Asean Journal of Teaching and Learning in Higher Education最新文献

{"title":"TEKNOLOGI REALITI TERIMBUH APLIKASI MUDAH ALIH ANATOMI JANTUNG MANUSIA","authors":"Siti Fadzilah Mat Noor","doi":"10.17576/ajtlhe.1401.2022.09","DOIUrl":"https://doi.org/10.17576/ajtlhe.1401.2022.09","url":null,"abstract":"Pembangunan Aplikasi Mudah Alih Realiti Terimbuh Anatomi Jantung Manusia adalah untuk memberi tumpuan kepada pembelajaran secara mudah alih yang digunakan oleh pelajar matrikulasi yang mengambil subjek Biologi. Aplikasi ini adalah untuk pelajar matrikulasi bagi menambahkan lagi kefahaman tentang anatomi jantung manusia seiring dengan silibus Biologi peringkat matrikulasi melalui teknologi realiti terimbuh (Augmented Reality) dan pendekatan gamifikasi. Tidak semua pelajar mempunyai keupayaan mengingati sesuatu dengan mudah dan cepat jika tidak mempunyai visual yang jelas terhadap sesuatu objek kerana kebanyakan bahan pembelajaran yang disediakan adalah dalam bentuk 2D. Hal ini kerana majoriti pelajar menggunakan buku ataupun video sebagai bahan rujukan mereka. Penyelesaian yang dicadangkan ialah aplikasi yang menyediakan modul mengandungi imej berbentuk 3D yang membolehkan pelajar memutarkan visual jantung manusia dengan penerapan elemen animasi pada persekitaran realiti terimbuh. Selain itu, aplikasi ini menggunakan elemen gamifikasi dengan menyediakan modul latihan berbentuk kuiz single-player dan multiplayer yang mampu menarik minat pelajar dan meningkatkan motivasi pelajar tentang topik yang dipelajari. Metodologi kajian ini yang merangkumi fasa keperluan, reka bentuk, implementasi dan pengujian. Pengujian kebolehgunaan telah dilaksanakan terhadap 25 pengguna terdiri daripada pelajar matrikulasi merangkumi pelajar program satu tahun dan dua tahun. Hasil pengujian menunjukkan Aplikasi Mudah Alih Realiti Terimbuh Anatomi Jantung Manusia diterima oleh sebilangan besar pengguna.","PeriodicalId":214089,"journal":{"name":"Asean Journal of Teaching and Learning in Higher Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133832638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MOCK INTERVIEW: SELF-PERCEIVED COMPETENCE AND ACTUAL PERFORMANCE AMONG ESL UNDERGRADUATES","authors":"Asniza Mohamad Utama","doi":"10.17576/ajtlhe.1401.2022.11","DOIUrl":"https://doi.org/10.17576/ajtlhe.1401.2022.11","url":null,"abstract":"The purpose of this paper is to investigate self-perceived competence and actual performance among ESL undergraduates in Malaysia. This study investigates the differences between students’ self-perceived competence and actual performance in mock interviews. The study was conducted in Kulliyyah of Islamic Revealed Knowledge and Human Sciences at International Islamic University Malaysia (IIUM). The survey was distributed to 40 ESL undergraduates who were attending Language for Occupational Purposes (LE 4500) course. A descriptive quantitative method is used to examine the two variables involved in this study. The result revealed that students perform better than they think they are. The results of this study show that they underestimate their capability to do well in mock interview. This study helps give instructors a better understanding about the student perspective. It could be implied students’ lack of confidence drives them to work harder in order to do well in the mock interviews.","PeriodicalId":214089,"journal":{"name":"Asean Journal of Teaching and Learning in Higher Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133330447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"KESAHAN DAN KEBOLEHPERCAYAAN PEMBANGUNAN MODUL INTERAKTIF BERASASKAN TEKNOLOGI AUGMENTED REALITY BAGI KURSUS PEMBINAAN BANGUNAN II","authors":"Dayana Farzeha Ali","doi":"10.17576/ajtlhe.1401.2022.07","DOIUrl":"https://doi.org/10.17576/ajtlhe.1401.2022.07","url":null,"abstract":"Revolusi Perindustrian 4.0 telah mengubah landskap bidang pendidikan terutama dalam inovasi pendidikan. Terdapat pelbagai teknologi telah integrasikan ke dalam pelbagai bidang pendidikan dan salah satu daripadanya adalah teknologi Augmented Reality (AR). Dalam penawaran program Teknologi Binaan di Kolej Vokasional, terdapat satu kursus yang ditawarkan iaitu kursus Pembinaan Bangunan I dan II. Kursus ini memerlukan pelajar memahami dan menguasai pengetahuan berkaitan dengan proses-proses pembinaan di tapak binaan. Oleh itu, satu modul pembelajaran berasaskan teknologi AR telah dibangunkan dalam membantu pelajar untuk menvisualisasikan proses-proses pembinaan di tapak binaan. Kesahan dan kebolehpercayaan modul berdasarkan pandangan pakar dan pelajar di Kolej Vokasional telah dijalankan untuk menilai kualiti pembangunan modul dan elemen multimedia yang telah aplikasikan dalam modul ini. Kajian berbentuk kuantitatif ini melibatkan responden yang terdiri daripada pelajar Kolej Vokasional dan pakar dalam bidang Teknologi Pembinaan dan bidang multimedia. Dua instrumen telah digunakan dalam pengumpulan data iaitu borang soal selidik dan senarai semak. Dapatan kajian ini menunjukkan bahawa kesahan dan kebolehpercayaan modul interaktif dan pengesahan elemen multimedia berdasarkan pandangan pakar adalah berada pada tahap yang tinggi. Kesimpulannya, modul interaktif berasaskan Teknologi Augmented Reality bagi kursus Pembinaan Bangunan II ini bersesuaian dan kandungan modul yang dibangunkan menepati keperluan pelajar dan pensyarah. Pembangunan modul ini diharapkan dapat meningkatkan kemahiran visualisasi pelajar dan membolehkan mereka mempunyai kemahiran komunikasi grafik yang baik dan juga kemahiran menyelesaikan masalah.","PeriodicalId":214089,"journal":{"name":"Asean Journal of Teaching and Learning in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129872424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ASSESSING STUDENTS’ FOCUS AND INTEREST USING YOUTUBE ANALYTICS","authors":"Z. H. Zamzuri","doi":"10.17576/ajtlhe.1401.2022.05","DOIUrl":"https://doi.org/10.17576/ajtlhe.1401.2022.05","url":null,"abstract":"Knowing the fact whether your students are paying attention in the class is a valuable information that helps educators to reassess their teaching quality. With the recent global situation, opting to the recorded or online streaming session has become more common and needed. Various platforms are available in order to share these sessions and one of the most commonly used is YouTube. One attractive property offered by YouTube is the analytics are readily available for each video with various important and interesting facts. From these facts, the educators are able to assess the students’ focus and further strategizing for the future lessons. Based on the data of 22 videos uploaded on October 2020 to January 2021, the average view of duration for each video is around 10 to 12 minutes, which is approximately one third from the total duration of the video. The students were giving more attention to the demonstration sessions, when white board being used and visualizations are shown in the videos. Less interest is observed from the students when the video contents are chapters’ summary or the formulas.","PeriodicalId":214089,"journal":{"name":"Asean Journal of Teaching and Learning in Higher Education","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114644488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MENTAL HEALTH PROBLEMS DURING COVID-19 PANDEMIC WERE LOWER AMONG UNDERGRADUATES IN CLINICAL COMPARED TO NON-CLINICAL PROGRAMS IN MALAYSIA","authors":"Sumaiyah Mat, Jun Jie Teoh, Peiyuan Ding, Muhammad Aiman Wafi Termizi, Muhammad Farhan Norhalim, Nawwal Atikah Badri, Xian Yu Ng, J. Tan, N. A. Mohd Nordin, Normala Mesbah, Deepashini Harithasan, N. Azmi, Asfarina Zanudin, Ismarulyusda Ishak, Devinder Kaur Ajit Singh","doi":"10.17576/ajtlhe.1401.2022.12","DOIUrl":"https://doi.org/10.17576/ajtlhe.1401.2022.12","url":null,"abstract":"This study aimed to determine undergraduates’ mental health status, quality of life and burn-out status in clinical and non-clinical programs as well as its association during COVID-19 pandemic period. A cross sectional survey was carried out by distributing the questionnaire through online social media platforms such as WhatsApp, Facebook, and Twitter. Mental health, burn-out statuses and quality of life of the undergraduates were assessed using 21-item Depression Anxiety Stress Scale (DASS-21), Copenhagen Burnout Inventory and Quality of Life Enjoyment and Satisfaction Questionnaire (Q-LES-Q-SF) respectively. A total of 308 respondents (111 from clinical, 197 from non-clinical programs), mean (SD) age=21.88(1.29) years participated in this cross-sectional online survey. The results revealed that undergraduates in the non-clinical programs are more likely to experience higher levels of depression, anxiety and stress, which demonstrated by higher median (IQR) scores in each component of DASS-21 (Non-clinical VS Clinical) [depression, 18 (10-28) VS 8 (2-20); anxiety, 16 (8-26) VS 10 (2-16), and stress, 20 (12-28) VS 12 (4-22)]. Similarly, higher burnout median score, 58.83 (48.83 - 75.00) was noted among undergraduates in non-clinical programs with a lower mean (SD) Q-LES- Q-SF score=58.75 (18.03). Undergraduates from non-peninsular Malaysia showed lower quality of life scores [2.06(1.03-4.13)], while undergraduates with good internet accessibility had higher quality of life scores [2.06(1.03-4.13)]. The association between lower mental health status, QoL and burn-out among non-clinical students remained significant even after adjustment for gender, household income, type of university (IPTA vs IPTS), race, and internet accessibility at university. Our findings suggest that undergraduates from clinical programs had better mental health status and quality of life when compared to their peers from non-clinical programs during COVID-19 pandemic period.","PeriodicalId":214089,"journal":{"name":"Asean Journal of Teaching and Learning in Higher Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121511111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}