Mobile learning is an opportunities method used to improve knowledge and skills in most organizations, including in education, employment, and also business. Therefore, a mobile learning concept will be created to assist enforcement officers in the Malaysian Ministry of Domestic Trade and Consumer Affairs (MDTCA). A preliminary study was conducted using a case study approach to determine the problem statement of the need for professional learning among enforcement officers using the mobile learning concept. Nonetheless, the analysis of the problem statement revealed workload and limits, as well as limited training offered and limited reference materials sources, all of which will be explored in this paper. As a result, this study will address problem statements and investigate the impact of mobile learning from the perspective of various employment roles. This is a qualitative study using a case study approach. Two experts in the field of instructional technology and multimedia were validated the semi-structured interview questions used in the preliminary study. Semi-structured interview techniques were used with six respondents from different enforcement officer positions at the MDTCA, which is located north of Malaysia. The purpose of this study is to determine the rationale of courses and training among MDTCA enforcers using the mobile learning concept. The findings of this study revealed that individual competencies in enforcement officers can be achieved via a mobile learning approach. The explanation for mobile learning has been recognized by the researchers as a requirement for enforcement officers to enhance their skills in the enforcement of learning opportunities. The results of this study will be substantial in terms of improving competency course achievement in enforcement knowledge and skills for all MDTCA Malaysia enforcement officers.
{"title":"Enforcement Officers at MDTCA Malaysia Perspective Regarding the Need to Use Mobile Learning for Professional Learning","authors":"M. Mohamad, Noor Husna Sharuddin, I. Ismail","doi":"10.1145/3502434.3502449","DOIUrl":"https://doi.org/10.1145/3502434.3502449","url":null,"abstract":"Mobile learning is an opportunities method used to improve knowledge and skills in most organizations, including in education, employment, and also business. Therefore, a mobile learning concept will be created to assist enforcement officers in the Malaysian Ministry of Domestic Trade and Consumer Affairs (MDTCA). A preliminary study was conducted using a case study approach to determine the problem statement of the need for professional learning among enforcement officers using the mobile learning concept. Nonetheless, the analysis of the problem statement revealed workload and limits, as well as limited training offered and limited reference materials sources, all of which will be explored in this paper. As a result, this study will address problem statements and investigate the impact of mobile learning from the perspective of various employment roles. This is a qualitative study using a case study approach. Two experts in the field of instructional technology and multimedia were validated the semi-structured interview questions used in the preliminary study. Semi-structured interview techniques were used with six respondents from different enforcement officer positions at the MDTCA, which is located north of Malaysia. The purpose of this study is to determine the rationale of courses and training among MDTCA enforcers using the mobile learning concept. The findings of this study revealed that individual competencies in enforcement officers can be achieved via a mobile learning approach. The explanation for mobile learning has been recognized by the researchers as a requirement for enforcement officers to enhance their skills in the enforcement of learning opportunities. The results of this study will be substantial in terms of improving competency course achievement in enforcement knowledge and skills for all MDTCA Malaysia enforcement officers.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129296418","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}
Alla Anohina-Naumeca, S. Petrovica, S. Bāliņa, Andris Kikans
Massive open online courses are a promising area of interest of higher education institutions in their competition for students. However, typically specialised open platforms are used to create such courses, while courses in higher education institutions are delivered through learning management systems. Thus, a higher education institution meets a severe challenge if it decides to offer its study courses as massive open online courses: the content hosted in the learning management system need to be transferred to another platform or re-created. The automated tools developed for this purpose could (at least partially) speed up the learning content migration process while also reducing the amount of manual work required. The paper presents the research results achieved regarding the migration of the content of Moodle courses into Open edX through the use of the cloud-based automated migration tool. The conceptual migration model is described first. After that, some technical details of the developed tool are discussed. Finally, the experimental testing results of applying the tool to three Moodle courses are also specified.
{"title":"The Tool for Migrating Learning Content from Moodle to Open edX","authors":"Alla Anohina-Naumeca, S. Petrovica, S. Bāliņa, Andris Kikans","doi":"10.1145/3502434.3502437","DOIUrl":"https://doi.org/10.1145/3502434.3502437","url":null,"abstract":"Massive open online courses are a promising area of interest of higher education institutions in their competition for students. However, typically specialised open platforms are used to create such courses, while courses in higher education institutions are delivered through learning management systems. Thus, a higher education institution meets a severe challenge if it decides to offer its study courses as massive open online courses: the content hosted in the learning management system need to be transferred to another platform or re-created. The automated tools developed for this purpose could (at least partially) speed up the learning content migration process while also reducing the amount of manual work required. The paper presents the research results achieved regarding the migration of the content of Moodle courses into Open edX through the use of the cloud-based automated migration tool. The conceptual migration model is described first. After that, some technical details of the developed tool are discussed. Finally, the experimental testing results of applying the tool to three Moodle courses are also specified.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125520379","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}
Many past studies had found that multimedia learning is conducive to students’ English vocabulary acquisition. This research was aimed at investigating this issue deeper by evaluating the influence of multimedia glosses, learning duration, and working memory capacity. To investigate the effect of the effects of multimedia glosses, sixty-three high school students were tested to learn English vocabularies with multimedia glosses, such as demonstrating words with their translations and their corresponding pictures, or pronunciation glosses. To examine the influence of learning duration, the participants were tested to learned within different learning durations for each of word, ranging from 3 to 7 seconds. To study the impact of working memory capacity, the participants were comprehensively measured in terms of phonological working memory capacity through Children's Test of Nonword Repetition, and visuospatial working memory capacity through Visual Pattern Test. Finally, the participants’ performance in English vocabulary acquisition was extensively measured by both Form Recognition Test (whether can recognize the learned words) and Passive Recall Test (whether can remember the translation for each presented word). This study found that, for the effects of multimedia glosses on vocabulary acquisition, compared with only demonstrating translation, the pronunciation or picture glosses did not always demonstrate its superiority in facilitating the participants to recognize the words or remember the translation of the words. The efficiency of the multimedia glosses was influenced by the learning duration and vocabulary acquisition test type. With the extension of learning duration from 3 to 7 seconds, this study found that the participants’ performance in vocabulary acquisition decreased when measured by the Form Recognition Test. It sounds interesting that the participants’ performance in passive vocabulary acquisition achieved the highest score when the learning duration was 5 seconds when measured by Passive Recall Test. Regarding the effects of working memory capacity, the high phonological working memory capacity and visuospatial working memory capacity group could recognize more words that has been learned. However, while the high visuospatial working memory capacity group achieved higher score in remembering vocabulary translation than the low visuospatial working memory capacity group, phonological working memory capacity demonstrated a reversed effect on the translation memorization. This phenomenon is worth for further study.
{"title":"The Effects of Multimedia Glosses, Learning Duration and Working Memory Capacity on High School Students' Passive English Vocabulary Acquisition","authors":"Mei Jiang, A. Tse","doi":"10.1145/3502434.3502451","DOIUrl":"https://doi.org/10.1145/3502434.3502451","url":null,"abstract":"Many past studies had found that multimedia learning is conducive to students’ English vocabulary acquisition. This research was aimed at investigating this issue deeper by evaluating the influence of multimedia glosses, learning duration, and working memory capacity. To investigate the effect of the effects of multimedia glosses, sixty-three high school students were tested to learn English vocabularies with multimedia glosses, such as demonstrating words with their translations and their corresponding pictures, or pronunciation glosses. To examine the influence of learning duration, the participants were tested to learned within different learning durations for each of word, ranging from 3 to 7 seconds. To study the impact of working memory capacity, the participants were comprehensively measured in terms of phonological working memory capacity through Children's Test of Nonword Repetition, and visuospatial working memory capacity through Visual Pattern Test. Finally, the participants’ performance in English vocabulary acquisition was extensively measured by both Form Recognition Test (whether can recognize the learned words) and Passive Recall Test (whether can remember the translation for each presented word). This study found that, for the effects of multimedia glosses on vocabulary acquisition, compared with only demonstrating translation, the pronunciation or picture glosses did not always demonstrate its superiority in facilitating the participants to recognize the words or remember the translation of the words. The efficiency of the multimedia glosses was influenced by the learning duration and vocabulary acquisition test type. With the extension of learning duration from 3 to 7 seconds, this study found that the participants’ performance in vocabulary acquisition decreased when measured by the Form Recognition Test. It sounds interesting that the participants’ performance in passive vocabulary acquisition achieved the highest score when the learning duration was 5 seconds when measured by Passive Recall Test. Regarding the effects of working memory capacity, the high phonological working memory capacity and visuospatial working memory capacity group could recognize more words that has been learned. However, while the high visuospatial working memory capacity group achieved higher score in remembering vocabulary translation than the low visuospatial working memory capacity group, phonological working memory capacity demonstrated a reversed effect on the translation memorization. This phenomenon is worth for further study.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115453108","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}
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