Abstract
This study aimed to get an agreement and expert views on the e-xtvt guidelines in promoting active online learning in Malaysia higher education. This study employ Fuzzy Delphi method using a 7 Likert scale to collect responses of 11 experts in various fields of education at public universities in Malaysia. A total of 33 item questionnaire was given to experts for evaluation. Fuzzy Delphi method was used for data analysis. Data were analyzed using triangular fuzzy numbering (triangular fuzzy number) and position (ranking) of each variable is determined using the'defuzzication' process. The findings show that, response and expert consensus on the e-xtvt guidelines in promoting active online learning in higher education are at a good level. The overall findings of the expert consensus agreement exceed 75%, the overall value of the threshold (d)< 0.2 and a α-cut exceeds 0.5. The priority guidelines elements were sorted by priority and were refined by adding and dropping item as recommended by experts.
Highlights
Along with this sophisticated and information literate world, the use of computers, virtual platforms is increasingly needed in line with the rapid development of the ICT world
Since online learning is a very important medium at this time, and there is no specific guideline in formulating the Online learning (OLL) learning curriculum, this study examines and forms a specific guideline that can be adapted or used by educators in designing their OLL learning sessions
Discussion & Conclusion In particular, OLL or according to researchers naming this process as e-XTVT, requires specialized knowledge and good skills in understanding the context of online learning (OLL)
Summary
Along with this sophisticated and information literate world, the use of computers, virtual platforms is increasingly needed in line with the rapid development of the ICT world. The learning and teaching process are assisted by educational technologies that are used either in the conventional face-to-face classrooms or online e-learning (Zaili, Moi, Yusof & Hanafi, 2019). The rapid development of technology-based learning, causing institutions of higher learning to compete to promote and introduce various OLLbased teaching methods. This includes forums, synchronous conversations with tutors and/or students, customized features for online classes, and the use of social media (such as blogs, wikis, Facebook sites), to name a few (Cochrane & Withell, 2013; Mbati, 2013). No face to face interaction or class, lecture in the mess classroom This sudden pandemic opened the eyes of educators in planning to strike OLL in a new norm. This study can to some extent be a guide to educators in planning and implementing OLL following the proper guidelines
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