four content experts and 23 undergraduate students were involved in evaluating the validity and reliability of the modules during the pilot study. A total of 129 undergraduate students participated in the real study as the respondents for the perception questionnaire. The content validity index for both the e-content and e-assessment module is 1.00, meanwhile, the reliability index for the e-content module and e-assessment module is 0.94 and 0.97, respectively. The overall mean score on the perception, instructional design elements, acceptance and usage barrier is 3.87 (SD = 0.53), 3.91 (SD = 0.62), 3.83 (SD = 0.52) and 2.80 (SD = 0.92) respectively. In conclusion, the results show that Chemistry MOOC is valid and reliable for self-learning online material for chemistry concepts. Students' perception mean scores on the Chemistry MOOC are moderately high, indicating that they positively perceive the MOOC developed. Improvement can be made to ensure a better quality of MOOC before carrying out the summative evaluation on the effectiveness of the Chemistry MOOC. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01