Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9667978
Supanida Duangjinda, O. Kaosaiyaporn, Wasant Atisabda, Narongsak Rorbkorb
The purpose of this research was to 1) develop the massive open online on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students, 2) compare the awareness of cultural value of undergraduate students before and after studying with MOOC on coexistence in multicultural society, and 3) study the students' satisfaction with MOOC on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students. The sample consisted of 60 students. The research instruments consisted of the cultural value awareness inventory and the student satisfaction with MOOC scale. The findings revealed that: 1) The students' multicultural learning awareness was significantly higher in the post-test than in the pre-test at .05 level, 2) the students' satisfaction with MOOC was ranked at high level.
{"title":"Development of Massive Open Online Course on Coexistence in Multicultural Society to Enhance Knowledge Construction and Awareness of Cultural Values for Undergraduate Students","authors":"Supanida Duangjinda, O. Kaosaiyaporn, Wasant Atisabda, Narongsak Rorbkorb","doi":"10.1109/sea-stem53614.2021.9667978","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9667978","url":null,"abstract":"The purpose of this research was to 1) develop the massive open online on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students, 2) compare the awareness of cultural value of undergraduate students before and after studying with MOOC on coexistence in multicultural society, and 3) study the students' satisfaction with MOOC on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students. The sample consisted of 60 students. The research instruments consisted of the cultural value awareness inventory and the student satisfaction with MOOC scale. The findings revealed that: 1) The students' multicultural learning awareness was significantly higher in the post-test than in the pre-test at .05 level, 2) the students' satisfaction with MOOC was ranked at high level.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131510832","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}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668108
H. Sofyan, I. Irwandi, W. Artika, R. Oktavia, Zainal Arifin Lubis, Intan Mulia Sari
It is necessary to develop students to become lifelong learning of science, technology, engineering, and mathematics to meet the challenges in the 21st century. Therefore, the STEM research center of Universitas Syiah Kuala in collaboration with other stakeholders in education, namely government, industry, public, and media has launched the Science, Technology, Engineering, Mathematics, and Character (STEMC) learning approach. There are six aspects to be developed through the STEMC approach: critical thinking, creativity, communication, collaboration, computational thinking, and characters. In general, the nature of STEMC is not only a process of transferring knowledge from teachers to students but also an effort to build students' character. STEMC approach is designed to improve students' scientific abilities, motivation, and perseverance. It means that every phase of learning is designing to support students' intellectual and emotional growth. This paper aims to address what has been done at the STEM Research Center of Universitas Syiah Kuala and the plan for integrating STEMC in Indonesia. It provides an overview of some projects that have been conducted, such as the development of STEMC modules for senior high schools and collaboration with State-Owned Enterprises (SOEs) in teacher professional development programs. In addition, this paper also highlights the STEM center's plan to implement STEMC in Indonesia
为了迎接21世纪的挑战，有必要培养学生成为终身学习科学、技术、工程和数学的人。因此，吉隆坡赛亚大学的STEM研究中心与教育领域的其他利益相关者，即政府、行业、公众和媒体合作，推出了科学、技术、工程、数学和字符(STEMC)学习方法。通过STEMC方法有六个方面需要发展:批判性思维、创造力、沟通、协作、计算思维和性格。总的来说，STEMC的本质不仅是教师向学生传授知识的过程，而且是努力塑造学生性格的过程。STEMC方法旨在提高学生的科学能力、动力和毅力。这意味着学习的每个阶段都是为了支持学生的智力和情感发展而设计的。这篇论文的目的是解决在Syiah Kuala Universitas的STEM研究中心所做的事情以及在印度尼西亚整合STEMC的计划。它概述了已经开展的一些项目，例如为高中开发STEMC模块以及与国有企业合作开展教师专业发展计划。此外，本文还重点介绍了STEM中心在印尼实施STEMC的计划
{"title":"The Integration of STEMC in Indonesia: Current Status and Future Prospects","authors":"H. Sofyan, I. Irwandi, W. Artika, R. Oktavia, Zainal Arifin Lubis, Intan Mulia Sari","doi":"10.1109/sea-stem53614.2021.9668108","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668108","url":null,"abstract":"It is necessary to develop students to become lifelong learning of science, technology, engineering, and mathematics to meet the challenges in the 21st century. Therefore, the STEM research center of Universitas Syiah Kuala in collaboration with other stakeholders in education, namely government, industry, public, and media has launched the Science, Technology, Engineering, Mathematics, and Character (STEMC) learning approach. There are six aspects to be developed through the STEMC approach: critical thinking, creativity, communication, collaboration, computational thinking, and characters. In general, the nature of STEMC is not only a process of transferring knowledge from teachers to students but also an effort to build students' character. STEMC approach is designed to improve students' scientific abilities, motivation, and perseverance. It means that every phase of learning is designing to support students' intellectual and emotional growth. This paper aims to address what has been done at the STEM Research Center of Universitas Syiah Kuala and the plan for integrating STEMC in Indonesia. It provides an overview of some projects that have been conducted, such as the development of STEMC modules for senior high schools and collaboration with State-Owned Enterprises (SOEs) in teacher professional development programs. In addition, this paper also highlights the STEM center's plan to implement STEMC in Indonesia","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131961910","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}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668138
Jirayuth Chantanaphant, Chamnan Para
This research aims to: 1) use lessons from knowledge, skills, and experience gained from a lecturer who produced online teaching materials for PSU MOOC; and, 2) reflect the participation of volunteer students and participating entrepreneurs in the production of online teaching materials for PSU MOOC. The research methodology used was Classroom Action Research. In this current study, the development of a subject, namely Entrepreneurs and New Venture Creation, during May-August, 2021 is purposively selected as a case study. Regarding the case study, the authors intend to apply this methodology to determine and portray the overall learning and experiences gained from the PSU MOOC development throughout the three phases. During the planning phase, knowledge of MOOCs, skills, and criteria for MOOCs should be identified. Advisory is compulsory for inexperienced lecturers in order to understand the criteria and learn some skills. Group work is mandatory to gain some skills to accomplish the process in time. The aims of the curriculum should be established. In a second phase (the development phase), the curriculum design, as well as the production plan, should be aligned with course learning objectives. Then, the proper assessment should be established with the aim to ensure that the learners can achieve the learning objectives. In the execution phase as a third phase, the communication plan is to assure that course will be able to reach the target audience. The evaluation process is to gain feedback to improve the quality of the course. The development of the subject Entrepreneurs and New Venture Creation could be a prime example of containing lessons that could be learned by other lecturers as they create their online MOOC courses.
{"title":"Lesson Learned on Development of Online Teaching Materials PSU MOOC: A Case of the Subject Entrepreneurs and New Venture Creation","authors":"Jirayuth Chantanaphant, Chamnan Para","doi":"10.1109/sea-stem53614.2021.9668138","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668138","url":null,"abstract":"This research aims to: 1) use lessons from knowledge, skills, and experience gained from a lecturer who produced online teaching materials for PSU MOOC; and, 2) reflect the participation of volunteer students and participating entrepreneurs in the production of online teaching materials for PSU MOOC. The research methodology used was Classroom Action Research. In this current study, the development of a subject, namely Entrepreneurs and New Venture Creation, during May-August, 2021 is purposively selected as a case study. Regarding the case study, the authors intend to apply this methodology to determine and portray the overall learning and experiences gained from the PSU MOOC development throughout the three phases. During the planning phase, knowledge of MOOCs, skills, and criteria for MOOCs should be identified. Advisory is compulsory for inexperienced lecturers in order to understand the criteria and learn some skills. Group work is mandatory to gain some skills to accomplish the process in time. The aims of the curriculum should be established. In a second phase (the development phase), the curriculum design, as well as the production plan, should be aligned with course learning objectives. Then, the proper assessment should be established with the aim to ensure that the learners can achieve the learning objectives. In the execution phase as a third phase, the communication plan is to assure that course will be able to reach the target audience. The evaluation process is to gain feedback to improve the quality of the course. The development of the subject Entrepreneurs and New Venture Creation could be a prime example of containing lessons that could be learned by other lecturers as they create their online MOOC courses.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133291905","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}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9667990
B. Lim, S. A. Rashid, R. Othman, N. Noh
Due to the outbreak of COVID-19, the conventional face-to-face classroom was shifted to virtual classroom with the aim to minimize physical contact among students while maintaining their learning progress. In order to ensure the success of online learning, students' satisfaction plays a vital role. This study aimed to investigate the effect of online class features on the students' satisfaction. An online questionnaire was emailed to the undergraduates who pursue their degree studies in Universiti Malaysia Perlis (UniMAP). There were 456 active students participated in the present study and they were from technical or nontechnical background. Descriptive statistics were used to analyze the responses to the satisfaction scales. Results showed that good quality of audio and video were the most important features for online learning that link to students' satisfaction. Flexible timetable and ease to browse the online courses were also helped to enhance the satisfaction of students during online learning. This study suggested that the basic features of online learning should always be taken into account during the course delivery process. It was also discovered that the psychology wellness of student was strongly linked to satisfaction of student when good online learning features were provided.
{"title":"Effect of Online Class Features on Students' Learning Satisfaction in UniMAP","authors":"B. Lim, S. A. Rashid, R. Othman, N. Noh","doi":"10.1109/sea-stem53614.2021.9667990","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9667990","url":null,"abstract":"Due to the outbreak of COVID-19, the conventional face-to-face classroom was shifted to virtual classroom with the aim to minimize physical contact among students while maintaining their learning progress. In order to ensure the success of online learning, students' satisfaction plays a vital role. This study aimed to investigate the effect of online class features on the students' satisfaction. An online questionnaire was emailed to the undergraduates who pursue their degree studies in Universiti Malaysia Perlis (UniMAP). There were 456 active students participated in the present study and they were from technical or nontechnical background. Descriptive statistics were used to analyze the responses to the satisfaction scales. Results showed that good quality of audio and video were the most important features for online learning that link to students' satisfaction. Flexible timetable and ease to browse the online courses were also helped to enhance the satisfaction of students during online learning. This study suggested that the basic features of online learning should always be taken into account during the course delivery process. It was also discovered that the psychology wellness of student was strongly linked to satisfaction of student when good online learning features were provided.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129142937","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}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668085
Tanchanok Poonsin, Ninna Jansoon
In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in a meaningful learning activity. STEM and project-based learning are one of the alternative teaching strategies that engaged students in meaningful learning. This research aims to investigate the impact of project-based learning that integrates with STEM on students' creativity in the topic of “Garbage Designer Who Use Waste As Inspiration For New Products”. The target group is 4th pre-service chemistry teachers at Thaksin University, Songkhla campus, academic year 2021. The data is obtained through Creativity Product Analysis Matrix (CPAM), which was analyzed from the product of pre-service chemistry teachers created. Three creativity dimensions used in this study which are novelty, resolution and elaboration dimension. The results of this research showed that pre-service chemistry teachers' creativity is obtained as much average scores of creative dimension equal to 72 %, that pre-service chemistry teachers' creativity were categorized as good. Based on the result, STEM project-based learning give a good impact on the improvement of pre-service chemistry teachers' creative thinking. Hence, integrated STEM linked with project-based learning can be implemented as alternative learning strategy.
{"title":"Integrated STEM with Project-Based Learning Implementation to Enhance Students' Creativity","authors":"Tanchanok Poonsin, Ninna Jansoon","doi":"10.1109/sea-stem53614.2021.9668085","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668085","url":null,"abstract":"In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in a meaningful learning activity. STEM and project-based learning are one of the alternative teaching strategies that engaged students in meaningful learning. This research aims to investigate the impact of project-based learning that integrates with STEM on students' creativity in the topic of “Garbage Designer Who Use Waste As Inspiration For New Products”. The target group is 4th pre-service chemistry teachers at Thaksin University, Songkhla campus, academic year 2021. The data is obtained through Creativity Product Analysis Matrix (CPAM), which was analyzed from the product of pre-service chemistry teachers created. Three creativity dimensions used in this study which are novelty, resolution and elaboration dimension. The results of this research showed that pre-service chemistry teachers' creativity is obtained as much average scores of creative dimension equal to 72 %, that pre-service chemistry teachers' creativity were categorized as good. Based on the result, STEM project-based learning give a good impact on the improvement of pre-service chemistry teachers' creative thinking. Hence, integrated STEM linked with project-based learning can be implemented as alternative learning strategy.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126253004","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}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668170
N. R. H. Basri, M. S. Mohktar, Jadeera Cheong Phaik Geok Abdullah, Z. Aspanut
Due to Movement Control Order (MCO) by Malaysian government, Institutions of Higher Learning (IHLs) have implemented online learning approach for teaching and learning. Campus was off limit to all students and lecturers/instructors and laboratory access was denied. Platforms such as ZOOM, Webex, Google Meet and more were introduced to be used as online learning tools to communicate with classmates and lecturers/instructors remotely from home. This study aims to investigate the student's perception on his/her home environment for online learning during the MCO phases. An online survey was developed to assess the effect of MCO on students from several IHLs in Malaysia. The respondents consist of 525 students, 92.95% were undergraduates and 5.52% were postgraduates. 70.67% of the students enrolled in practical or laboratory classes through online learning during the MCO phase. The most used online platform for online learning was Google Meet at 88% of usage. However, through online learning, there are challenges experienced by the students during the MCO. One of the big challenges faces by them are their home environment during online classes. Approximately about 40% of the students complained on the suitableness of home environment for online classes. Without proper environment and lack of material and apparatus for experiment and practical work, it become hindrance for student learn at home.
{"title":"A Survey of Student's Perception on Conducting Online Learning in the Home Environment during Movement Control Order (MCO)","authors":"N. R. H. Basri, M. S. Mohktar, Jadeera Cheong Phaik Geok Abdullah, Z. Aspanut","doi":"10.1109/sea-stem53614.2021.9668170","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668170","url":null,"abstract":"Due to Movement Control Order (MCO) by Malaysian government, Institutions of Higher Learning (IHLs) have implemented online learning approach for teaching and learning. Campus was off limit to all students and lecturers/instructors and laboratory access was denied. Platforms such as ZOOM, Webex, Google Meet and more were introduced to be used as online learning tools to communicate with classmates and lecturers/instructors remotely from home. This study aims to investigate the student's perception on his/her home environment for online learning during the MCO phases. An online survey was developed to assess the effect of MCO on students from several IHLs in Malaysia. The respondents consist of 525 students, 92.95% were undergraduates and 5.52% were postgraduates. 70.67% of the students enrolled in practical or laboratory classes through online learning during the MCO phase. The most used online platform for online learning was Google Meet at 88% of usage. However, through online learning, there are challenges experienced by the students during the MCO. One of the big challenges faces by them are their home environment during online classes. Approximately about 40% of the students complained on the suitableness of home environment for online classes. Without proper environment and lack of material and apparatus for experiment and practical work, it become hindrance for student learn at home.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"27 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131686588","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}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668169
Fathiyah Mohd. Kamaruzaman, R. Hamid, A. Mutalib, M. Rasul
As new industrial revolution strike in, engineers are required to prepare themselves with relevant skills in order to remain significant in a challenging working environment. Leadership skills have been highlighted as important skills to be perceived by engineers in various engineering reports. While there is a dire need for instilling engineering leadership in the curriculum, limited studies have been done to identify the leadership attributes for engineering graduates. Therefore, this study was done to derive engineering leadership traits/attributes based from engineering leadership programs (ELPs) worldwide. Using a systematic review approach, a crosswalk of engineering leadership criteria from selected five ELPs were shown. Emerging themes from the crosswalk are technical skills; think outside of the box; engage with others; excellence in execution and beliefs and attitudes. Findings of the study will provide a significant set of leadership attributes for 4IR engineering graduates and also will embark the opportunities for further research by the authors.
{"title":"Determination of Leadership Attributes for 4IR Engineering Graduates","authors":"Fathiyah Mohd. Kamaruzaman, R. Hamid, A. Mutalib, M. Rasul","doi":"10.1109/sea-stem53614.2021.9668169","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668169","url":null,"abstract":"As new industrial revolution strike in, engineers are required to prepare themselves with relevant skills in order to remain significant in a challenging working environment. Leadership skills have been highlighted as important skills to be perceived by engineers in various engineering reports. While there is a dire need for instilling engineering leadership in the curriculum, limited studies have been done to identify the leadership attributes for engineering graduates. Therefore, this study was done to derive engineering leadership traits/attributes based from engineering leadership programs (ELPs) worldwide. Using a systematic review approach, a crosswalk of engineering leadership criteria from selected five ELPs were shown. Emerging themes from the crosswalk are technical skills; think outside of the box; engage with others; excellence in execution and beliefs and attitudes. Findings of the study will provide a significant set of leadership attributes for 4IR engineering graduates and also will embark the opportunities for further research by the authors.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129962978","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}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668019
N. Dureh
This study aims to identify the growth score and explore the satisfaction of the student on project-based learning. The target group for this study was the first-year students who enroll in the Answering questions with data course. The data was collected using a questionnaire containing information about the growth score and satisfaction on project-based learning and some open-ended questions. The results found that most of the students have a moderate level of growth score. However, it is revealed that the growth score was statistically different compared to before and after. Therefore, most students were satisfied with project-based learning. Moreover, the student points out that project-based learning benefits them, such as promoting relationships and teamwork, exchanging and fulfilling the knowledge to each other. However, on the other hand, project-based learning also points out some weaknesses: some group members took advantage and were irresponsible.
{"title":"Project Based Learning for General Education Course","authors":"N. Dureh","doi":"10.1109/sea-stem53614.2021.9668019","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668019","url":null,"abstract":"This study aims to identify the growth score and explore the satisfaction of the student on project-based learning. The target group for this study was the first-year students who enroll in the Answering questions with data course. The data was collected using a questionnaire containing information about the growth score and satisfaction on project-based learning and some open-ended questions. The results found that most of the students have a moderate level of growth score. However, it is revealed that the growth score was statistically different compared to before and after. Therefore, most students were satisfied with project-based learning. Moreover, the student points out that project-based learning benefits them, such as promoting relationships and teamwork, exchanging and fulfilling the knowledge to each other. However, on the other hand, project-based learning also points out some weaknesses: some group members took advantage and were irresponsible.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132144805","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}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668131
N. Chehlaeh
This study aims to present an example of a learning plan for the Introduction to Astronomy course in massive open online courses (MOOCs), and take the lessons of knowledge, skills, experiences, problems, and opportunities that teachers who produce online teaching materials for PSU-MOOC received from the subject Introduction to Astronomy. There are four steps in the MOOC process, including pre-production, production, post-production, and evaluation and maintenance. We present the process of MOOCs development: guidelines to develop course content, material preparation, video content production, and the course management after production. The outline of the content in the subject Introduction to Astronomy was introduced as an example for teachers who are interested in designing and developing astronomy courses in MOOCs. The conclusions of the study are as follows: 1) a massive open online course on Introduction to Astronomy has been developed, which covers five learning hours and consists of three main chapters, divided into ten lessons. In the course are basic knowledge of astronomy, celestial coordinate systems and stargazing, and astronomical phenomena related to life on Earth. 2) In the step of design and development of MOOCs, we found that curriculum designers, technical specialists, and expert instructors are very important factors to success. A productive team and good preparation are very crucial for the effective design of MOOCs.
{"title":"Lessons Learned on Developing PSU-MOOC: a Case of Introduction to Astronomy","authors":"N. Chehlaeh","doi":"10.1109/sea-stem53614.2021.9668131","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668131","url":null,"abstract":"This study aims to present an example of a learning plan for the Introduction to Astronomy course in massive open online courses (MOOCs), and take the lessons of knowledge, skills, experiences, problems, and opportunities that teachers who produce online teaching materials for PSU-MOOC received from the subject Introduction to Astronomy. There are four steps in the MOOC process, including pre-production, production, post-production, and evaluation and maintenance. We present the process of MOOCs development: guidelines to develop course content, material preparation, video content production, and the course management after production. The outline of the content in the subject Introduction to Astronomy was introduced as an example for teachers who are interested in designing and developing astronomy courses in MOOCs. The conclusions of the study are as follows: 1) a massive open online course on Introduction to Astronomy has been developed, which covers five learning hours and consists of three main chapters, divided into ten lessons. In the course are basic knowledge of astronomy, celestial coordinate systems and stargazing, and astronomical phenomena related to life on Earth. 2) In the step of design and development of MOOCs, we found that curriculum designers, technical specialists, and expert instructors are very important factors to success. A productive team and good preparation are very crucial for the effective design of MOOCs.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132261275","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}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9667954
Nur-ehsan Boto, Nathavit Portjanatanti, O. Kaosaiyaporn, Narongsak Rorbkorb
This research is experimental research that aims to study the result of using the approach of the Knowledge Management Model of the STEM Master Teachers to develop and design the Islamic integrated STEM Learning Management Plan. The target group used in this research is the STEM Master Teachers of Darussalam School, Ra-ngae District, Narathiwat Province. The research process is divided into 3 sub-steps:1) Before applying the Model which was to educate the STEM Master Teachers in order to make an understanding about the Knowledge Management Model and develop the Knowledge Management Action Plan. 2) During applying the Model which the STEM Master Teachers implemented the Knowledge Management Action Plan to design the Islamic integrated STEM Learning Management Plan. 3) After applying the Model which was to evaluate the quality of the Islamic integrated STEM Learning Management plan. Moreover, the tools used to conduct the research were the Assessment Form of the Knowledge Management Action Plan and the Assessment Form of the Islamic integrated STEM Learning Management Plan of the STEM Master Teachers. The data were analyzed by using Arithmetic Mean and Standard Deviation, then compared with the assessment criteria. The results are shown as the following: 1)The quality of the Knowledge Management Action Plan to promote the Islamic Integrated STEM Learning Management is at a very good level. 2)The quality of the Islamic integrated STEM Learning Management Plan under the title of ‘The COVID Labour-Saving Machine Built Based on Islamic Principle’ of the STEM Master Teachers of Darussalam School, Ra-ngae District, Narathiwat Province as overall and individual aspects ‐‐Learning Analysis, Learning Design, and Learning Assessment‐‐ is at a very good level.
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