Abstract
To be relevant to the 21st Century Learner’s needs, Taylor’s University (TU), a private university in Malaysia, revamped its curriculum to be learner-centred. The Malaysian Studies 3 (MS3) course aimed to be the exemplar module site for future module site development for learning at scale (L@S). The learners are undergraduate students, taking MS3 as an elective. In the two design experiments, the learner’s experience was examined using a focus group after undergoing a 14-weeks of L@S entirely online in Taylor’s Integrated Moodle eLearning System (TIMeS). This design-case seeks to investigate the learner’s experience of (1) usability and (2) learning. Two prototypes of MS3 were developed and tested. For the tryouts, Cohort 1 as pre-test and Cohort 2 as post-test after implementing the LDS framework model as a tool to guide learning design in the design refinement. In conclusion, the findings showed ‘teacher presence’, and ‘technical issues’ are the two major themes that influence learners’ positive experience. To ensure positive learning experience, course instructors must ensure engagement with learners is purposefully designed. The study contributes to design based implementation research (DBIR) under the umbrella of design and development research (DDR), and the practical problem in a module development project for L@S.
Highlights
The age of transformative technology formed by the 4th Industrial Revolution (4IR) has changed the landscape of higher education at lightning speed
This research aims to experiment in a small scale, with the Malaysian Studies 3 (MS3) module site as a tryout to compare the first year learner‟s experience after undergoing a 14-weeks of learning entire online for learning at scale (L@S)
This study aims to answer the following research questions: 1) What is the student‟s experience of the MS3 module site for L@S? (Developed before the LDS Framework model was implemented) 2) What is the student experience of L@S based on the MS3 module site? (Developed after the LDS Framework model was implemented) The study on the MS3 pilot project to transform L@S from face-to-face (F2F) to entirely online in Taylor’s University (TU), is a complex and multi-dimensional project
Summary
The age of transformative technology formed by the 4th Industrial Revolution (4IR) has changed the landscape of higher education at lightning speed. Change of learning mode to be conducted entirely online for learning at scale (L@S) is no longer an impossible feat. Today's learners live in a world where knowledge is accessible at their fingertips using smart devices. The 21st-Century disruptive learning technologies allow learners to interact and engage with their learning material, course instructors, and peers as long as they have an internet connection. The higher education institutions in the developed nation paved the way for creative approaches to disruptive. Manuscript received December 1, 2020; revised March 24, 2021.
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