Malaysian Journal of Learning and Instruction最新文献

{"title":"STRATEGI KOMUNIKASI PENGAJARAN BERPASUKAN SECARA MAYA DALAM PENGAJARAN DAN PEMBELAJARAN BAHASA","authors":"Muhammad Zuhair Zainal, Shuhaida Md Noor","doi":"10.32890/mjli2023.20.1.7","DOIUrl":"https://doi.org/10.32890/mjli2023.20.1.7","url":null,"abstract":"Tujuan – Kajian literatur mendapati bahawa elemen komunikasi amat penting bagi menjayakan proses pengajaran berpasukan dan pelbagai strategi komunikasi yang dipraktikkan oleh guru-guru ketika melaksanakan pengajaran berpasukan secara bersemuka di dalam bilik darjah. Namun begitu, belum terdapat perbincangan yang mendalam tentang strategi komunikasi pengajaran berpasukan secara maya, khususnya yang dilaksanakan secara penstriman langsung di YouTube. Sehubungan itu, kajian ini dijalankan untuk mengenal pasti dan menganalisis tema strategi pengajaran berpasukan secara maya dalam pengajaran dan pembelajaran (PdP) bahasa oleh guru sekolah rendah (SR), sekolah menengah rendah (SMR) dan sekolah menengah atas (SMA), khususnya ketika mengendalikan PdP Bahasa Melayu. Kajian ini juga akan menjelaskan pola penggunaan strategi pengajaran berpasukan secara maya dalam PdP bahasa oleh guru SR, SMR dan SMA berpandukan tema dan subtema yang telah dikenal pasti.\u0000Metodologi – Kajian kualitatif ini berbentuk kaedah tidak menonjol menggunakan teknik persampelan mudah. Sampel kajian ialah tiga video YouTube pengajaran berpasukan secara maya bagi mata pelajaran Bahasa Melayu yang mewakili SR, SMR dan SMA. Pemilihan tiga video YouTube tersebut dibuat berpandukan lima garis panduan penyediaan, penilaian dan pemerhatian pembelajaran bahasa di YouTube yang diperkenalkan oleh Alhamami. Perisian ATLAS.ti digunakan bagi membuat pemerhatian mudah dan analisis tematik. Proses analisis dilakukan melalui enam fasa, iaitu membiasakan dengan data, menjana kod awal, mencari tema, menyemak tema, menentukan dan menamakan tema, serta menyediakan laporan.\u0000Dapatan – Hasil kajian menunjukkan bahawa terdapat tujuh tema strategi pengajaran berpasukan secara maya yang dipraktikkan oleh guru-guru, iaitu strategi membuat teguran, strategi memohon dan memberikan bantuan, strategi menarik perhatian pelajar, strategi mengawal situasi, strategi menyatakan penghargaan, strategi pengayaan maklumat dan strategi rendah hati.\u0000Signifikan – Melalui kajian ini, guru-guru dapat memantapkan pengajaran berpasukan secara maya yang akan dilakukan oleh mereka pada pasca-Covid-19 nanti dengan mengaplikasikan ketujuh-tujuh tema strategi komunikasi tersebut.\u0000 \u0000ABSTRACT\u0000Purpose – The literature study found that the communication element is crucial for the success of the team teaching process and various communication strategies practised by teachers when implementing face-to-face team teaching in the classroom. However, there has not been in-depth discussions on virtual team teaching communication strategies, particularly those implemented via live streaming on YouTube. Accordingly, this study identified and analysed themes of virtual team teaching strategies in language teaching and learning (TnL) by language teachers at primary schools (PS), lower secondary schools (LSS) and upper secondary schools (USS). This study will also explain the pattern of use of virtual team teaching strategies in language TnL by PS, LSS","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122654050","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":"INFLUENCE OF PRINCIPAL INSTRUCTIONAL LEADERSHIP BEHAVIOUR ON THE ORGANISATIONAL COMMITMENT OF JUNIOR HIGH SCHOOL TEACHERS IN SURAKARTA","authors":"S. Sukarmin, Ishak Sin","doi":"10.32890/mjli2022.19.2.3","DOIUrl":"https://doi.org/10.32890/mjli2022.19.2.3","url":null,"abstract":"Purpose – The main objective of this study was to identify the influence of principal instructional leadership on teacher organizational commitment in junior high schools in Surakarta. This issue arises because there are discrepancies in the findings of previous studies as well as the lack of studies in Indonesia. Accordingly, no definitive conclusions can be drawn in relation to this issue which is still pending. \u0000Methodology – This study was conducted by applying a quantitative approach and cross-sectional survey design. A total of 264 teachers participated in this study. They were selected using a stratified random technique. Two standardized questionnaires namely the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger and Murphy (1985) and the Organizational Commitment Questionnaire (OCQ) developed by Allen and Meyer (1990) were used to measure principal instructional leadership and teacher commitment to their respective organizations. To analyze the data, SPSS version 26 was used to analyze the descriptive data, while SmartPLS 3.0 was used to analyze the measurement model and hypothesis testing. \u0000Findings – Descriptive statistics showed that the mean score of principal instructional leadership was 3.7 and teacher organizational commitment was 3.3. Both of these mean scores indicated that the level of principal instructional leadership and teacher organizational commitment were at moderate levels. In the assessment of the measurement model, the questionnaires used in the study had acceptable convergent and discriminant validity. Meanwhile, in hypothesis testing, this study found that principal instructional leadership had a moderate influence (β= 0.397) on teacher organizational commitment. \u0000Significance – The findings of this study have contributed to the development of knowledge in the field of instructional leadership and organizational commitment in the context of education in Indonesia. This study suggests that if teachers’ commitment to the school/ organization is to be enhanced, school principals should practice extensive instructional leadership.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130494745","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":"INTEGRATING TASK- AND GAME-BASED LEARNING INTO AN ONLINE TOEFL PREPARATION COURSE DURING COVID-19 OUTBREAK","authors":"Damar Isti Pratiwi, Budi Waluyo","doi":"10.32890/mjli2022.19.2.2","DOIUrl":"https://doi.org/10.32890/mjli2022.19.2.2","url":null,"abstract":"The COVID-19 epidemic has compelled educational institutions worldwide to implement online learning while maintaining the same level of quality as face-to-face instruction. The majority of universities in Indonesia offer TOEFL preparation classes to undergraduate students, and the outbreak has had an effect on how those courses are delivered. However, there is a dearth of research on the most effective instructional strategies for delivering an online TOEFL preparation course to a large number of students who have no prior experience with online learning. Thus, this study examined the integration of task- and game-based learning into an online TOEFL preparation course taught at two Indonesian institutions over the period of twenty online class meetings totaling 40 class hours. It involved undergraduate students (N = 48) from Politeknik Perkeretaapian Indonesia Madiun's Railway Mechanical Technology study program and Universitas Muhadi Setiabudi's Management study program. ","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125443532","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":"LIVED EXPERIENCES OF TERTIARY PHYSICAL EDUCATION TEACHERS IN QUARANTEACHING","authors":"Jorjie Umbao Nepangue, Wilson Ibanez","doi":"10.32890/mjli2022.19.2.9","DOIUrl":"https://doi.org/10.32890/mjli2022.19.2.9","url":null,"abstract":"The inclusion of physical education in the curriculum in the new normal, and with the mandate on the adoption of flexible learning at the tertiary level caused by the Covid-19 pandemic forced physical educators to do quaranteaching or teaching in the quarantine. This study described the lived experiences of physical education (PE) teachers in quaranteaching utilizing Edmund Husserl’s phenomenological qualitative research design. A total of seven PE teachers from two universities participated in this study which achieved data saturation. Anchored to Colaizzi’s phenomenological approach and guided by different philosophies, data were analyzed and presented in two prong clustering. The results revealed that tertiary PE teachers experienced difficulties and yet learnt to innovate in terms of teaching the course, assessing, monitoring, and giving feedback to students, dealing with the internet and technology, and handling physical and cognitive situations. It is recommended that tertiary PE teachers undergo pedagogical and technological trainings and workshops especially in the utilization of different learning platforms to help them improve their pedagogy and in the innovative use of digital tools and technologies to teach PE in the new normal. digitaliness\u0000Purpose - The sudden shift from face-to-face to online learning compelled educators including physical educators to teach PE in the midst of quarantine, with no face-to-face interaction. This study described the experiences of tertiary PE teachers in teaching PE in the quarantine.\u0000Methodology - The study utilized the descriptive phenomenological qualitative research design by Edmund Husserl. The participants were seven PE teachers from two state universities in Cebu, Philippines, selected through purposive snowball sampling. Data gathered were analyzed through Colaizzi’s approach of data analysis and presented in two prong clustering.\u0000Findings - The study revealed that the experiences of tertiary PE teachers in teaching PE during quarantine can be described under two classifications. They experienced difficulties and yet learnt to innovate in terms of teaching the course, assessing, monitoring, and giving feedback to students, using the internet and technology, and handling physical and cognitive situations.\u0000Significance - The study has provided a better understanding of PE teachers by revealing their challenges, struggles, needs, strengths and weaknesses in quaranteaching. Results of the study could serve as a basis for implementing trainings, workshops and webinars related to pedagogy and technology enhanced learning to assist PE teachers in teaching in the new normal.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"BME-34 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132571184","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":"DYNAMICS AND CAUSAL FACTORS OF TEAM SATISFACTION IN AN OPEN AND DISTANCE LEARNING COLLABORATIVE WRITING CLASS","authors":"Naginder Kaur, Takad Ahmed Chowdhury","doi":"10.32890/mjli2022.19.2.5","DOIUrl":"https://doi.org/10.32890/mjli2022.19.2.5","url":null,"abstract":"Purpose – Instructors and students are compelled to calibrate to overcome pedagogical, technological and social challenges posed by the rapid adaptation of open and distance learning (ODL) in view of the current global pandemic. Against this backdrop, this study explored the impact of team dynamics (TD), team acquaintance (TA) and instructor support (IS) in ensuring team satisfaction (TS) in an academic writing course in an online collaborative learning environment.\u0000Methodology – This study employed a sequential mixed methods design. Quantitative data was obtained through a survey questionnaire from 67 students enrolled in an academic writing course based on convenience sampling from three different faculties of a Malaysian university. Subsequently, eight purposively selected students who represented each faculty and of varied language proficiency were interviewed in a focus group discussion (FGD) for in-depth feedback about the variables and how these impacted TS as a whole. The quantitative data was analysed using descriptive analysis, regression and chi square tests while thematic analysis was conducted accordingly on the qualitative data in addressing the specific research questions.\u0000Findings – This study manifested a positive and significant correlation between TD and TS. The integral and supportive role of IS has been found to be substantially important in ensuring success in collaborative group work in ODL. Although qualitative data showed amicable relationship and cultural homogeneity, the quantitative findings did not indicate the significant role of TA in meeting the requirements of the course, that is, working collaboratively to accomplish academic writing tasks.\u0000Significance – This study provides useful insights into the success of an online collaborative learning context. The findings also serve to guide educators in designing, delivering and navigating effective pedagogy in the ODL environment.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"516 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116226182","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 GRIT AND WELL-BEING OF MALAYSIAN ESL TEACHERS","authors":"Punitha Shanmugam, R. Hidayat","doi":"10.32890/mjli2022.19.2.6","DOIUrl":"https://doi.org/10.32890/mjli2022.19.2.6","url":null,"abstract":"Purpose – Seligman’s well-being theory of PERMA has been proven fruitful in defining various well-being constructs across different fields of study. With a growing interest in teacher psychology research abroad, PERMA has been unveiled as a rewarding prospect for the well-being of second language (L2) teachers. Nonetheless, the contribution of PERMA to the well-being and grit of L2 teachers in Malaysia remains unclear. Thus, this study (1) examined the influence of PERMA on the well-being and grit of Malaysian teachers of English as a second language (ESL); and (2) analyzed the mediating impact of positive emotion in the relationship between grit and well-being.\u0000Methodology – A priori power analysis was conducted to identify the sample size for this study. Hence, a convenience sample of 91 primary ESL teachers from Kuala Lumpur participated in this cross-sectional study. Data obtained were analyzed via multiple regression and mediation analysis using SPSS v20. The analysis of the indirect effects of the mediation model was complemented with a bootstrap procedure based on Hayes’s PROCESS Macro.\u0000Findings – The regression analysis confirmed the significant impact of PERMA on both well-being and grit. Analysis of the regression coefficients (β) displayed that engagement and accomplishment influenced significant changes in grit. Engagement was also a significant predictor of well-being. The mediation model portrayed positive emotion as a partial mediator in the association between grit and well-being.\u0000Significance – The meaningful interaction of PERMA with well-being and grit may not only encourage ESL teachers to flourish, correspondingly, it may elevate the well-being of learners in L2 classrooms.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115620508","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":"EXPLORATION OF ONLINE DISCUSSION FORUM ON READING EST TEXTS FOR ESL LEARNERS","authors":"Ruhil Amal Azmuddin, Mazura Jamalai @ Jamali, Azwin Arif Abdul Rahim, Mohammad Musab Azmat Ali, N. Khamis","doi":"10.32890/mjli2022.19.2.4","DOIUrl":"https://doi.org/10.32890/mjli2022.19.2.4","url":null,"abstract":"Purpose: This study explored ESL learners’ utilization of Online Discussion Forums (ODFs) in Interactive Reading for Academic Disciplines (iREAD) to assist reading of online scientific texts within an English for Specific Purposes course at a public university.\u0000Method: This qualitative research employed two data collection methods during lessons of a 14-week semester. The first was analysis of ODF threads in iREAD from 30 ESL learners of various engineering programs at a public university in the East coast of Malaysia. Twelve from 30 ESL students were purposively selected to participate in focus group interviews. Interactive Analysis Model was used to analyse the threads, whilst the interviews transcripts were analysed thematically. NVivo Pro 12 software was used to manage the data and the generated themes were later analysed using inter-rater reliability analysis. The Kappa values of the themes indicated near perfect scores, to verify the reliability of the identified themes.\u0000Findings: The findings revealed the positive capability of ODF as a tool in facilitating learners’ reading comprehension of English for Science and Technical (EST) online materials. Analysis of the data on ODF threads confirm that students have the capabilities to engage in higher level of discussions and debate to aid their understanding. The themes that emerged from the interviews reflect positive impacts to facilitate reading of EST online materials, where learners were able to work collaboratively and increase knowledge and understand better. In addition, significance of EST materials was important in providing exposure to students’ background knowledge of their content courses. The notion of social constructivism and connectivism were reflected as learners constructed knowledge, negotiated, and synthesized ideas using the language across networked learning communities.\u0000Significance: An implication from this study suggests that exposure to EST online materials through communication and collaboration via ODF has strengthened students’ knowledge of the subject content. Additionally, learners’ comprehension of reading online EST materials has been enhanced through ODF because of the tool’s interactive heuristic approach to learning. This becomes significant for program developers and lecturers to combine both elements of ODF and material selection in lessons considering its positive impacts toward learning.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115859946","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":"SCOPING REVIEW OF TEACHING AND LEARNING OF ENGLISH AS AN ADDITIONAL LANGUAGE AMONG AUTISTIC INDIVIDUALS","authors":"Afifah Muharikah, Minglin Li, Jacqueline Roberts","doi":"10.32890/mjli2022.19.2.1","DOIUrl":"https://doi.org/10.32890/mjli2022.19.2.1","url":null,"abstract":"Purpose - The purpose of this scoping review was to examine research studies relating to autistic students in learning English as anAdditional Language (EAL) to outline potential research agendas and to inform EAL educators of current related issues.\u0000Methodology - PRISMA-ScR protocol outlined by Tricco et al. (2018) was followed when selecting the relevant studies publishedbefore July 2020 from six prominent databases: Education database, ERIC; Linguistics database, PsycINFO; SAGE, and Scopus. Inaddition, a hand search of Google Scholars was conducted. Inclusion and exclusion criteria were applied to screen the identified data.\u0000Findings - From the evidence provided in the eighteen studies identified, the researcher found that current autism research inEAL focused more on teaching strategies and much less on autistic individuals’ EAL learning processes. The 118 autistic participants inthe identified studies displayed highly diverse characteristics, which may explain why the case study was the dominant research approach. They were reported by the identified studies to have strong microlinguistic skills (phonology, morphology, syntax-related) but were weak in macro-linguistic skills (e.g., reading comprehension). The researcher noted that some learning behaviours of autistic students have been reported in addition to some teaching strategies perceived effective for teaching autistic EAL learners such as utilisation of technology and a visual approach.\u0000Significance - While there is an increasing number of autistic individuals learning EAL, research on autistic students learning EALand on teaching autistic students EAL has been limited to date. This present study is the first scoping review to investigate existing relevant studies. Despite calling for further investigation into the teaching and learning of autistic students in EAL that involve the perspectives of parents of non-autistic peers, and of the autistic students themselves, interactive patterns of teaching and learning of autistic individuals in EAL classrooms remains an area for further research in the future. ","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116065656","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":"EFFECTIVENESS OF A GAMIFICATION APPLICATION IN LEARNING MANDARIN AS A SECOND LANGUAGE","authors":"Mun Pei Ng, Norlidah Alias, D. DeWitt","doi":"10.32890/mjli2022.19.2.7","DOIUrl":"https://doi.org/10.32890/mjli2022.19.2.7","url":null,"abstract":"Purpose - Gamification is an effective method to boost students’ academic achievement and engagement in second language learning. This study aimed to test the effectiveness of the gamification application, Class Dojo, among Year 4 pupils who are learning Mandarin as a Second Language (MSL). It also sought to investigate how the MSL learners became more engaged in learning Mandarin when using Class Dojo.\u0000Methodology – A quasi-experimental design with a pre-test and a post-test was conducted to collect data among thirty (30) Year 4 pupils enrolled in the MSL course. The pre-test and a post-test were used to determine the effectiveness of Class Dojo in elevating the pupils’ achievement in learning MSL. The mean scores of the pre-test and post-test were compared and analyzed using t-tests to determine if they were significantly different. Data from observations, the pupils’self-reflective journal, and the collection of ‘Dojo Points’ were grouped into five main themes and analyzed in order to investigate how the participants were engaged in learning MSL.\u0000Findings – The findings showed that there was a significant improvement in the academic results of the participants. The pupils’ high rate of attendance, task completion, frequent Mandarin usage, positive behavior, and favorable perceptions of Class Dojo indicated that they were engaged in learning in the MSL class.\u0000Significance – The findings of this study provide MSL educators and instructional designers with information to consider whether gamification applications could be used as an effective teaching tool or virtual class management tool to enhance pupils’ engagement and improve learning outcomes.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123496223","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":"ONLINE LEARNING MOTIVATION DURING COVID-19 PANDEMIC","authors":"Shee-Mun Yong, L. Thi","doi":"10.32890/mjli2022.19.2.8","DOIUrl":"https://doi.org/10.32890/mjli2022.19.2.8","url":null,"abstract":" Purpose - Due to the COVID-19 pandemic, the Malaysian government declared a Movement Control Order (MCO) to prevent the spread of the virus. Educational institutions were forced to switch their pedagogy to online learning to complete the semester curriculum, catching academicians and students off-guard that resulted in makeshift online lesson delivery. Previous online learning motivation studies have neglected the impact of an unplanned or sudden transition to online learning during a pandemic on student motivation to learn. This study aims to examine location learning environment, learner-instructor interactions, and self-efficacy of students more succinctly on their learning motivation during an unplanned transition to online learning.\u0000Method - This study used a sequential explanatory mixed method strategy with a sample size of 535 randomly collected from a public and two private higher education institutions in Malaysia. IBM SPSS statistical software v22 was used for descriptive statistics. Regression testing was carried out using AMOS statistical software v21 structural equation modeling.\u0000Findings - Revealed the importance of location learning environment in fostering student motivation and the positive influence of learner-instructor interactions on students achieving the desired learning outcomes during an unplanned transition to online learning. However, there is no evidence to suggest a causal effect between student self-efficacy and online learning motivation during such conditions. The theoretical implication indicates that having conducive hygiene factors are essential to driving student motivation under such situations.\u0000Significance - The COVID-19 pandemic provides opportunities for researchers to examine the role of various motivational theories to explain student motivation in learning under challenging conditions. Educators and students would benefit on ways to increase student online learning motivation in lockdown conditions. Setting up a more efficient online delivery approach could lead to higher student satisfaction and potential enrolment.\u0000 ","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129939653","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}