Development of self-assessment MOOC model for language course to support students’ learning performance

This study is to propose a model of effectiveness attributes for self-assessment MOOC in language learning to support students’ learning performance. It assumes that student activities in online learning courses differ based on cognitive style preferences. The methodology is a triangulation of post-...

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Main Author:	Hashim, Hasmaini
Format:	Thesis
Language:	English English
Published:	2021
Subjects:	L Education (General) LB Theory and practice of education
Online Access:	http://eprints.utem.edu.my/id/eprint/26091/1/Development%20of%20self-assessment%20MOOC%20model%20for%20language%20course%20to%20support%20students%E2%80%99%20learning%20performance.pdf http://eprints.utem.edu.my/id/eprint/26091/2/Development%20of%20self-assessment%20MOOC%20model%20for%20language%20course%20to%20support%20students%E2%80%99%20learning%20performance.pdf
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id	my-utem-ep.26091
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spelling	my-utem-ep.260912023-01-13T15:46:07Z Development of self-assessment MOOC model for language course to support students’ learning performance 2021 Hashim, Hasmaini L Education (General) LB Theory and practice of education This study is to propose a model of effectiveness attributes for self-assessment MOOC in language learning to support students’ learning performance. It assumes that student activities in online learning courses differ based on cognitive style preferences. The methodology is a triangulation of post-test scores, students perception survey, and expert panel opinions. The research framework consists of three phases: analysis, design and development, and evaluation. To determine suitable assessment elements, a meta-analysis was conducted in the analysis phase. Aiming to improve student performance in language learning, a self-assessment MOOC model (SA-MOOC) based on student characteristic dimensions was designed and developed during the second phase. The SA-MOOC model, design, and prototype were validated by related experts during Phase 2. In the evaluation phase, a post-test with unequal post-test control group design was adopted to test the effectiveness of the prototype of the SA-MOOC model. The instruments used in this study are postal tests and perceptions of the SA-MOOC model based on student characteristic dimensions. A total of 306 respondents from a public university were involved in this study. Data were analyzed using descriptive, non-parametric analysis and structural equation modeling with partial smallest squares (PLS-SEM). The results show that there is a strong relationship between language learning skills and student performance (listening, speaking and writing) and there is a positive impact on students' self-efficacy language learning skills (listening, speaking, reading and writing) on improvement of students’ performance. The elemental dimension application of student characteristics results in greater student performance in student scores and self-efficacy skills (listening, speaking, reading and writing). As an implication, the formation of the SA-MOOC model provides guidelines and concept models for developers of MOOCs to assist the assessment design process and to implement assessment design based on student characteristic dimensions. For future studies, the proposed model can be refined for affective performance components and can be further explored for other potential elements of student characteristics to support student performance. 2021 Thesis http://eprints.utem.edu.my/id/eprint/26091/ http://eprints.utem.edu.my/id/eprint/26091/1/Development%20of%20self-assessment%20MOOC%20model%20for%20language%20course%20to%20support%20students%E2%80%99%20learning%20performance.pdf text en public http://eprints.utem.edu.my/id/eprint/26091/2/Development%20of%20self-assessment%20MOOC%20model%20for%20language%20course%20to%20support%20students%E2%80%99%20learning%20performance.pdf text en validuser https://plh.utem.edu.my/cgi-bin/koha/opac-detail.pl?biblionumber=121356 phd doctoral Universiti Teknikal Malaysia Melaka Faculty of Information and Communication Technology Salam, Sazilah
institution	Universiti Teknikal Malaysia Melaka
collection	UTeM Repository
language	English English
advisor	Salam, Sazilah
topic	L Education (General) LB Theory and practice of education
spellingShingle	L Education (General) LB Theory and practice of education Hashim, Hasmaini Development of self-assessment MOOC model for language course to support students’ learning performance
description	This study is to propose a model of effectiveness attributes for self-assessment MOOC in language learning to support students’ learning performance. It assumes that student activities in online learning courses differ based on cognitive style preferences. The methodology is a triangulation of post-test scores, students perception survey, and expert panel opinions. The research framework consists of three phases: analysis, design and development, and evaluation. To determine suitable assessment elements, a meta-analysis was conducted in the analysis phase. Aiming to improve student performance in language learning, a self-assessment MOOC model (SA-MOOC) based on student characteristic dimensions was designed and developed during the second phase. The SA-MOOC model, design, and prototype were validated by related experts during Phase 2. In the evaluation phase, a post-test with unequal post-test control group design was adopted to test the effectiveness of the prototype of the SA-MOOC model. The instruments used in this study are postal tests and perceptions of the SA-MOOC model based on student characteristic dimensions. A total of 306 respondents from a public university were involved in this study. Data were analyzed using descriptive, non-parametric analysis and structural equation modeling with partial smallest squares (PLS-SEM). The results show that there is a strong relationship between language learning skills and student performance (listening, speaking and writing) and there is a positive impact on students' self-efficacy language learning skills (listening, speaking, reading and writing) on improvement of students’ performance. The elemental dimension application of student characteristics results in greater student performance in student scores and self-efficacy skills (listening, speaking, reading and writing). As an implication, the formation of the SA-MOOC model provides guidelines and concept models for developers of MOOCs to assist the assessment design process and to implement assessment design based on student characteristic dimensions. For future studies, the proposed model can be refined for affective performance components and can be further explored for other potential elements of student characteristics to support student performance.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Hashim, Hasmaini
author_facet	Hashim, Hasmaini
author_sort	Hashim, Hasmaini
title	Development of self-assessment MOOC model for language course to support students’ learning performance
title_short	Development of self-assessment MOOC model for language course to support students’ learning performance
title_full	Development of self-assessment MOOC model for language course to support students’ learning performance
title_fullStr	Development of self-assessment MOOC model for language course to support students’ learning performance
title_full_unstemmed	Development of self-assessment MOOC model for language course to support students’ learning performance
title_sort	development of self-assessment mooc model for language course to support students’ learning performance
granting_institution	Universiti Teknikal Malaysia Melaka
granting_department	Faculty of Information and Communication Technology
publishDate	2021
url	http://eprints.utem.edu.my/id/eprint/26091/1/Development%20of%20self-assessment%20MOOC%20model%20for%20language%20course%20to%20support%20students%E2%80%99%20learning%20performance.pdf http://eprints.utem.edu.my/id/eprint/26091/2/Development%20of%20self-assessment%20MOOC%20model%20for%20language%20course%20to%20support%20students%E2%80%99%20learning%20performance.pdf
_version_	1776103136288571392

Development of self-assessment MOOC model for language course to support students’ learning performance

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