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https://ptsldigital.ukm.my/jspui/handle/123456789/497465Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Nor Fazlin Mohd Ramli (P37718) | |
| dc.date.accessioned | 2023-10-13T08:03:48Z | - |
| dc.date.available | 2023-10-13T08:03:48Z | - |
| dc.date.issued | 2014 | |
| dc.identifier.other | ukmvital:79980 | |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/497465 | - |
| dc.description | Tujuan kajian ini ialah untuk mengkaji penggunan Sistem Pengurusan Pembelajaran (LMS), Universiti Teknologi MARA (UiTM), Malaysia yang dinamakan sebagai i-Class yang telah direkabentuk untuk pelajar dewasa bahasa Inggeris sebagai bahasa kedua (ESL) dalam kursus bacaan atas talian. Hasil daripada kajian yang menyelidik keperluan pelajar ini akan menjadi asas bagi UiTM atau institusi pengajian tinggi yang lain untuk meningkatkan kualiti program pembelajaran atas talian. Kerangka teori yang digunakan dalam kajian ini merupakan adaptasi kerangka e-pembelajaran Khan (2007) dan strategi metakognitif pembacaan atas talian. Kajian kes ini menggunakan pendekatan kualitatif dan kuantitatif. Instrumen yang telah digunakan adalah temubual dan soal selidik. Satu set soal selidik telah diedarkan kepada 157 pelajar dewasa ESL dari program Diploma Pentadbiran Awam, kampus Shah Alam, UiTM bagi menganalisis latar belakang mereka, trend penggunaan i-Class serta strategi metakognitif bacaan atas talian yang digunakan oleh mereka. Dua puluh empat pelajar dewasa ESL dari program yang sama telah ditemubual dalam kumpulan fokus bagi mendapatkan persepsi mereka terhadap penggunaan i-Class dalam pembacaan atas talian. Di samping itu, 6 pensyarah Kursus Kermahiran Bahasa Inggeris dan seorang koordinator dari Akademi Pengajian Bahasa (APB), UiTM dan juga seorang kakitangan IT dari Institut Pengembangan Pendidikan (InED) juga telah ditemubual. Hasil analisis temubual menunjukkan pelajar berfikiran positif semasa menggunakan i-Class sebagai alat untuk berhubung dengan pelajar lain dan mendapatkan maklumat. Pelajar lebih menitikberatkan maklum balas daripada pensyarah dan masalah komitmen kerjaya dan pembelajaran daripada kecanggihan sistem i-Class itu sendiri. Dapatan kajian melalui soalselidik bagi strategi metakognitif pembacaan atas talian menunjukkan bahawa pelajar menggunakan strategi Global dan strategi Penyelesaian Masalah sebagai strategi utama untuk mengatasi masalah pembacaan atas talian. Dapatan ini menyokong idea bahawa pelajar secara kognitif berkebolehan mengatasi masalah mereka sendiri tetapi faktor motivasi lain seperti maklum balas yang pantas dan latihan kemahiran memainkan peranan penting dalam meningkatkan penglibatan pelajar atas talian. Temubual dengan pensyarah pula menunjukkan bahawa mereka bersedia untuk menggunakan teknologi dalam pengajaran pembacaan bagi meningkatkan mutu pengajaran atas talian. Walau bagaimanapun, bebanan pelbagai tugas serta peranan seperti pensyarah, pakar kandungan dan bahan pengajaran menghadkan masa yang dapat diperuntukkan untuk berinteraksi dengan pelajar atas talian. Kurang latihan dan kemudahan mengurangkan motivasi mereka untuk menjalankan aktiviti atas talian. Dapatan kajian yang sama diperolehi dalam sesi temubual dengan koordinator dan kakitangan IT. Hasil kajian ini akan membolehkan pihak pengurusan institusi pengajian tinggi, penggubal kurikulum dan pakar isi kandungan pengajaran merekabentuk program pembacaan atas talian yang lebih bermakna kepada pelajar dewasa ESL.,The aim of the study is to examine the use of the Learning Management System (LMS) of Universiti Teknologi MARA (UiTM), Malaysia called as i-Class, which was designed for ESL adult learners of an online reading course. Findings of this study, which investigated the needs of the learners, would serve as a basis for UiTM or other higher learning institutions to improve the quality of online learning programmes. The theoretical framework of this study comprised the e-learning framework adapted from Khan (2007) and metacognitive online reading strategy. This case study employed both qualitative and quantitative approaches. The research tools used were in-depth interviews and a set of questionnaire. The set of questionnaires was distributed to 157 ESL adult learners from the Diploma of Public Administration programme, UiTM, Shah Alam, in order to analyse their background and trends of the use of i-Class as well as their metacognitive online reading strategies. Twenty-four ESL adult learners from the same programme were interviewed in focus groups for their perceptions on the use of i-Class for online reading. In addition, 6 English Language Proficiency Course instructors and a coordinator from the Academy of Language Studies (ALS), UiTM as well as an IT personnel from the Institute of Education Development (InED), UiTM were interviewed. Analysis of the interviews from the learners revealed that they had positive views with regard to the use of i-Class as a medium for staying connected and getting information. Their utmost concern was not about the level of sophistication of the features in i-Class, but the feedback received from instructors and also the struggle between work and study commitments. As far as the use of metacognitive online reading strategies was concerned, the statistical analysis of the questionnaire shows that the learners mainly employed Global and Problem Solving strategies to overcome online reading problems. This quantitative finding further supports the idea that, even though, cognitively they were able to self-manage their learning process, other motivational factors like immediate feedback and appropriate training played prominent roles in engaging language learners online via i-Class. The interviews with the instructors revealed that they were willing to integrate technology into teaching reading to enhance their online teaching. However, they could not allocate a lot of time to interact online with learners due to the burden of multiple roles and responsibilities such as instructor, content expert and teaching materials developer. Furthermore, the lack of training as well as resources also demotivated them from conducting online activities. This finding is further supported by interviews with the coordinator and IT personnel. Findings of this study would enable the management of higher institutions, curriculum developers and content experts to design more meaningful online reading programmes for ESL adult learners.,PhD | |
| dc.language.iso | eng | |
| dc.publisher | UKM, Bangi | |
| dc.relation | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
| dc.rights | UKM | |
| dc.subject | Online reading | |
| dc.subject | University learning management system | |
| dc.subject | Internet in education | |
| dc.title | Online reading in a Malaysian university learning management system : perceptions and experiences of ESL adult learners and instructors | |
| dc.type | Theses | |
| dc.format.pages | 402 | |
| dc.identifier.callno | LB1044.87.N6454 2014 tesis | |
| dc.identifier.barcode | 001070 | |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_79980+SOURCE1+SOURCE1.0.PDF Restricted Access | 7.56 MB | Adobe PDF |  View/Open |
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