Master‟s Thesis

Guidelines for Creating Effective e-Learning Content to Introduce a New Teaching Style inHigh Schools in Malaysia

Master‟s Program
Graduate School of Instructional Systems
Kumamoto University

01-G8917
Faridah Binti Ahmad

Supervisor: Dr. Toshihiro KITA, Professor

March 2011

Table of content
Title pageAcknowledgement ............................................................................................................. 3
Abstract ............................................................................................................................. 4

1. Background and Purpose of This Research
1.1 Introduction .................................................................................................................. 5
1.2 Research problem ....................................................................................................... 5
1.3 Research purpose ....................................................................................................... 6
1.4 Research hypothesis ................................................................................................... 7
1.5 Research question....................................................................................................... 7
1.6 Significance of the study.............................................................................................. 7
2. Literature Review
2.1 E-learning .................................................................................................................... 9
2.2 Learning style .............................................................................................................. 10
2.3 Self-paced learning...................................................................................................... 10
2.4 Flexible speaking opportunities over virtual class ....................................................... 10
2.5 Gagne‟s Nine Events of Instruction ............................................................................. 11
2.6 Instructional system design ......................................................................................... 14
3. Research Methods
3.1 Population and sampling ............................................................................................. 15
3.2 Research design .......................................................................................................... 15
3.3 Research procedure .................................................................................................... 15
3.4 Research methodology
3.4.1 Guidelines template ..................................................................................... 16
3.4.2 Guidelines form ............................................................................................ 17
3.4.3 Sample lesson to illustrate the events of instruction ................................... 19
3.5 Scope and limitation .................................................................................................... 30
4. Data and Analyses
4.1 Introduction .................................................................................................................. 31
4.2 Subject matter expert evaluation ................................................................................. 31
4.3 One to one evaluation ................................................................................................. 31
4.4 Small group evaluation
4.4.1 Pretest and Posttest result ........................................................................... 32
4.4.2 Online participants‟ questionnaire results .................................................... 34
5. Conclusion
5.1 Discussion of result ..................................................................................................... 61
5.2 Data interpretation ....................................................................................................... 61
5.3 Implications .................................................................................................................. 61
5.4 Future plans for e-learning in secondary school ......................................................... 61
5.5 Conclusion ................................................................................................................... 62
Reference .......................................................................................................................... 63
Appendix ............................................................................................................................ 66ii

Acknowledgement
After working on this thesis research, I would say that it was one of the best things I did in
my life, exploring could be fun sometimes, but it becomes more beneficial after accepting
the challenges in life and exploring new knowledge. It was really interesting to join the
Master program in instructional systems design and had the opportunity to be involved andshare the experience of exploring new ways for developing and improving the learning
process through e-learning.

My thanks go first and foremost to Professor KITA Toshihiro who made significant andtremendous contributions on the design and development of research proposal paper,provision of academic advice and support before, during and after all research activities.

In addition, I wish to acknowledge the tremendous efforts of several others:
I would like to express my appreciation and gratitude to Dr. TOKUMURA Tomoaki forgiving me continuous advice and support during my stay in Okinawa International Center,studying master course. JICA Okinawa for their financial assistance towards the author‟s
education. Also I would like to express my deep thanks to Professor SUZUKI and all
Kumamoto University academic faculty members for their kind support.

Finally, the author is deeply grateful to all pre-university Computing students in HighSchool Bukit Mertajam, Pn Rohana Binti Che Aman, Pn Maraziah Binti Abu Bakar as
content expert, Ms Tan Kong Lai and Ms Nur Anis Binti Shukor as an English Expert and
Pn Noor Hayati Binti Ujar (Excellent teacher) as my pilot tester.

Last but not the least I wish to thank my family members who had always beenencouraging me to complete this study.

iii

要

旨

本論文は、ブキット・マータジャム高校の大学進学準備課程の高校生に対して行われた e
ラーニングシステムについての調査について述べたものである。調査は、公立高校における学生の自習に対して e ラーニングの有用性を示し、教師が効果的なオンライン教材制作のためのガイドラインの使用を好意的に選択することを論拠付けるために行われた。調査は、学生用の e ラーニングコースと教師用の e ラーニングコースにわけて行われ、19 人の学生と 1 名の教師がこの調査に参加した。大学進学準備課程のコンピュータ関連科目である「データベースシステムの計画と設計」に関する教材を開発し、指導教材および調査手段として用いた。
初期評価はひとりの学生を通じて行われ、また科目の専門家が教材の質向上のためにシステムを評価した。調査は、学生用および教師用の 2 種類の質問票からなり、それぞれ 5 つおよび 6 つの主要部で構成されている。
学生の達成度の分析結果から 28%の改善成果が示された。これは、e ラーニングが学生の自習用教材として効果があることを示すものである。つまり、事前テストと事後テストに対するｐ値が統計的有意差があることを示したことから、この e ラーニングコンテンツが学生の自習用教材として有効であることが示された。参加者の質問票への回答結果、事前・事後テストの結果から、e ラーニングが公立高校における大学進学準備課程の学生の自習用教材として有用であると考えられる。

Abstract
This paper attempts to describe a research project related to e-learning system
implemented to pre-university students at Bukit Mertajam High School. The study was
conducted to determine that e-learning has potential to be implemented in government
schools for self-paced study and to obtain teacher‟s preferences toward the use of
Guideline for creating online teaching material. The treatment instruments were the eLearning Course for students and the e-Learning Course for teachers. About 19 students
and a teacher involved in this study. A topic on „Planning and Design Database System‟
based on pre-university Computing subject was developed and selected as an instructional
material and research instrument.
Early reviews have been conducted through a student and a content expert reviewer
reviews the system in order to improve the quality of the instructional material. There are
two types of research instruments, one instrument is for students and another one is forteacher in the form of a questionnaire that consisted of five and six main parts.
Results from the students‟ achievement analysis showed an increase twenty eight percent(28%), this is a proof that the e-learning will be effective as a means of self-paced study. Itmeans this e-learning content was effective for self-paced study because p values forpretest and posttest showed statistical significance. Basing on the participantsquestionnaire responses and pretest/posttest performance I conclude that e-learning has
the potential to be implemented in government schools for self-paced study for preuniversity students.

iv

CHAPTER 1
Background and Purpose of This Research
1.1 Introduction
Beginning in 2004, Ministry of Education (MOE) and Malaysian Administrative
Modernization and Management Planning Unit (MAMPU) has conducted collaborative
projects pioneering the use of LMS in three schools in Malaysia. Then the project
expanded to 50 schools across the country. MOE announced the next project is a mega
project starting 25 March 2009 - 24 March 2013. During the implementation period, anumber of constraints have been identified and one of them is to provide appropriate
teaching materials to promote the use of LMS (Moodle). The current mode of learning in
Malaysia is structured on traditional face-to-face methods. Implementing e-learning insecondary school is a new supplementary approach in order to optimize the efficacy ofinternet based learning and eventually will improve the quality of teaching and learning
method.

1.2 Research problem
Teaching is becoming most challenging profession where knowledge is expanding rapidly
because of speedy development in ICT especially the Internet. As new styles of learning
have evolved, teachers are expected to facilitate learning and make it meaningful toindividual learners rather than just to provide knowledge and skills. Modern developments
of innovative technologies have provided new possibilities to teaching professions, but at
the same time have placed more demands on teachers to learn how to use these newtechnologies in their teaching (Robinson & Latchem, 2003). Today, a variety of ICT canfacilitate delivery of instruction by combining new technologies with effective pedagogy
may be able to provide more flexible ways for learning process. In Malaysia all schools are
expected to improve educational practice in the delivery of the courses through the use of
the newly adopted Learning Management System (LMS), Moodle. Teachers areencouraged to produce teaching materials according to their subjects. However a few
teachers felt that the development of teaching materials for the LMS requires high ICT
1skills. This feeling makes them feel tough and not interested in producing their own
material. Most teachers do not know how and where to begin developing teachingmaterials because there are no guidelines and standards to be followed to produce thehighest quality learning materials using a variety of formats and adopts appropriate
teaching pedagogy. I have been inspired with the mentioned constraints to come with new
idea to introduce Guideline to help alleviate the problems faced by teachers. The definitionof Guideline in this research is a document that aims to streamline instructional processes
according to a teaching routine. Guideline is used in this research to make thedevelopment of e-learning content more effective, and presumably of higher quality. The
Guideline includes three (3) sections, relating respectively to the Introduction section, theContent section, and the Assessment section. The aim of a Guideline is to introduce a newconsistent and effective procedure to alleviate teachers or e-learning content developers
designing teaching and learning materials. Guideline is recommendation and advice meant
to help teachers create better learning instructions. In regards to the specifics of course
design, this study suggests Guideline template which teachers or course designers will belikely to adopt in the e-learning content development process. This Guideline was first
adopted by researcher in developing teaching materials to be tested for pre-university
students at a secondary school for self-paced study. e-Learning content creation withreference to the Guidelines is expected to have positive impact on learning process andstudents‟ achievement. The effectiveness of e-learning content can be recognized only
true if the tested student showed increased score after using it. Also, the increase of scorereflected indirectly that e-learning can be introduced as a new teaching style in highschools in Malaysia.

1.3 Research purpose
The purpose of this study was to determine that e-learning has potential to be implemented
in government schools for self-paced study. A topic on „Planning and Design Database
System‟ for Computing subject will be developed and has been selected as an instructional
material and research instrument for students. This study will utilize a quantitative2

experimental design of a group of pre-university students who take Computing as a subject.
The expected results should indicate that learning through e-learning by utilizing
systematic theory and development design is able to bring positive effects on students. It
also expects to obtain positive effect on student‟s attitude towards self-paced learning. The
findings from this study are also expected to show that creating online content based on
Guideline will reduce teachers‟ constrains on using Moodle as a Learning Management
System.

1.4 Research Hypothesis
It is expected the following will be the results of the experiment:
Effective e-Learning content influences students‟ achievement for self-paced study for preuniversity students in government school.

1.5 Research question
Two research questions were explored:a) Does e-learning offers continual access to self paced learning?
b) How will e-learning affect the performance of students?
c) Does e-learning present autonomy?

1.6 Significance of the study
The e-learning systems help pre-university students to do self-paced learning whenstudying Computing subject at school or at home. Students can use online course as asupplementary material as an alternative of textbooks or face-to-face class. The e-learning
system would develop a more condusive learning environment where students participate
actively in the learning process. The student would always be presented with the latest
technology. In using the system, it‟s hoped the students will learn to be more independent
in creating their own learning steps. The system will guide them systematically but at thesame time give the students freedom to learn at their own pace without having to compete3with other students. This will definitely help the slow learners from being frustrated and thefast learner from getting bored.
A new Guideline was introduced to teachers as tools that could guide them in creating theirown online learning material easily. The teachers would have a systematic way of teachingwhere they can always update and change their teaching material at anytime accordingly.
This can be very productive.

4

CHAPTER 2
Literature Review
The literatures shown show the importance of creating effective e-learning content in thecontext of new teaching style for educator.
2.1 E-learning
E-learning is commonly referred to the intentional use of networked information andcommunications technology in teaching and learning. A number of other terms are also
used to describe this mode of teaching and learning. They include online learning, virtual
learning, distributed learning, network and web based learning. Self-paced e-learning
online refers to situations where an individual learner is accessing learning resources suchas a database or course content online via an Intranet or the Internet. A typical example ofthis is a learner studying alone or conducting some project or assignment on the Internet ora local network.
According to Clark & Mayer (2002), there are three potentially valuable instructional
methods unique to e-learning as follows 1) practice with automated tailored feedback, 2)
integration of collaboration with self-study, and 3) use of simulation to accelerate expertise.
Allen & Seaman (2005) recent survey of higher education in the United States reported
that more than 2.35 million students enrolled in online courses in fall 2004. This report also
noted that online education is becoming an important long-term strategy for many
postsecondary institutions. Jung and I. Rha addressed student achievement andsatisfaction as two means to assess the quality of online education. Studies focused onacademic achievement have shown mixed reviews, but some researchers point out thatonline education can be at least as effective as traditional classroom instruction.
EDUCAUSE discussed the SurveyShare that took place from late November 2003 to early
January 2004 and Survey results show that pedagogical skill was deemed more important
than technological skill for effective online teaching. With regard to the needs forpedagogical competency of online instructors, a majority of the respondents expected that5

online instructors would typically have received some sort of training in online teachingeither internally or externally by the year 2010.

2.2 Learning styles
Learning styles are generally not related to core intelligence or prior capabilities (Miller,
2000), and while there aren‟t “good” or “bad” learning styles, there are effective andineffective matches between the way an individual learns and the way instructional
materials are presented or a course is taught (Gagne, Wager, Golas, & Keller, 2005).
Online learning is not a fit for all learners but many learners have found huge advantages
to an online learning model. If you are a visual learner, you will learn best when information
is presented in the form of a graph, chart, picture or text on a page or screen. You need tosee the information (Joni Rose, 2006). Some learners prefer to have information presented
to them one step at a time in a linear or serial form. Other learners find learning easier
when they can see the „whole picture‟ to begin with so that they can rearrange the various
parts into a pattern which makes sense to them (Duncan, H and Chris, B (1986).

2.3 Self-paced Learning
It is belief that the optimum learning takes place when a student works at his or her own
pace, is actively involved in performing specific learning task, and experiences success inlearning (Morrison, Ross, & Kemp 2007).

2.4 Flexible speaking opportunities over the virtual class
In order to respond to learners' need for more flexible speaking opportunities for students
spread over the virtual class, the e-learning system recently introduced Internet-based,
real-time chat room, thus making a groundbreaking move in the online learning andteaching of Computing subject. Some studies suggest that computer chatting improvesinteractive competence (Chun, 1994). Chat activities promote learner autonomy due
mainly to the fact that the teacher role is minimized (Bump, 1990; Chun, 1994; Sullivan &6

Pratt, 1996; Warshauer et al, 1996). Chat activities promote active involvement (Bump,
1990; Sullivan & Pratt, 1996; Warshauer, 1996b; Carey, 1999).

2.5 Gagne’s Nine Events of Instruction
Instructional design is a means of selecting and arranging instructional material is a way
which helps students learn more efficiently and effectively (Merrill & Tennyson, 1981). The
purpose of instruction is to help people learn. A study indicated that nine events of Gagne‟s
instructions are actually effective in helping the students to become independent learners if
it is followed correctly (Hoskisson & Young, 1989). Gagne‟s nine instructional events canserve as a learning theory to be applied and improve online teaching and training materials(Peter, 1999). The events of instruction are designed to activate the process of information
processing or at least to parallel their occurrence, and support the process (Gagne, Wager,
Golas, & Keller, 2005).
Gagne proposes nine instructional events that a single act of learning involves a number ofstages of internal processing beginning with (1) Gaining attention, (2) Informing the learnerof the objective, (3) Stimulating recall of prerequisite learning, (4) Presenting the stimulus
material, (5) Providing learning guidance, (6) Eliciting the performance, (7) Providing
feedback about performance correctness, (8) Assessing the performance, and (9)Enhancing retention and transfer (Gagne, Wager, Golas, & Keller, 2005). Gagne &Medsker (1996, chapter 15) provide examples of events for each category of learning
outcomes.
Event 1: Gaining attention
In his Conditions of Learning theory, Gagne suggests that gaining the attention of thestudent is the first step in successful instruction (Gagne & Medsker, 1996). Eysenck (1982)
examines and concludes that compensatory system that allows attention to be focused on
certain task or environmental stimuli. The way that the learner physically manipulates
objects on-screen will affect what they are mentally attending to (Holst). In order for any
learning to take place, you must first capture the attention of the student. A even better

7

way to capture students‟ attention is to start each lesson with a thought-provoking question
or interesting fact. Curiosity motivates students to learn.

Event 2: Informing learners of the objectives
In 1965, Gagne published The Conditions of Learning which outlined the learner is more
likely to understand the objective and establish a realistic expectancy when the nature of
the desired performance is made clear. Early in each lesson students should encounter alist of learning objectives. This initiates the internal process of expectancy and helps
motivate the learner to complete the lesson.

Event 3: Stimulating recall of prior learning
The theory suggests that the prior learning must be retrieved from long-term memory to beaccessible in working memory for integration with the new learning (Gagne & Medsker,
1996). A simple way to stimulate recall is to ask questions about previous experiences, anunderstanding of previous concepts, or a body of content.

Event 4: Presenting the content
This is the event of instruction is where the new content is actually presented to the learner.
Content should be chunked and organized meaningfully, and typically is explained andthen demonstrated. To appeal to different learning modalities, a variety of media should be
used if possible, including text, graphics, audio narration, and video.

Event 5: Providing learning guidance
To help learners encode information for long-term storage, additional guidance should be
provided along with the presentation of new content. Guidance strategies include the useof examples, non-examples, case studies, graphical representations, mnemonics, andanalogies. The essence of learning is to provide support for learners in making
connections between what they know and what is being learned (Gagne, Wager, Golas &Keller 2002).
8

Event 6: Eliciting performance
In this event of instruction, the learner is required to practice the new skill or behavior.
Eliciting performance provides an opportunity for learners to confirm their correctunderstanding, and the repetition further increases the likelihood of retention. Eliciting
performance serves at least two functions. First, it causes the learner to recall from longterm memory what has been learned in short-term memory in order to perform the task.
Second, it provides the opportunity for feedback (Gagne, Wager, Golas & Keller 2002)

Event 7: Providing feedback
As learners practice new behavior it is important to provide specific and immediate
feedback of their performance. Unlike questions in a post-test, exercises within tutorials
should be used for comprehension and encoding purposes, not for formal scoring.
Additional guidance and answers provided at this stage are called formative feedback(Gagne, Wager, Golas & Keller 2002)

Event 8: Assessing performance
Upon completing instructional modules, students should be given the opportunity to take(or be required to take) a post-test or final assessment. This assessment should becompleted without the ability to receive additional coaching, feedback, or hints. Tell thelearner if mastery is achieved and what to do nest if it is not ((Gagne, Wager, Golas &Keller 2002). A commonly accepted level of mastery is 80% to 90% correct.

Event 9: Enhancing retention and transfer
Enhancing retention is very important to prevent forgetting. Retention is the ability toreproduce learned behavior after a period of time has elapsed since the last performance(Gagne & Medsker, 1996). The strategy of repeated practice appears to apply to theremembering of verbal information, intellectual skills, and motor skills. Today‟s learner iscalled upon to solve novel problems and not just only gaining knowledge.

92.6 Instructional System Design
Instructional Systems is an arrangement of resources and procedures used to facilitate
learning (Gagne, Wager, Golar & Keller, 2005). Why did I choose the ADDIE model for thisresearch study? Although there are many different types of instructional design models,
one model that has been widely adopted is the instructional systems development model.
ADDIE is a long-time, battle-tested, approach to instructional design that can help guide
you to the most effective delivery approach (Gagne, Wager, Golas, & Keller, 2005). The
ISD process is one in which teachers and trainers can use to design and develop the mostappropriate learning environment for their students (Heinich, Molenda, Russell, & Smaldino,2001). Reigeluth C.M (1999, p.473) says “In general, feedback is more effective inpromoting learning when it transmits more complete information. In addition, Perkins in
Smart Schools in Reigeluth C.M (1999, p.6) indicates that an instruction should contain inpart thoughtful practice, informative feedback and strong intrinsic or extrinsic motivation if it
is to foster cognitive learning.

10CHAPTER 3
Research Methods
3.1 Population and sampling
Nineteen pre-university students and a teacher from a secondary school in Bukit Mertajam
High School, Penang participated in this study.

3.2 Research Design
The research procedures were divided into five stages:
Stage 1: The researcher analyzed problems in the current situation in schools
Stage 2: The researcher designed an e-learning system as a new teaching style tointroduce in a high school.
Stage 3: The e-learning system and learning materials have been developed by the
researcher, and then were evaluated by subject matter expert.
Stage 4: At this stage, the number of the student samples was given the pre-test which is
to determine their level of knowledge before being treated with the learning processsuggested. Then the entire sample group had to undergo the web based learning process
for three weeks.
Stage 5: The post-test was given at this stage. The scores of this post-test will becompared against the pre-test scores to see the effects of an e-learning system.

3.3 Research Procedures
To overcome the problems mentioned in Chapter 2, e-learning systems was developed
and Gagne‟s Nine Events of information is used as a framework for designing Guideline.
These nine events include: gaining attention of the learner, set the objectives of the study,
review previous lesson before teaching, presentation, providing guidance to the learner,
asking for the response from the learner, providing feedback for the learner, assessmentand evaluation and finally enhancing learner‟s retention. The combination of ADDIE and
Gagne‟s Nine Events model were applied in this research study for quality assurance,

11systematic approach is adhered to, and the online course are planned, designed andimplemented according to sound instructional theory and pedagogical principle.

3.4 Research Methodology
Online educational technology in secondary education is relatively new; research isneeded to find the right methods and introducing a mixture of effective instructional design
theory. My study is based on the idea of Gagne's Nine Events as discussed in Literature
Review in Chapter 2. In this study, I would like to highlight the theory “Gagne's Nine
Events” which was introduced to the teachers or the content developers who were involvedin the process of creating e-learning material. The renewal presented in this research is
Guidelines which is important, simple and easy to be used by anyone as a guide to
developing online material.

3.4.1 Guidelines Template
Figure 1 show new features presented in my Guidelines in which the Gagne‟s Nine Eventswere grouped into three sections which are Introduction, Content and Assessment. These
Guidelines provide the streamlines of the process for developing e-learning contents.

Figure 1: Guideline template shows the streamlines for the process of developing
e-learning contents.

123.4.2 Guidelines FormIn Figure 2, Guidelines Form shows the step-by-step process of developing e-learning
contents. The guidelines were introduced to aid teachers in designing online material.
These guidelines are provided to ensure materials posted on Learning Management
Systems were pedagogically sound. The guidelines will also give a new consistent andeffective procedure to develop e-learning content.

Guidelines
Topic

Information System

1. Write the name of the topic

Lesson Title

Normalization process

Time allotted

80 minutes

1. Write a descriptive title of thelesson that identifies the content for
the reader.
1. Write the time planned for thelessonSectionEventsIntroduction

1. Gain
Attention(Example
http://mo.iel
d.kumamot
ou.ac.jp/lis0
9/25/mod/resource/vie
w.php?
id=254 )Example of teachingactivities
1. Use a verbal or nonverbal prompt
to gain attention. For example, "Lookhere", "Listen", "Let's begin", orflashing lights
2. Provide interest fact/motivation or
curiosity
3. Giving background information
creates validity
4. Use sentences such as talking tolearners
5. Do not use academic terms which
students not familiar with.

Note: copy thelink and paste
it at internet
browser

2. Learning
Goals(Example
http://mo.iel
d.kumamot
ou.ac.jp/lis0
9/25/mod/resource/vie
w.php?id=255 )1. Write the instructional objectives forthe lesson
2. Tell students to what is expected ofthem
3. Objectives usually focus on
knowledge gained, skills, abilities, or
attitudes changed
4. To keep on track, start theobjective by writing: As a result of thislesson, the student will be able to…

Note: copy thelink and paste
it at internet
browser

3. Review(Example
http://mo.iel

1. Stimulating recall of prior learningor
2. Guiding the students in correcting
homework or other independent work

13

d.kumamotou.ac.jp/lis0
9/25/mod/q
uiz/view.ph
p?id=267 )or
3. Accessing prior knowledge toenhance meaningful learning

Note: copy thelink and paste
it at internet
browser

Learning
Content

4. Content(Example
http://mo.iel
d.kumamot
ou.ac.jp/lis0
9/25/mod/resource/vie
w.php?id=260 )1. Provide/present the new material
2.The goal is information acquisition
3. Use a variety of media if possible,
including text, graphics, audio
narration, and video.
4. Content should be chunked andorganized meaningfully

Note: copy thelink and paste
it at internet
browser

5. Example(Example
http://mo.iel
d.kumamot
ou.ac.jp/lis0
9/25/mod/resource/vie
w.php?id=2
92 )1. Demonstrations, action, examples,reflective questioning
2. Facilitates the learning process bygiving hints and cues when neededusing chat room or messages box.
3. To help learners encode
information for long-term storage,
additional guidance should be provide

Note: copy thelink and paste
it at internet
browser

6. Practice(Example
http://mo.iel
d.kumamot
ou.ac.jp/lis0
9/25/mod/resource/vie
w.php?id=2
66 )1. Requiring the learner to produce
based on what has been taught
enables the learner to confirm theirlearning
2. Learner should produce some
output based on new learning.
Example: practice a skill, discussion,group activity, written response,answer a question.

Note: copy thelink and paste
it at internet
browser

7. Quiz(Example
http://mo.iel

1. Gives immediate feedback tolearners after eliciting responses.
2. Regular feedback enhanceslearning

14

d.kumamotou.ac.jp/lis0
9/25/mod/q
uiz/view.ph
p?id=264 )3. Teacher has opportunity toreinforce and correct theperformances
4. Types of feedback include:
confirmatory, corrective, informativeor analytical

Note: copy thelink and paste
it at internet
browser

Assessment

8. Test(Example
http://mo.iel
d.kumamot
ou.ac.jp/lis0
9/25/mod/q
uiz/view.ph
p?id=280 )Note: copy thelink and paste
it at internet
browser

9. Mini
Project(Example
http://mo.iel
d.kumamot
ou.ac.jp/lis0
9/25/mod/assignment/
view.php?id=291 )
Note: copy thelink and paste
it at internet
browser

1. Write the assessment methods forthe lesson.
2. Make sure that the assessment
specifically measures whether theobjectives were reached or not
3. Provide independent practice toforces students to use what theylearned and apply it
4. Test to see if stated objectives
have been met.
5. This assessment should becompleted without the ability toreceive additional coaching,feedback, or hints.
6. State a commonly accepted level ofmastery. (example: 60% and above.)
1. Write the student artifact that will
be an outcome of this lesson
2. You may evaluate how the lessonplan went over or what you wouldchange in the future in this lesson.
3. Applying learning in real-lifesituation
4. Teacher asks learners to create
activities or assignment.
5. Discuss how this new knowledge orskill will be used in the workplace.
6. Teacher uses a chat room to allow
students to pose questions, such as"How will skills of normalization
database apply to your future job?"

Figure 2: Guideline Form shows the step-by-step process of developing e-learning
contents.

3.4.3 Sample lesson to illustrate the events of instruction
Designing effective instruction using sound strategies is essential to providing learners withthe opportunities to attain knowledge and become powerful governors of their own lives.
The discipline of instructional design is “concerned with producing knowledge about
optimal blueprints – knowledge about what methods of instruction will optimize different
kinds of desired outcomes” (Reigeluth, 1983). These theories offer explicit guidance on
15

how to better help people learn and develop (Reigeluth, 1999). The Gagne‟s Nine Eventsof Instruction is an example of a well documented design theory that is centered on theimportance of developing effective learning content.
In this study I adopted pedagogical theory of Gagne‟s nine events because theinstructional is well structured. As an example you have many kinds of learning activities,
but where to place the activity in your instruction. So by referring to Gagne‟s Nine Events
you will know how to present learning content in a proper order. Gagne‟s theoreticalframework was based on the cognitive perspective of learning and emphasized largely theeffectiveness of the instructional design. According to Gagne, Briggs & Wager (1992) thistheory has correlated the nine events as elements of a good lesson to promote effective
learning. The development and creation of the computer based learning incorporated with
Gagne‟s nine Events of Instruction to be considered a good lesson design (Ellington andEarl, 1999).
Event 1: Gain Attention
Learning is a process that requires attention. In order for learning to take place, capturing
the attention of the students is therefore critical; Gagne purposed that learning material
should provoke learners to be inquisitive and motivated. By referring to Figure 2, to gain
student‟s attention, this e-learning content was presented by viewing an un-normalized
table and a question asking students how to remove repeating data. Learner will feel aneed to gather information to solve a problem or resolve an open issue.

Figure 3: Event 1-Gain Attention
16

Event 2: Inform Learners of the Objectives
Learning outcomes should be specific and well defined to make clear to the students at thestart or early of each given lesson. Objectives would initiate a conscious responsibility
towards the learning process; this will assist students to complete the learning programme.
To keep students on track, the learning objectives were presented in the form of “By theend of this lesson learner should be able to…” as shown in Figure 4.

Figure 4: Event 2-Inform Learners of the Objectives

17

Event 3: Stimulate Recall of Prerequisite Learning
Review previously presented relevant rules or concepts and connect them to the material
to be addressed in the current lesson. Within this context, prior knowledge andunderstanding of previously learned concepts are associated to the overall learning
experience. The ability to make connections of previous knowledge to newly learned
information could facilitate learning development and long-term memory.

Figure 5: Event 3-Stimulate Recall of Prerequisite Learning

18

Event 4: Presenting the Content
Due to the different learning styles, learners have selective perceptions of content basedon each individual needs and cognitive awareness. In order to elicit a response from thelearner, stimulus in this aspect refers to the presentation or display of the content.
Therefore, clear, simple and direct to the point language was used to explain concepts.
Figure 6 show more images used to illustrate ideas, demonstrate, and present content.
Also included were navigational tools for the students to explore.

Figure 6: Event 4-Presenting the Content

19Event 5: Providing Learning Guidance
Examples are one of most powerful methods that can be used to build new rich knowledge
in long-term memory, and they are popular with learners (Clark & Mayer 2002) Learners
were free to study and worked with examples to helps them complete problem assignment.
Providingexamples,guidedinstructions,concepts,

analogies

andgraphical

representations, in the learning program offers additional guidance to assist learning. In
Figure 7, the event shows the example of step-by-step demonstration of how to performand draw E-R diagram.

Figure 7: Event 5-Providing Learning Guidance-example

20

Event 6: Eliciting the Performance
Researcher believes learners must know how to apply what they learn, to be successful.
So, to ensure learning takes place, the application of knowledge is through practicing.
Learning activities such as practice is used to enable learners to actively reflect on new
information in order to check their knowledge, work problems practice sessions in acoached setting so students can determine/identify gaps in their knowledge. Figure 8
shows teacher asking students to draw a diagram of the ER diagram based on the given
scenario. The rational is students will be able to confirm what they have learned throughthe work that they have produced based on what has been taught.

Figure 8: Event 6-Eliciting the Performance-practice
Event 7: Providing Feedback
Providing informative feedback on learner‟s performance is an important reinforcement
process. The e-learning system gives immediate feedback to learners after eliciting
responses. Regular feedback enhances learning process. A quiz with feedback is one of
the tools used in this Instruction. Bear in mind that by clicking submit, the student can see
the answers. Also a student can login, and then ask a friend to help with the answers.
Therefore, the quiz score itself should not be used in grading. Figure 9 show the quiz was21

designed to give immediate feedback to the student, as a help in learning. In this event, thee-learning systems automatically give information about correct and incorrect responses(Gagne, 1997).

Figure 9: Event 7-Providing Feedback

Event 8: Assessing Performance
In order to determine the effectiveness of the learning process, assessment is required toevaluate students‟ comprehension and knowledge of the learned content. They will also begiven a test to see if they understood the content that was presented to them.

22Figure 10: Event 8-Assessing Performance (Pretest and Posttest questions)

Event 9: Enhancing Retention and Transfer
Learning is complete when knowledge can be transferred into a new situation. The need tohave varied practice tools and aids can facilitate transfer and enhance retention process.
Figure 11 shows the students have to apply what they have learnt in the module in doing asummary and mini project.

Figure 11: Event 9-Enhancing Retention and Transfer

23

Sample of Learning Environment Screen

e-Learning Environment: learner should begin withintroduction, learning content and assessment.
e-Learning
status bar show
the learning
activity currently
learner engaging
Logout:Learner canclick here to
logout fromlearning
environment

Learners canbrowse theirlearning
achievement
and grade

Online Users:
Learner can see
the status that
who is currently
onlineMy Courses:
Learner canchoose otherlesson to
study from My
Courses list

Message:
Learner canreceive andsent message
to teacher orother learner

Teacher Chat Room: This teacher chat room is an area for real-time
interaction between teacher and students during class session. This chatroom is for asking and answering question among class mates. Student
also can ask for assistance from teacher or other students.

Figure 12: Learning Environment Screen

e-Learning delivered on the internet or intranets can make use of collaborative facilities
such as chat, message boards, online conferencing and e-mails. Theresa (n.d) said if weare to move students toward independence, we must take the position of coach andfacilitator, helping students use what they know to learn what they need to know. We must24

give them opportunities for meaningful conversations that support their thinking, hold themaccountable for their learning, and be thoughtful with our questions. Students in this elearning environment had access to the teacher in person via message box or chat room
on Moodle. Instant teacher chat room feature was added to e-learning system to allow thestudents asking for help or clarification from teacher or other students. This feature also
allows teachers to provide feedback to the students. For this reason the Message, Teacher
Chat Room and Online Users features are embarked in this e-learning system. Students
have choice to use either message or teacher chat room to communicate with teacher or toothers. Chat room and message function is included in the e-learning system to provide forlearner-to-learner interaction as compared to CDR-CBT where interaction has been learnerto content. This function is hoped to motivated learners where a teacher can give
immediate feedback in real time. By using chat room, teacher‟s role changes from teachingin class to facilitator monitoring student‟s activities on study. Moule (2002) explained elearning is better than CD-ROM. Student can use their web connection to e-mail otherstudents, post comments on message board or use chat rooms and videoconference links
to communicate live. This type of interaction is helpful, and improvement over CD-ROM
learning.
Quek (2007) said the perceived differences in terms of what the teachers used and what
they learnt in the online learning environment is attributed mainly to the presence ofcollaborative peer-to-peer learning besides the instructor support and the online resources.
It also shows that the online environment is a powerful learning space for learners to adapt,interact and foster interdependence and pro-social behavior among themselves. Indeed,
online learning is a viable platform for developing teachers‟ good practices on online
facilitation in teacher education and this mode of teaching and learning should be extended
to the in-service programme with the aim to empower the teachers in becoming effective
online educators. Goldman (2009) said that the events were not originally designed with elearning in mind so some liberal interpretations must be made. Typically the following
feedback levels (Event 5 – Event 7) can be incorporated into the “present the content”
event.
25

3.5 Scope and limitations
3.5.1 Scope
The scope of the study will gain an insight on the impact of the implementation of thee-learning system for the respective government schools.
The study focuses on the following targeted groups and areas:a) Students
Motivation, ability to learn and level of creativity through the self-paced, self-accessedand self directed learning strategiesb) Teachers- Utilization of instructional theory-based teaching methods- Time saving allow more time for teaching preparation- Use Guidelines as a framework for creating lesson plan
3.5.2 Limitationsa) The findings of this study are limited to the target group studies. All generalizations
are made based on the findings of this study is limited to pre-university student for theComputing class in the Bukit Mertajam High School session 2010/2011.
b) This study focuses on the self-paced study and collected data from pre-university
respondents in urban area using a questionnaire.
c) The study only covered to all 19 pre-university students who study Computing
subject in High School Bukit Mertajam.
d) The researcher used learning management system or Moodle to develop an online
learning system.
e) The Guidelines were used only by one teacher in High School Bukit Mertajam. Since
only one teacher involved in this research, then comments and ideas available arelimited. This situation gives little effect to improve the quality of Guideline to bemodified for future use.

26

CHAPTER 4
Data and Analyses
4.1 Introduction
This chapter presents the data collected in this study and details the findings resulting froman analysis of the data. The data was gathered through questionnaires, interviews andobservations of the selected group of participants. The findings of the study are presented
to answer the research questions.

4.2 Subject Matter Expert reviews
There was an expert review the instructional material, a teacher teaching the Computing inHigh School Bukit Mertajam. The following was her report on the instructional material:
1) The processes of 1NF, 2NF and 3NF should be combined
2) Add some important topics that should be acquired by students before they can

perform the process of normalization. The reason is the limitation of time to teachthe topics due to overlap with her schedule and the duration of implementation for
e-learning program to be conducted in September. The topics are:a) Aim of database designb) Entity set, attribute, relational set and cardinalityc) Use entity-relationship (E-R) diagrams to model datad) Map the E-R diagram to relational model3) Suggested to add more quiz questions for student further understanding thelearning content.

4.3 One-to-one evaluation
There was also a student reviews the e-learning material. His responds was positive
towards e-learning content. He was thrilled to be involved with the content even though
there are some errors in spelling. He did not have big problem to navigate within e-learning
environment. The problem only diagrams in quizzes didn‟t appear.

27

4.4 Small group evaluation
4.4.1 Pretest and posttest result
Pretest-posttest was designed for small group evaluation in this research. Pretest-posttest
designs are widely used in behavioral research, primarily for the purpose of comparing
groups and/or measuring change resulting from experimental treatments. In this research,
the pretest and posttest was used because the researcher wants to monitor theeffectiveness of a new teaching style for self-paced study upon group of pre-university
students. The research was carried out using the experimental methodology in which 19
students were treated as an experimental group. This group had studied the course ofPlanning and Design Database System using the MOODLE platform Learning
Management System. I have used a pretest and posttest experimental design. All students
were experienced with the testing format of new e-learning content based on Guideline.
Test questions on pre- and post-test were identical. The test questions were derived
randomly from a question bank designed by the researcher. After completing the course,
the data was collected and analyzed. The following Table 1 showing the students‟ gain inachievement after studying the normalization process course using the e-learning
approach.

Table 1: Pretest-posttest data for the comparison of students‟ achievement
Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18

Pretest
20
32
12
36
28
34
24
44
20
40
20
28
32
42
38
24
20
22

Posttest
42
56
40
64
76
62
54
72
40
66
52
38
70
58
80
50
58
54

Gain
22
24
28
28
48
28
30
28
20
26
32
10
38
16
42
26
38
32

28

19

Student 1934
28.947368

50
56.94737

16
28

The following graph in Figure 13 shows the students‟ achievement after studying thenormalization process course using the e-learning approach.
Online participants' result for pretest and posttest

Posttest

7
tu
de
nt
S
9
tu
de
nt
11
S
tu
de
nt
13
S
tu
de
nt
15
S
tu
de
nt
17
S
tu
de
nt
19

5
S

Pretest

S

tu
de
nt

3
S

tu
de
nt

1

tu
de
nt

S

S

tu
de
nt

Grades

90
80
76
72
80
70
66
64
62
70
58
58 54
56
54
52
60
50
50
44 4040
42 38
50 42
4036
38
34
34
32
40
28
28 32
24
24 20 22
30 20
20
20
12
20
10
0

Participants

Figure 13: Graph shows results for online pretest and posttest.

T-Test reviews
The t-test statistical method was used in this data analysis in comparing participants withpretest and posttest data. Generally speaking, the power of the test represents theprobability of detecting differences between the pretest and posttest being compared whensuch differences exist. A graph in figure 13 shows results for online pretest and posttest.
To check the validity of the research hypothesis, the paired samples (dependent) t-test
was run on the GraphPad program to determine any significant differences between
posttest and pretest scores. The results are shown in table 2, the computed t-value equals(8.0149) at degree of freedom equals (36) with statistical significance less than (0.001).
This is less then the claimed level of significance α (0.05). As seen in the Table 2, thestandard deviation in the posttest (12.35) is increased compared to the standard deviationin the pretest (8.90), which means more data variations and pointed out that the student‟sscores are around the mean (56.96). A common way to measure the effectiveness of
instruction is to measure learner achievement. The goal of any learning activity is forlearning to take place. The result of t-test shown the effective e-learning content has
extremely significant to increase the student achievement.

It is clear that the use of29

Guideline for creating the e-learning content can even make teaching instruction effective
too enhance students‟ achievement toward this new teaching style for self-paced learning.
Table 2: Shows participants‟ average result for t-test score
Achievement

N

Mean

S.D.

S.E.M.

Pretest

19

28.95

8.90

2.04

Posttest

19

56.95

12.35

2.83

t-valued.f.

p-value

8.0149360.0001

Confidence interval:
The mean of Group One minus Group Two equals -28.00
95% confidence interval of this difference: From -35.09 to -20.91
Standard error of difference = 3.493

4.4.2 Online participants’ questionnaires results
Based on Figure 14, there are five sections in the questionnaire. The target respondents
for Part A (teaching method, strategies and practices), Part B (Involvement/Engagement),
Part C (Evaluation of course materials (resources, assignments, assessments)), Part D(Students attitude towards self-paced learning through e-learning), and Part E (Generalsummative) are for nineteen pre-university students from High School Bukit Mertajam.
SectionInstrument Content

Part A

Teaching method, strategies and practices

Part B

Involvement/Engagement

Part C

Evaluation of course materials (resources, assignments, assessments

Part D

Students attitude towards self-paced learning through e-learning

Part E

General summative

Figure 14: Instrument questionnaire for students

This questionnaire requires the respondents indicating their respective perceptions of the
five-level Likert scale as follows:
1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree30

All questions contained in the questionnaire need only respondents indicating (/) in theappropriate column.

Part A: teaching method, strategies and practices
This section aims to obtain data on teaching method, strategies and practices. All fivequestions contained in this section require only respondents indicating (/) in theappropriate column.
Table 3: Shows respondents‟ result for Part A teaching method, strategies and practices
A

Teaching
methods/strategies/practices

1
Strongly
Disagree2
Disagree3
Neutral4
Agree5Strongly
Agree

Mean

1

The e-learning
course expresses
clear expectations
for learning andperformance.
The e-learning
course clearly
explains concepts.
The e-learning
course uses effective
teaching methods
that enhance mylearning.
The e-learning
course is wellorganized andprepared.
Is the pedagogy
consistent withcurrent instructional
theory?

1

2

3

10

3

3.63

1

2

2

13

1

3.57

2

2

1

11

3

3.57

2

4

2

7

4

3.36

3

3

1

8

4

3.36

2

3

4

5

Item 1: The e-learning course expresses clear expectations for learning and performance.
3 (16%) strongly agree, 10 (53%) agree, 3 (16%) neutral, 2 (11%) disagree and 1(5%)
strongly disagree that the e-learning course expresses clear expectations for learning andperformance. Total 32% of students marked negative (neutral and not agree) responses in
Item 1 mean the instruction does not clearly explain the learning performance. In this case,there were weaknesses of meaningful dialogue make students not understand well to31

proceed to each section. This e-learning program is completely online, meaning I need toprovide a set of expectations upfront in each section to support my learners to performself-paced study. If expectations are clear, the learners will able to understand well toperform learning. Figure 15 below shows a graph of the field experiment participants‟
responses about teaching method, strategies and practices for item 1.

103Strongly
Agree

3

Agree

2

Neutral1

Disagree

12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

The e-learning course expresses clear expectations for learning and performance.

Participants' responses

Figure 15: Participants‟ responses on course expectations for learning performance

Item 2: The e-learning course clearly explains concepts.
1 (5%) strongly agree, 13 (68%) agree, 2 (11%) neutral, 2 (11%) disagree and 1 (5%)
strongly disagree that the e-learning course clearly explains concepts. Total 26% of
students marked negative (neutral and not agree) responses in the e-learning course
clearly explains concepts. The weakness is the description of concept was very vague forstudent to understand the required content. The learning contents should be improved forstudents to get knowledge. Figure 16 below shows a summary of the field experimentparticipants‟ responses on teaching method, strategies and practices for item 2.

32

The e-learning course clearly explains concepts.
132Strongly
Agree

1

Agree

Neutral2

Disagree1Strongly
Disagree

Number of participants

14
12
10
8
6
4
2
0

Participants' responses

Figure 16: participants‟ responses on course clearly explains concepts

Item 3: The e-learning course uses effective teaching methods that enhance my learning.
3 (16%) strongly agree, 11 (58%) agree, 1 (5%) neutral, 2 (11%) disagree and 2 (11%)
strongly disagree that the e-learning course uses effective teaching methods that enhancelearning. Total 26% of students marked negative (neutral and not agree) responses in thee-learning course uses effective teaching methods that enhance my learning. The
weakness is student not familiar with online method means more time must be given forthem to master this new teaching method. Figure 17 below shows a summary of the field
experiment participants‟ responses on teaching method, strategies and practices for item 3.

113Strongly
Agree

1

Agree

2

Neutral2

Disagree

12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

The e-learning course uses effective teaching methods that enhance my learning.

Participants' responses

Figure 17: participants‟ responses on uses effective teaching methods that enhancelearning

33

Item 4: The e-learning course is well organized and prepared.
4 (21%) strongly agree, 7 (37%) agree, 2 (11%) neutral, 4(21%) disagree and 2 (11%)
strongly disagree that the e-learning course is well organized and prepared. Total 43% of
students marked negative (neutral and not agree) responses in the e-learning course iswell organized and prepared. I have to improve the organization of the content for example
from known to unknown or from simple to complex. Figure 18 below shows a summary of
the field experiment participants‟ responses on teaching method, strategies and practices
for item 4.

7
44NeutralStrongly
Agree

2

Agree

2

Disagree

8
7
6
5
4
3
2
1
0

Strongly
Disagree

Number of participants

The e-learning course is well organized and prepared.

Participants' responses

Figure 18: participants‟ responses on the e-learning course is well organized and prepared

Item 5: Is the pedagogy consistent with current instructional theory?
4 (21%) strongly agree, 8 (42%) agree, 1 (5%) neutral, 3 (16%) disagree and 3(16%)
strongly disagree that the pedagogy consistent with current instructional theory. Total 37%
of students marked negative (neutral and not agree) responses in Item 5. I need to
improve methods of presenting learning to be more consistent. Example of a consistentwindow appears on the computer screen and displays the learning content. Figure 19
below shows a summary of the field experiment participants‟ responses on teaching
method, strategies and practices for item 5

34

10

8

8
6
4

3

4

3
1

2

Strongly
Agree

Agree

NeutralDisagree0Strongly
Disagree

Number of participants

Is the pedagogy consistent with current instructional theory?

Participants' responses

Figure 19: participants‟ responses on the pedagogy consistent with current instructional
theoryPart B: Student Involvement/engagement
Table 4: Shows respondents‟ result for Part B student involvement/engagement
B

Involvement/Engagement

6This is my first experiencefor self-paced study throughe-learning system
I found the e-learning
course is available on an
individual basis outside ofclass when I request it.
I have put a great deal ofeffort into advancing mylearning in this course.
In this course, I have beenchallenged to learn morethan I expected.
I have made my best effort
to participate in this course.
The instructor shows
respect and concern forstudents through Teacher
Chat Room.
The instructor shows
respect and concern forstudents through messagebox
Would you like this elearning material?
Would you rate this material

7

8

9

10
11

12

13
14

1
Strongly
Disagree02Disagree3
Neutral

4
Agree

Mean

15

5
Strongly
Agree
4

0

0

0

0

2

10

7

4.26

0

0

2

12

5

4.16

0

0

0

14

5

4.26

0

0

0

13

6

4.32

0

0

0

12

7

4.37

0

0

1

10

8

4.37

0

0

2

12

5

4.16

0

0

0

15

4

4.21

4.21

35

15

as interactive enough forself-paced learning?
On average, I have spent________ hours per week
doing work for this course athome.

0-1 hour

2-4
hours
16

3

5-6
hours
0

7-8
hours
0

9+
hours
0

Item 6: This is my first experience for self-paced study through e-learning system
4 (21%) strongly agree, 15 (79%) agree that this is first experience for self-paced study
through e-learning system and none for neutral, disagree and strongly disagree. Figure 20
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 6.

20

15

15
10

4
0

0

Disagree5Strongly
Disagree0Strongly
Agree

Agree

0

Neutral

Number of participantsThis is my first experience for self-paced study through e-learning
systemParticipants' responses

Figure 20: participants‟ responses on first experience for self-paced study through elearning system
Item 7: I found the e-learning course is available on an individual basis outside of classwhen I request it.
7 (37%) strongly agree, 10 (53%) agree, 2 (11%) neutral, none for disagree and strongly
disagree that the e-learning course is available on an individual basis outside of class.
Figure 21 below shows a summary of the field experiment participants‟ responses on
student involvement/engagement for item 7.

36

10
7

Strongly
Agree

Agree

0

Neutral20Disagree

12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

I found the e-learning course is available on an individual basis
outside of class when I request it.

Participants' responses

Figure 21: participants‟ responses on the e-learning course is available on an individual
basis outside of class

Item 8: I have put a great deal of effort into advancing my learning in this course.
5 (26%) strongly agree, 12 (63%) agree, 2 (11%) neutral, none for disagree and strongly
disagree to put a great deal of effort into advancing of learning in this course. Figure 22
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 8.

125Strongly
Agree

2

Agree

0

Neutral0

Disagree

14
12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

I have put a great deal of effort into advancing my learning in thiscourse.

Participants' responses

Figure 22: participants‟ responses on put a great deal of effort into advancing of learning

37

Item 9: In this course, I have been challenged to learn more than I expected.
5 (26%) strongly agree, 14 (74%) agree, none for neutral, disagree and strongly disagree
that the course has been challenged them to learn more than they expected. Figure 23
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 9.

14

16
14
12
10
8
6
4
2
0

0

Strongly
Agree

Agree

0

Neutral0

Disagree5Strongly
Disagree

Number of participants

In this course, I have been challenged to learn more than I expected.

Participants' responses

Figure 23: participants‟ responses on the course have been challenged them to learn morethan they expected

Item 10: I have made my best effort to participate in this course.
6 (32%) strongly agree, 13 (68%) agree, none for neutral, disagree and strongly disagree
that they made the best effort to participate in this course. Figure 24 below shows asummary

of

the

field

experimentparticipants‟

responses

onstudent

involvement/engagement for item 10.

136Strongly
Agree

0

Agree

0

Neutral0

Disagree

14
12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

I have made my best effort to participate in this course.

Participants' responses

Figure 24: participants‟ responses on that they made the best effort to participate in thiscourse38

Item 11: The instructor shows respect and concern for students through Teacher ChatRoom
7 (37%) strongly agree, 12(63%) agree, none for neutral, disagree and strongly disagree
that the instructor shows respect and concern for students through Teacher Chat Room.
Figure 25 below shows a summary of the field experiment participants‟ responses on
student involvement/engagement for item 11.

127

Strongly
Agree

0

Agree

0

Neutral0

Disagree

14
12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

The instructor shows respect and concern for students throughTeacher Chat Room.

Participants' responses

Figure 25: participants‟ responses on the instructor shows respect and concern forstudents through Teacher Chat Room

Item 12: The instructor shows respect and concern for students through message box
The instructor shows respect and concern for students through message box 8 (42%)
strongly agree, 10 (53%) agree, 1 (5%) neutral, (%) disagree and (%) strongly disagree
that the instructor shows respect and concern for students through message box. Figure
26 below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 12.

108Strongly
Agree

1

Agree

0

Neutral0

Disagree

12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

The instructor shows respect and concern for students throughmessage box

Participants' responses

Figure 26: participants‟ responses on the instructor shows respect and concern forstudents through message box
39

Item 13: Would you like this e-learning material?
5 (%) strongly agree, 12 (%) agree,

2 (%) neutral,(%) disagree and(%) strongly

disagree that they like the e-learning material. Figure 27 below shows a summary of the
field experiment participants‟ responses on student involvement/engagement for item 13.

14
12
10
8
6
4
2
0

12

5

Strongly
Agree

Agree

0

Neutral0

Disagree2Strongly
Disagree

Number of participants

Would you like this e-learning material?

Participants' responses

Figure 27: participants‟ responses on that they like the e-learning material

Item 14: Would you rate this material as interactive enough for self-paced learning?
4 (21%) strongly agree, 15 (79%) agree, none for neutral, disagree and strongly disagree
that this material as interactive enough for self-paced learning. Figure 28 below shows asummary

of

the

field

experimentparticipants‟

responses

onstudent

involvement/engagement for item 14.

20

15

15
10

4
0

0

Disagree5Strongly
Disagree0Strongly
Agree

Agree

0

Neutral

Number of participants

Would you rate this material as interactive enough for self-paced
learning?

Participants' responses

Figure 28: participants‟ responses on this material as interactive enough for self-paced
learning

40

Item 15: On average, I have spent ________ hours per week doing work for this course athome.

On average, there are 3 (16%) 0-1 hours and 16 (84%) 2-4 hours spending time per week
doing work at home for this course. Other hours were no responses. Figure 29 below
shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 15.

20

16

15
10
5

3
0

0

0

9+
hours

7-8
hours

5-6
hours

2-4
hours

0

0-1
hour

Number of participants

On average, I have spent ________ hours per week doing work forthis course at home.

Participants' responses

Figure 29: participants‟ responses on hours per week doing work at home for this course

PART C: EVALUATION OF COURSE MATERIALS
Table 5: Shows respondents‟ result for Part C evaluation of course materials
C

16

17

18

19

Evaluation of course
materials (resources,
assignments,
assessments)
The flow of online
instruction (introduction,
content and assessment)
provided me with a quality
learning experience
The quiz with feedback isreturned quickly enough tobenefit my learning.
The test accurately
assesses what I havelearned in this course.
The test results are
returned quickly enough tomotivate me

1Strongly
Disagree2
Disagree3
Neutral4
Agree5Strongly
Agree

Mean

0

0

0

14

5

4.26

1

2

0

12

4

3.84

1

1

0

13

4

3.95

0

0

0

10

9

4.47

41

20

The projects given in thiscourse have enhanced mylearning.
Teacher is very concerned
about students‟ problems
and quickly facilitates me inonline class.
The e-learning course
provides clear evaluation
criteria.
The e-learning system
grades consistently with theevaluation criteria.

21

22

23

0

0

0

8

11

4.58

1

1

1

15

1

3.73

0

1

1

11

6

4.16

0

1

0

16

2

4.00

Item 16: The flow of online instruction (introduction, content and assessment) provided mewith a quality learning experience.
5 (26%) strongly agree, 14 (74%) agree, none for neutral, disagree and strongly disagree
that the flow of online instruction (introduction, content and assessment) provided a quality
learning experience. Figure 30 below shows a summary of the field experimentparticipants‟ responses on student involvement/engagement for item 16.

14

15
10

5
0

0

Disagree5Strongly
Disagree0Strongly
Agree

Agree

0

Neutral

Number of participants

The flow of online instruction (introduction, content and assessment)
provided me with a quality learning experience

Participants' responses

Figure 30: participants‟ responses on the flow of online instruction (introduction, content
and assessment) provided a quality learning experience

Item 17: The quiz with feedback is returned quickly enough to benefit my learning
4 (21%) strongly agree, 12 (63%) agree, none (%) neutral, 2 (11%) disagree and 1 (5%)
strongly disagree that the quiz with feedback is returned quickly enough to benefit thelearning. Figure 31 below shows a summary of the field experiment participants‟ responses
on student involvement/engagement for item 17.
42

12

4

Strongly
Agree

0

Agree

2

Neutral1

Disagree

14
12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

The quiz with feedback is returned quickly enough to benefit mylearning.

Participants' responses

Figure 31: participants‟ responses on the quiz with feedback is returned quickly enough tobenefit the learning
Item 18: The test accurately assesses what I have learned in this course
4 (%) strongly agree, 13 (%) agree, (%) neutral, 1 (%) disagree and 1 (%) strongly
disagree that the test accurately assesses what they have learned in this course. Figure 32
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 18.

13

4

Strongly
Agree

0

Agree

1

Neutral1

Disagree

14
12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

The test accurately assesses what I have learned in this course.

Participants' responses

Figure 32: participants‟ responses on the test accurately assesses what they have learnedin this course

43

Item 19: The test results are returned quickly enough to motivate me
9 (%) strongly agree, 10(%) agree, none for neutral, disagree and strongly disagree thatthe test results are returned quickly enough to motivate them. Figure 33 below shows asummary

of

the

field

experimentparticipants‟

responses

onstudent

involvement/engagement for item 19.

109Strongly
Agree

0

Agree

0

Neutral0

Disagree

12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

The test results are returned quickly enough to motivate me

Participants' responses

Figure 33: participants‟ responses on the test results are returned quickly enough tomotivate them
Item 20: The projects given in this course have enhanced my learning
11 (58%) strongly agree, 8 (42%) agree, none for neutral disagree and strongly disagree
that the projects given in this course have enhanced learning. Figure 34 below shows asummary of the field experiment participants‟ responses on student
involvement/engagement for item 20.

44

11

12
10
8
6
4
2
0

Strongly
Agree

0

Agree

0

Neutral0

Disagree

8Strongly
Disagree

Number of participants

The projects given in this course have enhanced my learning.

Participants' responses

Figure 34: participants‟ responses on the projects given in this course have enhanced
learning
Item 21: Teacher is very concerned about students’ problems and quickly facilitates me inonline class
1 5%) strongly agree, 15 (79%) agree, 1 (5%) neutral, 1 (5%) disagree and 1 (5%) strongly
disagree that teacher is very concerned about students‟ problems and quickly facilitates inonline class. Figure 35 below shows a summary of the field experiment participants‟
responses on student involvement/engagement for item 21.

20

15

15
5

1

1

Disagree

10Strongly
Disagree11Strongly
Agree

Agree

0

Neutral

Number of participants

Teacher is very concerned about students‟ problems and quickly
facilitates me in online class.

Participants' responses

Figure 35: participants‟ responses on that teacher are very concerned about students‟
problems and quickly facilitates in online class45

Item 22: The e-learning course provides clear evaluation criteria
6 (32%) strongly agree, 11 (58%) agree, 1 (5%) neutral, 1 (5%) disagree and none forstrongly disagree that the e-learning course provides clear evaluation criteria. Figure 36
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 22.

116

Strongly
Agree

1

Agree

1

Neutral0

Disagree

12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

The e-learning course provides clear evaluation criteria.

Participants' responses

Figure 36: participants‟ responses on the e-learning course provides clear evaluation
criteria

Item 23: The e-learning system grades consistently with the evaluation criteria
2 (11%) strongly agree, 16 (84%) agree, none for neutral, 1 (5%) disagree and none forstrongly disagree that the e-learning system grades consistently with the evaluation criteria.
Figure 37 below shows a summary of the field experiment participants‟ responses on
student involvement/engagement for item 23.

20

16

15
5

0

1

Disagree

10Strongly
Disagree20Strongly
Agree

Agree

0

Neutral

Number of participants

The e-learning system grades consistently with the evaluation
criteria.

Participants' responses

Figure 37: participants‟ responses on the e-learning system grades consistently with theevaluation criteria

46

PART D: STUDENTS ATTITUDE TOWARDS SELF-PACED LEARNING THROUGH ELEARNING
Table 6: Shows respondents‟ result for Part D students attitude towards self-paced
learning through e-learning
D Students Attitude towards
1
2
3
4
5
self-paced learning
Strongly Disagree Neutral Agree
Strongly
through e-learning
DisagreeAgree
24 I will put all my effort to
0
0
0
12
7
study this course throughonline?
25 I found e-learning system
0
2
0
4
13
suitable for pre-university(form six) students
26 I prefer to study through
0
0
2
9
8
online even it is new for me
27 I have ICT skill to use
0
0
0
7
12
computer and internet to
study through online
28 I found chat room is useful
0
1
0
9
9
to facilitate students inonline class
29 I found the message box is
0
1
0
7
11
useful to communicate with
instructor/students
30 I found study through self000
181
paced is easily to absorb
learning contents
31 I found e-learning course
0
0
0
0
19
can be used independently
by students outside theclassroom
32 I should promote to other
0
0
0
15
4
students online study have
many benefits

Mean

4.37

4.47

4.32
4.63

4.37

4.47

4.05

5.00

4.21

Item 24: I will put all my effort to study this course through online
7 (37%) strongly agree, 12 (63%) agree, none for neutral, disagree and strongly disagree
that respondents will put their effort to study this course through online. Figure 38 below
shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 24.

47

12
7

Strongly
Agree

0

Agree

0

Neutral0

Disagree

14
12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

I will put all my effort to study this course through online?

Participants' responses

Figure 38: participants‟ responses on their effort to study this course through online

Item 25: I found e-learning system suitable for pre-university (form six) students
13 (%) strongly agree, 4 (%) agree, none for neutral, 2 (%) disagree and none for strongly
disagree that an e-learning system suitable for pre-university (form six) students. Figure 39
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 25.

13

4
2

Strongly
Agree

Agree

0

Neutral0

Disagree

14
12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

I found e-learning system suitable for pre-university (form six) students

Participants' responses

Figure 39: participants‟ responses on an e-learning system suitable for pre-university (formsix) students

Item 26: I prefer to study through online even it is new for me
8 (42%) strongly agree, 9 (47%) agree, 2 (11%) neutral, none for disagree and strongly
disagree that they prefer to study through online even it is new. Figure 40 below shows a48

summary

of

the

field

experimentparticipants‟

responses

onstudent

involvement/engagement for item 26.

9

10

8

8
6
4

2
0

0

Disagree2Strongly
DisagreeStrongly
Agree

Agree

0

Neutral

Number of participants

I prefer to study through online even it is new for me

Participants' responses

Figure 40: participants‟ responses on study through online even it is new

Item 27: I have ICT skill to use computer and internet to study through online
12 (63%) strongly agree, 7(37%) agree, none for neutral, disagree and strongly disagree
that they have ICT skill to use computer and internet to study through online. Figure 41
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 27.

127

Strongly
Agree

0

Agree

0

Neutral0

Disagree

14
12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

I have ICT skill to use computer and internet to study through online

Participants' responses

Figure 41: participants‟ responses on that they have ICT skill to use computer and internet
to study through online

49

Item 28: I found chat room is useful to facilitate students in online class
9 (47%) strongly agree, 9 (47%) agree, none for neutral, 1 (5%) disagree and none forstrongly disagree that chat room is useful to facilitate students in online class. Figure 42
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 28.

9

9

Agree

Strongly
Agree

10
8
6
4
2

0

1

0

NeutralDisagree0Strongly
Disagree

Number of participants

I found chat room is useful to facilitate students in online classParticipants' responses

Figure 42: Participants‟ responses on chat room is useful to facilitate students in online
class

Item 29: I found the message box is useful to communicate with instructor/students
11 (58%) strongly agree, 7 (37%) agree, (%) neutral, 1 (5%) disagree and (%) strongly
disagree that the message box is useful to communicate with instructor/students. Figure 43
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 29.

11
7

Strongly
Agree

0

Agree

1

Neutral0

Disagree

12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

I found the message box is useful to communicate with instructor/students

Participants' responses

Figure 43: participants‟ responses on the message box is useful to communicate with
instructor/students
50

Item 30: I found study through self-paced is easily to absorb learning contents
1 (5%) strongly agree, 18 (95%) agree, none for neutral, disagree and strongly disagree
that study through self-paced is easily to absorb learning contents. Figure 44 below showsasummary

of

the

field

experimentparticipants‟

responses

onstudent

involvement/engagement for item 30.

18

20
15

5

0

0

Disagree

10Strongly
Disagree10Strongly
Agree

Agree

0

Neutral

Number of participants

I found study through self-paced is easily to absorb learning contents

Participants' responses

Figure 44: participants‟ responses on study through self-paced is easily to absorb learning
contents

Item 31: I found e-learning course can be used independently by students outside theclassroom
19 (100%) strongly agree, none for agree, neutral, disagree and strongly disagree that elearning course can be used independently by students outside the classroom. Figure 45
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 31.

19

20
15

0

0

0

Agree

0

Neutral5

Disagree

10Strongly
Disagree0Strongly
Agree

Number of participants

I found e-learning course can be used independently by students outside theclassroom

Participants' responses

Figure45: participants‟ responses on an e-learning course can be used independently by
students outside the classroom.
51

Item 32: I should promote to other students online study have many benefits
4 (21%) strongly agree, 15 (79%) agree, none for neutral, disagree and strongly disagree
that they should promote to other students online study have many benefits. Figure 46
below shows a summary of the field experiment participants‟ responses on student
involvement/engagement for item 32.

15

4
0

Strongly
Agree

Agree

0

Neutral0

Disagree

16
14
12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

I should promote to other students online study has many benefits

Participants' responses

Figure 46: participants‟ responses on that they should promote to other students online
study have many benefits

PART E: GENERAL SUMMATIVE
Table 5: Shows respondents‟ result for Part E evaluation of course materials
E

General summative:

33

Overall, the e-learning
system has been user
friendly to navigate theflow of learning
process.
Overall, this course
has been effective inadvancing learning
through self-paced
learning.
Overall, online
learning is very
convenient for preuniversity student tostudy at any time after
school3435

1Strongly
Disagree02Disagree3
Neutral

4
Agree

Mean

17

5
Strongly
Agree
2

0

0

0

1

0

4

14

4.63

0

1

0

8

10

4.42

4.11

52

Item 33: Overall, the e-learning system has been user friendly to navigate the flow oflearning process.
2 (11%) strongly agree, 17 (89%) agree, none for neutral, disagree and strongly disagree
that the e-learning system has been user friendly to navigate the flow of learning process.
Figure 47 below shows a summary of the field experiment participants‟ responses on
student involvement/engagement for item 33.

17

20
15
5

0

0

Disagree

10Strongly
Disagree

Number ofparticipants

Overall, the e-learning system has been user friendly to navigate the flow of learning
process.

20Strongly
Agree

Agree

Neutral0Participants' Responses

Figure 47: Participants‟ responses on an e-learning system have been user friendly tonavigate the flow of learning process.

Item 34: Overall, this course has been effective in advancing learning through self-paced
learning.
14 (74%) strongly agree, 4 (21%) agree, none for neutral, 1 (5%) disagree and nonestrongly disagree that the course has been effective in advancing learning through selfpaced learning. Figure 48 below shows a summary of the field experiment participants‟
responses on student involvement/engagement for item 34.

53

14

15
10
4
0

1

Disagree5Strongly
Disagree0Strongly
Agree

Agree

0

Neutral

Number of participants

Overall, this course has been effective in advancing learning through self-paced
learning.

Participants' Responses

Figure 48: participants‟ responses on course have been effective in advancing learning
through self-paced learning.

Item 35: Overall, online learning is very convenient for pre-university student to study at
any time after school
10 (53%) strongly agree, 8 (42%) agree, (%) neutral, 1 (5%) disagree and (%) strongly
disagree that online learning is very convenient for pre-university student to study at any
time after school. Figure 49 below shows a summary of the field experiment participants‟
responses on student involvement/engagement for item 35.

108Strongly
Agree

0

Agree

1

Neutral0

Disagree

12
10
8
6
4
2
0

Strongly
Disagree

Number of participants

Overall, online learning is very convenient for pre-university students to study at any
time after school

Participants' Responses

Figure 49: participants‟ responses on online learning is very convenient for pre-university
student to study at any time after school54

Item 35: Do you have any comments about self-paced study through online
The following statements are student‟s impressions about studying through online:
Student 1
I feel as I proceed the course, that I‟m becoming more and more understand thecourse content
Student 2
I feel some difficulties to use the e-learning system for the first time. Until I log inseveral time then I feel familiar with the e-learning environment.
Student 3
I doubt that student need more time to familiar with an e-learning environment andunderstand the content.
Student 4
Message box makes easier to communicate. For example, teacher doesn‟t keeps thesame hours as students do and so message box helps me ask question when it occurs
to me. I though it can lead to me being very help.
Student 5
The e-Learning system allows my study to be neat and organized which generally
results in a better grade.
Student 6
Quizzes and Exams should be More Challenging.
Student 7
I was amazed to get the immediate feedback from quizzes.
Student 8
I don‟t have web site navigation difficulties.
Student 9I‟m really busy with other school activities. So the biggest problem is the time
management. After school I‟m getting tired.
Student 10
I am becoming confident in using the e-learning system for self-paced study.
Student 11
Students need more examples in understanding the process of normalization.
Student 12
I will continue study when I have mood to do so.
Student 13
This kind of e-learning best suits me. It‟s silent class, no body make noise.
Student 14
Some students lack of maturity and need teacher to teach them.
Student 15
I wanted to learn the contents right away and couldn‟t wait until a class might start.
Student 16
55

I think we can have instance sharing, discussing and interacting about the lessons.
Student 17
I think I have deserved to set my own learning pace through e-learning
Student 18
The e-learning system has helps me to communicate live to my friends in cyber class.
Student 19
More advanced activities on this topic should be offered.

56

CHAPTER 5
Conclusion
5.1 Discussion of result
The research finding show that few participants indicated that my teaching methods,
strategies and practices are weak in area of instructional method which means the course
need to clearly explain the concepts and express clearly expectation for learning andperformance. All participants gave positive response that e-learning was user friendly tonavigate, effective in advancing learning through self-paced study, and very convenient forthem to study at any time after school.

5.2 Data interpretation
In this study, the effective e-learning content showed that the students‟ achievement wasincreased in the pretest and posttest score.

5.3 Implications
By implication, the research confirms that online material would motivate students to do
self-paced learning and motivate them to engage with study at their own time.

5.4 Future plans for e-learning in secondary school
Online learning is transforming new styles of education delivery for lifelong learning. There
has been an accelerating trend in the development of online courses and hybrid learning
environments. This rapid evolution has outpaced the capacity of the educational researchcommunity to evaluate the consequences of this phenomenon. To improve the quality of
instructional online materials, future research is encouraged to explore: (1) How previous
experience with technology and online learning affects students‟ attitudes and success withe-learning in rural area; and (2) How effective Learning Management System can provide a
database for teacher reference to track the activities of individual student.This additional
research can provide greater insight into which factors promote teacher‟s role as facilitatorin e-learning to succeed.
57

5.5 Conclusion
Basing on the participants questionnaire responses and pretest/posttest performance I
conclude that e-learning has the potential to be implemented in government schools for
self-paced study for pre-university students
e-Learning system offers continual access to self-paced learning. This factor is very
attractive to learners that prefer a non-structured approach to learning. Not only is there 24
hour access to the curriculum, the curriculum can be completed in short bursts of time
when schedules allow. In concept, e-learning program is a way of effective learning andvery easy to use by all school students and contains essential features such as accessible
via the intranet provided by the Malaysian Ministry of Education for all school computer labof School Net. If this e-learning system available for all subjects meaning that it is alsooffering online teachers for cyber students to receive comments and tips from teachers orother students through online message box, chat room, email or other social networks.
Moreover parents can monitor the performance of the education of their children at all
times without impediment anywhere in the world. In this way they can identify the
weaknesses of the children since the early days and helped them since the early stages.
Self-paced learning through e-learning system works. To make the e-learning instructional
more successful and high quality resources, it requires expert educators to redesign
course contents, a multidiscipline of skills and expertise to develop interesting activities
and a different teaching approach, but by improving efficiency of online teaching andoffering differentiation in learning, it reduces the effects of diversity at curriculum level andimproves individuals‟ chances to fulfill their potentials. Also, e-learning system or online
teaching sometimes worries the educators that they may find themselves out of a job, but
human interaction plays central role in e-learning or online classroom. Besides
development of online material creates new job opportunities for expert educators. This isworth to remember that this generation is digital than the last; therefore there is no age
limit on entry to the digital age. Technology is continually simplified. Primary school
children can learn with adolescents and adults, at their own rate and on different projects.
Digital education does not discriminate, but schools cannot create a digital habit if teachers58

do not manage to incorporate information technology and communications into their daily
lives.
Having arrived at this point for conclusion, I can say that the digital era does not await us insome distant future but that we are already living it. This e-learning technology alreadyexists in more advanced countries. Why not Malaysia Government grabs it fast? Why do
we need to wait, we have to run speedy to catch up with the digital world. A bettereducated world will be fairer and more caring world.

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Merrill, M. D. & Tennyson, R D. (1981). Teaching Concepts: An Instructional Design Guide.
New Jersey.
Moule, P. (2002). Evaluation of the Basic Life Support CD-ROM: Its effectiveness as
learning tool and user experiences. Retrieved on July 25, 2010 fromhttp://www.ifets.info/journals/5_3/moule.html
Morrison, Ross, & Kemp (2007). Developing Instructional Material: Self-Paced Learning,
Designing Effective Instruction (5th ed., chap. 9, pp. 219-223). United Stated of America.
Peter, J. P. (1999). Applying Learning Theories to Online Instructional Design. Retrieved
June 7, 2010 fromhttp://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.ht
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Warschauer, M., Turbee, L. & Roberts, B. 1996. Computer learning networks and student
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61

Appendix A:
Pictures of research activity
Subject Matter Expert reviews the e-learning content

One-to-evaluation with student

62

Students login to the e-learning system for the first time63

Students study the e-learning content

64Appendix B
Guideline for creating e-learning material

Guidelines
Topic

Information System

1. Write the name of the topic

Lesson Title

Normalization process

Time allotted

80 minutes

1. Write a descriptive title ofthe lesson that identifies thecontent for the reader.
1. Write the time planned forthe lesson

SectionIntroduction

Events
1. Gain
Attention(Example 
http://mo.ield.
kumamotou.ac.jp/lis09/2
5/mod/resour
ce/view.php?
id=254 )Example of teaching activities

Introduce students to the title.
Asking questions in the
beginning creates aninteractive atmosphere and tograbs the audience‟s attention.

1. Use a verbal or nonverbal
prompt to gain attention. For
example, "Look here","Listen", "Let's begin", orflashing lights
2. Provide interest
fact/motivation or curiosity
3. Giving backgroundinformation creates validity
4. Use sentences such as
talking to learners
5. Do not use academic terms
which students not familiar
with.

Tell students the objectives:By the end of this lesson,
learner should be able to:
1. explain the aims of good
database design
2. Identify entity, attributes,
relational and cardinality
3. Use entity-relationship (E-R)
diagram to model data
4. Map the E-R diagram torelational model
5. Normalize data to 1NF, 2NF
and 3NF and explain theconcepts of full functional
dependency, partial functional
dependency, and transitive
functional dependency

1. Write the instructional
objectives for the lesson
2. Tell students to what is
expected of them
3. Objectives usually focus on
knowledge gained, skills,
abilities, or attitudes changed
4. To keep on track, start theobjective by writing: As aresult of this lesson, thestudent will be able to…

For this particular group oflearners, they have learned
previously about Databaseconcepts. Teacher associates
this knowledge with questions.

1. Stimulating recall of priorlearning or
2. Guiding the students incorrecting homework or otherindependent work or
3. Accessing prior knowledge
to enhance meaningfullearning

Note: copy thelink and paste it
at internet
browser

2. Learning
Goals(Example 
http://mo.ield.
kumamotou.ac.jp/lis09/2
5/mod/resour
ce/view.php?id=255 )
Note: copy thelink and paste it
at internet
browser

3. Review(Example 
http://mo.ield.
kumamotou.ac.jp/lis09/2
5/mod/quiz/vi
ew.php?id=2
67 )Note: copy thelink and paste it
at internet

65

browser

Learning
Content

4. Content(Example 
http://mo.ield.
kumamotou.ac.jp/lis09/2
5/mod/resour
ce/view.php?id=260 )To direct students‟ attention to
the topic and to describe thenormalization process. Informthe students of the aims ofgood database design,describe entity set, attribute,
relational set and cardinality,
E-R diagram and normal form.

1. Provide/present the newmaterial
2.The goal is informationacquisition
3. Use a variety of media if
possible, including text,
graphics, audio narration, andvideo.
4. Content should be chunked
and organized meaningfully

Explain to the students theprocess of normalization andshow examples.

1. Demonstrations, action,
examples, reflective
questioning
2. Facilitates the learning
process by giving hints andcues when needed using chatroom or messages box.
3. To help learners encode
information for long-term
storage, additional guidanceshould be provide

Provide activity for students topractice their knowledge.
Activities such as match thecorrect answer, identify the
cardinality, normalized thedata to 1NF, 2NF and 3NF,
identify the redundant dataand etc.

1. Requiring the learner toproduce based on what has
been taught enables thelearner to confirm theirlearning
2. Learner should produce
some output based on newlearning. Example: practice askill, discussion, group
activity, written response,answer a question.

To test students‟
understanding on
normalization process.
Ask students to answer quiz.
Random questions are given.
A feedback appears to indicate
a correct or incorrect answer.
Students discuss answer withfriends throughTeacherChatRoom or

1. Gives immediate feedback
to learners after eliciting
responses.
2. Regular feedback
enhances learning
3. Teacher has opportunity toreinforce and correct theperformances
4. Types of feedback include:
confirmatory, corrective,
informative or analytical

Note: copy thelink and paste it
at internet
browser

5. Example(Example 
http://mo.ield.
kumamotou.ac.jp/lis09/2
5/mod/resour
ce/view.php?id=292 )
Note: copy thelink and paste it
at internet
browser

6. Practice(Example 
http://mo.ield.
kumamotou.ac.jp/lis09/2
5/mod/resour
ce/view.php?id=266 )
Note: copy thelink and paste it
at internet
browser

7. Quiz(Example 
http://mo.ield.
kumamotou.ac.jp/lis09/2
5/mod/quiz/vi
ew.php?id=2
64 )Note: copy thelink and paste it66

Assessment

at internet
browser

Message Box.

8. Test(Example 
http://mo.ield.
kumamotou.ac.jp/lis09/2
5/mod/quiz/vi
ew.php?id=2
80 )To evaluate students‟
understanding of the content.
Ask students to answer
question given test.
The e-learning systemprovides feedback right after
the test is completed.

Note: copy thelink and paste it
at internet
browser

9. Mini
Project(Example 
http://mo.ield.
kumamotou.ac.jp/lis09/2
5/mod/assign
ment/view.ph
p?id=291 )Note: copy thelink and paste it
at internet
browser

Inform the students of an
example online database
http://www.umsl.edu/~sauterv/
analysis/er/er_intro.html
Encourage students to collect
more information on similar
web-based application.
Encourage students to answer
scenario question to complete
the projects.

1. Write the assessment
methods for the lesson.
2. Make sure that theassessment specificallymeasures whether theobjectives were reached ornot
3. Provide independentpractice to forces students to
use what they learned andapply it
4. Test to see if statedobjectives have been met.
5. This assessment should becompleted without the ability
to receive additionalcoaching, feedback, or hints.
6. State a commonly
accepted level of mastery.
(example: 60% and above.)
1. Write the student artifactthat will be an outcome of thislesson
2. You may evaluate how thelesson plan went over or what
you would change in the
future in this lesson.
3. Applying learning in reallife situation
4. Teacher asks learners tocreate activities orassignment.
5. Discuss how this new
knowledge or skill will be
used in the workplace.
6. Teacher uses a chat room
to allow students to posequestions, such as "How will
skills of normalization
database apply to your future
job?"

67

Appendix C
Lesson Plan created by teacher/user of Guideline
October 15, 2010
Norhayati Binti Ujar
Bukit Mertajam High School

GUIDELINE FOR CREATING LESSON PLAN
(Guideline Form for teacher to fill in)
Guidelines
1. Write the name of the topic

Topic

Lesson Title

Communist Threat : Emergency of
Malaya 1948
The Emergency Measures.

Timeallotted
Section40 minutes
EventsIntroduction

1. Gain Attention(Example 
http://mo.and
impactoield.kumamotou.ac.jp/lis09/25/
mod/resource/vi
ew.php?
id=254 )Note: copy thelink and paste it
at internet
browser
2. Learning
Goals(Example 
http://mo.ield.ku
mamotou.ac.jp/lis09/25/
mod/resource/vi
ew.php?id=255 )Note: copy thelink and paste it
at internet
browser

3. Review(Example 
http://mo.ield.ku

Example ofteaching activities
Teacher displays
pictures related with
Communist Party of
Malaya and asks
students to mention
the situation during
the emergency.

At the end of thislesson, students are
expected to :1. Identify theCommunist
Terrorist
Threat andtheproclamationofemergency
1948.
2. Describing
theemergency
measures.
Teacher displays apicture and asks
students to explain

1. Write a descriptive title ofthe lesson that identifies thecontent for the reader.
1. Write the time planned forthe lesson

1. Use a verbal or nonverbal
prompt to gain attention. For
example, "Look here","Listen", "Let's begin", orflashing lights
2. Provide interest
fact/motivation or curiosity
3. Giving backgroundinformation creates validity
4. Use sentences such as
talking to learners
5. Do not use academic terms
which students not familiarwith.
1. Write the instructional
objectives for the lesson
2. Tell students to what is
expected of them
3. Objectives usually focus on
knowledge gained, skills,
abilities, or attitudes changed
4. To keep on track, start theobjective by writing: As aresult of this lesson, thestudent will be able to…

1. Stimulating recall of priorlearning or
2. Guiding the students in68mamotou.ac.jp/lis09/25/
mod/quiz/view.p
hp?id=267 )Learning
Content

Note: copy thelink and paste it
at internet
browser
4. Content(Example 
http://mo.ield.ku
mamotou.ac.jp/lis09/25/
mod/resource/vi
ew.php?id=260 )Note: copy thelink and paste it
at internet
browser
5. Example(Example 
http://mo.ield.ku
mamotou.ac.jp/lis09/25/
mod/resource/vi
ew.php?id=292 )Note: copy thelink and paste it
at internet
browser
6. Practice(Example 
http://mo.ield.ku
mamotou.ac.jp/lis09/25/
mod/resource/vi
ew.php?id=266 )Note: copy thelink and paste it
at internet
browser
7. Quiz(Example 
http://mo.ield.ku
mamotou.ac.jp/lis09/25/
mod/quiz/view.p
hp?id=264 )Note: copy thelink and paste it
at internet
browserthe cause of
emergency.

correcting homework or otherindependent work or
3. Accessing prior knowledge
to enhance meaningfullearning

Teacher provides
video, text andpictures using
PowerPoint.

1. Provide/present the newmaterial
2.The goal is informationacquisition
3. Use a variety of media if
possible, including text,
graphics, audio narration, andvideo.
4. Content should be chunked
and organized meaningfully

Teacher explain to
the students the
emergency
measures.

1. Demonstrations, action,
examples, reflective
questioning
2. Facilitates the learning
process by giving hints andcues when needed using chatroom or messages box.
3. To help learners encode
information for long-term
storage, additional guidanceshould be provide

Teacher provides
activity for students
to practice theknowledge.

1. Requiring the learner toproduce based on what has
been taught enables thelearner to confirm theirlearning
2. Learner should produce
some output based on newlearning. Example: practice askill, discussion, group
activity, written response,answer a question.

Teacher ask
students to answer
quiz

1. Gives immediate feedback
to learners after eliciting
responses.
2. Regular feedback
enhances learning
3. Teacher has opportunity toreinforce and correct theperformances
4. Types of feedback include:
confirmatory, corrective,
informative or analytical69

Assessment

8. Test(Example 
http://mo.ield.ku
mamotou.ac.jp/lis09/25/
mod/quiz/view.p
hp?id=280 )To evaluate
students‟
understanding of thecontent. Ask
students to answer
the test.

Note: copy thelink and paste it
at internet
browser

9. Mini Project(Example 
http://mo.ield.ku
mamotou.ac.jp/lis09/25/
mod/assignment/view.php?id=29
1)
Note: copy thelink and paste it
at internet
browser

Inform the students
of an example online
database :http://en.wikipedia.or
g/wiki/Circumstances_prior_to_the_Mala
yan_Emergency.
courage students tocollect more
information on
similar web-based
application.
Encourage students
to answer scenario
question to complete
the projects.
1. Discuss the
emergency
implication interm ofpolitical,
social andeconomicdevelopment.

1. Write the assessment
methods for the lesson.
2. Make sure that theassessment specificallymeasures whether theobjectives were reached ornot
3. Provide independentpractice to forces students to
use what they learned andapply it
4. Test to see if statedobjectives have been met.
5. This assessment should becompleted without the ability
to receive additional coaching,feedback, or hints.
6. State a commonly accepted
level of mastery. (example:
60% and above.)
1. Write the student artifactthat will be an outcome of thislesson
2. You may evaluate how thelesson plan went over or what
you would change in the
future in this lesson.
3. Applying learning in real-lifesituation
4. Teacher asks learners tocreate activities orassignment.
5. Discuss how this new
knowledge or skill will be usedin the workplace.
6. Teacher uses a chat room
to allow students to posequestions, such as "How will
skills of normalization
database apply to your future
job?"

70

Appendix D:
The e-Learning System developed by teacher/user of Guideline71