Abstract
Tamhidi Centre has been using online tools for learning in past years. The atmosphere of virtual world that is connected online has influenced academia in teaching and learning sessions. Before the Movement Control Order (MCO), blended learning has been carried out for all subjects taught in Tamhidi using Global Open Access Learning System (GOALS) as learning management system provided by USIM. Due to the pandemic outbreak, Tamhidi Centre has faced a challenging time because the semester is already at the final semester for the cohort 2019/2020. During the MCO 1.0, while students were at home, classes were conducted fully online. The final exams was also done online via GOALS. Then, coming the next cohort, for the first time in history, orientation was held online, and students came to campus in an arranged time within the period of seven days. Without having new staff intake, the grouping of students now is increased from 25 students per group to 45 students. Initially, classes are conducted online, both synchronous and asynchronously. All students are involved in this kind of approach, but for science stream students; biology, physics dan chemistry experiments still need to do face to face sessions in the laboratory. This paper will document the experience of several Tamhidi in using online tools before the MCO, during MCO, and after the MCO 1.0 days are over.
Highlights
Information Communication Technology (ICT) has transformed our educational system in advancement of teaching, knowledge delivery and training
5.1 Online Tools Used Before the Movement Control Order (MCO) in Tamhidi
Online tools has been used in Tamhidi Centre since 2015, as in Junaidah et al (2016) and Shahirah et al (2019)
Summary
Information Communication Technology (ICT) has transformed our educational system in advancement of teaching, knowledge delivery and training. The emergence of ICT has revolutionized the system from conventional method of teaching to highly-status and upto-date community in Malaysia (Norazah, 2010). It has improved learning outcomes especially in higher education, due to limited resources and reduces in cost and time (Pape, 2010). The current generation of young graduating teachers are known as the digital saviours (Creswell 2005; Khoo et al, 2009) They have grown up with technologies more than any beginner teachers were in the past; as most had cell phones as teenagers, Google for information, and keep in constant contact with friends through Facebook, texting or instant messaging. We need to find an optimum solution upon using online tools for teaching
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