Online individualized multimedia instructional model for engineering communication skills

Atef Fares Mashakbh (P50987)

Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/487818

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DC Field	Value	Language
dc.contributor.advisor	Lilia Halim, Prof. Dr.
dc.contributor.author	Atef Fares Mashakbh (P50987)
dc.date.accessioned	2023-10-11T09:32:51Z	-
dc.date.available	2023-10-11T09:32:51Z	-
dc.date.issued	2016-04-13
dc.identifier.other	ukmvital:96763
dc.identifier.uri	https://ptsldigital.ukm.my/jspui/handle/123456789/487818	-
dc.description	The quest for effective teaching learning strategies and instructional approach in engineering communication skills has been a challenge to educators in Jordan and throughout the world. Students must be in the centre of learning in any effective approach to cater for each individual to achieve the predetermined objectives. Student-centred learning environment can be met with (i) multi-sensory approach to teaching, (ii) increased student activity, to help student internalize their learning, and (iii) sufficient time to overcome student weaknesses. Within this needs, this study aimed at designing, developing and implementing a new online individualized multimedia instruction (OIMI) framework for engineering communication skills. The OIMI framework was used to deliver the engineering communication skills courses in 2012-2013. The framework was subsequently tested to generate a two-stage model for engineering communication skills course. The theoretical framework guided development of a questionnaire to measure all measurement scale in the OIMI model. The questionaire has three sections to assess (i) Individualized Instruction, (ii) Multimedia Instruction and (iii) Online Learning. Overall reliability using Alpha Cronbach test and the Rasch Model analysis together with expert reviews for the content validation of the questionaire, suggested that the questionaire is reliable and valid to measure OIMI model. Data collected from 166 engineering learners were tested with confirmatory factor analysis using AMOS 21.0 to obtain three best-fit measurement models from the three latent variables. Subsequently, the structural equation modelling was applied to test the hypotheses. The results showed (i) evidence of a three-dimension measurement model for Individualized Instruction, (ii) evidence of a five-dimension measurement model for Multimedia Instruction, (iii) evidence of a four-dimension measurement model for Online Learning, (iv) a strong relationship between Online Learning and Multimedia Instruction, (v) a positive relationship between Individualized Instruction and Online Learning, and (vi) a negative relationship between Individualized Instruction and Multimedia Instruction. The main theoretical contributions of this research is the development and validation of OIMI model -an empirically validated multidisciplinary model- through integrations of learning theories and knowledge management system into engineering communication skills instruction. Moreover the main implication of the findings for practitioners is to bring to their attention the relationship among OIMI variable.,Certification of Master's/Doctoral Thesis" is not available
dc.language.iso	eng
dc.publisher	UKM, Bangi
dc.relation	Faculty of Education / Fakulti Pendidikan
dc.rights	UKM
dc.subject	Multimedia
dc.subject	Online
dc.subject	Teaching
dc.subject	Engineering communication
dc.subject	Universiti Kebangsaan Malaysia -- Dissertations
dc.title	Online individualized multimedia instructional model for engineering communication skills
dc.type	Theses
dc.format.pages	323
dc.identifier.barcode	002780(2017)
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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