ME N U Pengenalan kepada Putra MOOC Kesenian

ME N U Pengenalan kepada Putra. MOOC Kesenian Melayu: Seni Pertukangan – Keris Melayu 1 2 3 Green Screen Technology TITAS Malaysia MOOCs 1 2 3 Flipped Learning Malaysia MOOCs – Walktrough MALAYSIA MOOCs PILOT – AN EVALUATION Assoc. Prof. Dr. Alyani Ismail Deputy Director (Innovation in T&L) Centre For Academic Development, UPM

CONTENTS OF PRESENTATION • PART 1 - Malaysia MOOCs and Putra. MOOC • PART 2 - Research findings: Evaluation of Malaysia Pilot MOOC (A research project sponsored by MOHE)

PART 1

Overview of MOOC Development and Implementation Open Education Initiatives Global Community Step by step, systematic & holistic Why MOOC?

SHIFT #9: Globalized Online Learning of Malaysian Education Blueprint: Higher Education 2015 - 2025 Focus Enhancing the quality of teaching and learning; bringing niche area to Global arena; visibility, positioning and branding; as well as lifelong learning.

MALAYSIA MOOCs Framework © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Putra. MOOC An Initiative Interactive Forums Video Lectures Chats e-assessments Quizzes Other learning activities

To enrich learning experiences of oncampus students Putra. MOOC The Objectives Main Objectives of To Drive Innovative Teaching Methods To showcase UPM’s expertise and niche areas

Putra. MOOC How it works? leveraging on the use of blended learning through flipped classroom for on-campus students innovative expansion of knowledge reflecting Rhizomatic model of learning

Video Production Putra. MOOC The Setup Video Storage embeded Chroma key In studio Integrated with various of media upload Why? Prevent problem of network congestion Video of lectures

Putra. MOOC & Malaysia MOOC Open. Learning - a platform chosen for Malaysia MOOC Soft launch: 18 Sept 2014 4 pioneer courses: TITAS, Hubungan Etnik, Entrepreneurship, IT Literacy. UPM is chosen to develop TITAS Students of these 4 compulsory courses for all 20 public universities must register for the MOOC courses. Massiveness of enrolment Current enrolment of TITAS (developed by Putra. MOOC team, UPM) 46, 151 students As of 14 April 2016

SNAPSHOT OF MALAYSIA MOOCS PAGE IN www. openlearning. com

SNAPSHOT OF Putra. MOOC PAGE IN www. openlearning. com/putra mooc

SNAPSHOT OF TITAS LEARNING MATERIALS IN www. openlearning. com

SNAPSHOT OF TITAS’S MOOC COURSEWARE

DELIVERING THE MOOC FOR TITAS – STUDENTS RESPONSE SHARING OF LEARNING MATERIALS

DELIVERING THE MOOC FOR TITAS – STUDENTS RESPONSE DISCUSSIONS ON REAL CASE SCENARIO & CURRENT ISSUES

DELIVERING THE MOOC FOR TITAS – STUDENTS RESPONSE COMMENTS BEYOND CONTENTS

DELIVERING THE MOOC FOR TITAS – STUDENTS RESPONSE SHARING OF ACTIVITIES ON PROJECTS

Open. Learning Analytics: TITAS (Sept 2014 – Sept 2015) STUDENTS FROM MALAYSIA 25, 872 (87. 21%) UNKNOWN 3587 (12. 09%) INTERNATIONAL STUDENTS 201 (0. 7%) 28 Countries Even though TITAS is delivered fully in Bahasa Malaysia as a compulsory subject for UAs, it still attracts a number of international students Hong Kong United States United Kingdom Singapore Japan Anonymous Proxy Netherlands Australia Indonesia China Thailand Turkey Korea Saudi Arabia Jordan Qatar Bangladesh Canada Brunei Darussalam Germany Morocco Sweden Pakistan Egypt United Arab Emirates Kazakhstan India Azerbaijan 50 46 28 19 15 8 5 4 4 3 3 2 2 1 1 1 1

Open. Learning Analytics: TITAS (Sept 2015 – Apr 2016) Peratus Pelajar Mendaftar Kursus TITAS Pelajar Antarabangsa 2% Pelajar Malaysia 98% Pelajar Antarabangsa Pelajar dari Malaysia = 17, 864 Pelajar Antarabangsa = 252 Bil Nama Negara 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 United Kingdom United States Japan Netherlands China Australia Pakistan Italy Indonesia Germany Cambodia Afrika Selatan India Arab Saudi Taiwan Jumlah Pelajar Mendaftar 68 37 12 7 4 2 2 3 3 2 2 1 1

Open. Learning Analytics: AGRICULTURE AND MAN (Sept 2015 – Apr 2016) Peratus Pelajar Mendaftar Kursus Agriculture And Man Pelajar Antarabangsa 7% Pelajar Malaysia 93% Pelajar Antarabangsa Pelajar dari Malaysia = 173 Pelajar Antarabangsa = 13 Bil 1 2 3 4 5 6 7 8 9 10 11 12 Nama Negara Iceland United States Peru Argentina Afrika Selatan Uganda Tunisia Pakistan India Filipina China Unknown Jumlah Pelajar Mendaftar 1 1 1 2

Open. Learning Analytics: KESENIAN MELAYU (Sept 2015 – Apr 2016) Peratus Pelajar Mendaftar Bil Kursus Kesenian Melayu Pelajar Nama Negara Antarab 1 Jerman angsa 2 United States 4% 3 Pakistan 4 Unknown Pelajar Malaysia 96% Pelajar Antarabangsa Pelajar dari Malaysia = 240 Pelajar Antarabangsa = 10 Jumlah Pelajar Mendaftar 2 1 1 6

Open. Learning Analytics: Malaysian Food Heritage (Sept 2015 – Apr 2016) Peratus Pelajar Mendaftar Kursus Malaysian Food Heritage Pelajar Antarab angsa 10% Pelajar Malaysia Pelajar Antarabangsa Pelajar dari Malaysia = 82 Pelajar Antarabangsa = 9 Pelajar Malaysia 90% Bil 1 2 3 4 5 6 7 Nama Negara Perancis United States Denmark Pakistan Greece Australia Unknown Jumlah Pelajar Mendaftar 2 2 1 1 1

PART 2 RESEARCH FINDINGS: EVALUATION OF MALAYSIA PILOT MOOC A RESEARCH FUNDED BY MOHE

Introduction The aspects covered are infrastructure Aims - to and info evaluate the structure, various aspects curriculum, of the four pilot pedagogy, TITAS, courses which content, Hubungan hosted professional Etnik, in Open. Learning development, Introduction platform. enculturation to Started in and November Entrepreneu enhancement rship and ICT 2013 in teaching and Competency learning. courses in September 2014 Evaluation of students and lecturers (survey) and MOOCs developers (interview).

THE TEAM ● ● ● ● Dr. Habibah Ab. Jalil (UPM) – Lead Researcher Prof. Madya Dr. Alyani Ismail (UPM) Prof. Dr. Sidek Ab Aziz (UPM) Prof. Dr. Hanafi Atan (USM) Prof Dr Abd. Karim Alias (USM) Prof. Dr. Mohamed Noor Hasan (UTM) NABIHAH BT MOHD ZIN Tn. Hj. Mohd Nazri Md. Saad (UPSI) (UNIMAS) Dr. Hjh. Norasiken Bakar (UTe. M) Prof. Dr. Norazah Nordin (UKM) Prof. Dr. Nor Aziah Alias (Ui. TM) Prof. Dr. Hong Kian Sam (UNIMAS) En. Mohd Hafriz Nural Azhan (UMT) Puan Salfarah Abdullah (UMS) En. Zaid Ali Alsagoff (IMU)

Population First year students from Malaysia HEI that registered for four pilot courses Lecturers that teach the four pilot courses MOOC admins/developers © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Findings (Part 1) • More than 70% respondents registered TITAS and Hubungan Etnik. • Only a few universities offered ICT Competency and Introduction to Entrepreneurship. © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

© FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

More than 90% of the respondents experienced learning through MOOC for the first time. © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

About 50% of respondents accessed at least once a week © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Almost 50% of the respondents accessing MOOC in the evening © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Almost 80% of the respondents used Wi-Fi campus to access MOOC © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

More than 75% of the respondents accessing MOOC from their hostels © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Infra & Info Items Mean 1. I can access MOOC during class time. 3. 39 2. I can access MOOC at other times within the campus. 3. 97 3. Internet speed during class time is bearable. 3. 34 4. Internet speed at other times is bearable. 3. 43 5. Streaming video can be accessed during class time. 2. 96 6. Streaming video can be accessed at other times within the campus. 3. 55 7. Video are downloadable during class time. 2. 90 8. Video are downloadable at other times within the campus. 3. 48 Overall mean 3. 38 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Curriculum Items Mean 1. The content of the course meet the requirement of the syllabus. 3. 84 2. The balance between the learning activity and content is sufficient to help my learning. 3. 81 3. The learning schedule (course plan/lesson plan) is easy to follow. 3. 80 4. The learning activities help me to better understand the content. 3. 88 Overall mean 3. 83 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Learning Design (1) Item 1. The course is well designed 2. Learning through MOOC meets my learning needs. 3. The sequence of learning activities help my understanding of the subject matter. Course Mean TITAS Hubungan Etnik Introduction to Entrepreneurship ICT Competency 3. 97 4. 00 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM 3. 92 3. 89 3. 80 3. 84 3. 77 3. 81 3. 89 3. 92 3. 86

Learning Design (2) 4. The learning schedule (course plan/lesson plan) suits my learning pace. 5. Opportunity to interact with large number of students is beneficial to my learning. The quizzes enhanced my understanding of the course 6. The quizzes enhanced my understanding f the topics covered. TITAS 3. 83 Hubungan Etnik Introduction to Entrepreneurship ICT Competency 3. 86 TITAS 3. 84 Hubungan Etnik Introduction to Entrepreneurship ICT Competency 3. 88 TITAS 3. 94 Hubungan Etnik Introduction to Entrepreneurship ICT Competency 3. 95 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM 3. 76 3. 79 3. 83 3. 82 3. 85 3. 88

Learning Design (3) 7. Additional resources reinforced my understanding. 8. Assignments given helped me to achieve the learning objectives. 9. I am able to accomplish the activities on my own. TITAS 4. 02 Hubungan Etnik 4. 01 Introduction to Entrepreneurship 3. 93 ICT Competency 3. 91 TITAS 3. 96 Hubungan Etnik 3. 97 Introduction to Entrepreneurship 3. 91 ICT Competency 3. 90 TITAS 3. 82 Hubungan Etnik 3. 86 Introduction to Entrepreneurship 3. 74 ICT Competency 3. 78 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Learning Design (4) 10. I am able to follow the course at my own pace. TITAS 3. 86 Hubungan Etnik 3. 87 Introduction to Entrepreneurship 3. 80 ICT Competency 3. 79 Overall mean 3. 92 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Content (1) Item 1. The content covers the essential aspects of the course. 2. The content is clear and understandable 3. The content is well organized. Course Mean TITAS Hubungan Etnik Introduction to Entrepreneurship ICT Competency 3. 90 3. 91 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM 3. 85 3. 86 3. 97 3. 89 3. 87 3. 93 3. 88

Content (2) 4. The use of multimedia in the course is interesting. 5. The course activities are useful for my learning. 6. The content met the learning outcomes. TITAS 3. 97 Hubungan Etnik 3. 99 Introduction to Entrepreneurship 3. 88 ICT Competency 3. 95 TITAS 3. 93 Hubungan Etnik 3. 96 Introduction to Entrepreneurship 3. 91 ICT Competency 3. 93 TITAS 3. 92 Hubungan Etnik 3. 93 Introduction to Entrepreneurship 3. 87 ICT Competency 3. 88 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Content (3) 7. Overall, the quality of content is satisfactory. 8. The following activities are useful for my learning: TITAS Hubungan Etnik Introduction to Entrepreneurship ICT Competency Watching Video Forum Assignment Quiz Group Activity 3. 96 3. 98 Interactive Presentation 3. 89 Self-learning 9. The additional resources are helpful (eg: link to websites, readings and social media outside Open. Learning). 3. 90 4. 05 3. 67 3. 89 3. 96 3. 91 3. 99 4. 08 Overall mean 3. 95 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Enhancement in T & L (1) Item Mean 1. MOOC enhances my learning experiences. 3. 86 2. Learn more effectively using MOOC. 3. 73 3. Learning via MOOC is enjoyable. 3. 78 4. The Learning via MOOC help me to: Remember (facts) 3. 75 Understand (concepts, principles, processes) 3. 89 Apply (what I have learned) 3. 76 Analyze (situation) 3. 75 Evaluate (issues) 3. 76 Create (ideas, solutions, innovation, problem solving) 3. 79 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Enhancement in T & L (2) 5. Learning via MOOC enhances the following skills: 6. Learning via MOOC enhances the following values: ICT Problem Solving Critical Thinking Communication Entrepreneurship Writing Collaboration (working together) Leadership 3. 88 3. 81 3. 82 3. 76 3. 66 3. 72 Respectfulness 3. 87 Caring Honesty Generosity Helpfulness Ethical 3. 83 3. 84 3. 86 3. 95 3. 92 3. 79 3. 65 Overall mean 3. 80 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Findings (Part 2) Population & Sample Population: 1532 lecturers that teach the four pilot courses Sample: 164 lecturers participated in online survey MOOC developers (UPM, UKM, Ui. TM, UNIMAS) Instrument A 63 -items online survey questionnaire using Survey Monkey for lecturers Interview session for MOOC developers Analytical Approach Descriptive analysis (mean and standard deviation) Data transcription

Findings (Quantitative Part) Objective i: Identifying lecturers MOOC usage profile Gender 60. 0 50. 0 Male Female 40. 0 30. 0 20. 0 10. 0 Race 0. 0 90. 0 Gender 82. 3 80. 0 70. 0 More than 80% are Malay respondents Percent (%) 50. 0 50% are male and 50% are female 60. 0 50. 0 40. 0 30. 0 20. 0 3. 7 10. 0 2. 4 11. 6 0. 0 Malay Chinese Race Indian Other

Population, sample and % of lecturers respond by university University Population UM UKM UPM UTM USM Ui. TM UPSI UTe. M UMT UNIMAS UNISZA UMP UNIMAP UUM USIM UIA UMK UPNM UMS UTHM TOTAL 16 26 48 12 9 1178 22 5 11 39 8 23 7 37 10 1 12 7 19 17 1507 Respond by lecturers (Sample) 2 9 16 11 6 20 11 2 4 15 5 8 5 22 6 1 7 4 7 3 161 % by university 12. 5 34. 6 33. 3 91. 6 66. 7 1. 7 50. 0 40. 0 36. 4 38. 5 62. 5 34. 8 71. 4 59. 5 60. 0 100. 0 58 57. 1 36. 8 17. 6

Your Role in MOOC Development 140 121 of respondents are MOOCs learning support. 120 Frequency 100 80 60 40 38 9 20 0 Course owner/SME Developer (involve in MOOC development) Role(s) Learning support in MOOC Course(s) that I Teach 66 70 60 66 of respondents are teaching Hubungan Etnik course. Frequency 50 48 35 40 38 30 20 10 0 TITAS Hubungan Etnik ICT Competency Courses Introduction to Entrepreneurship

How competent are you in the following instructional activities? 50. 0 47. 0 45. 0 43. 9 40. 9 39. 6 40. 0 Percent (%) 35. 0 e-Content development 31. 7 30. 0 29. 3 30. 5 File sharing 27. 4 Online quizzes Online forum 25. 0 20. 0 15. 0 Video production 15. 2 14. 6 Online learning task 10. 4 11. 0 10. 4 7. 9 6. 7 10. 4 10. 0 Interactive presentation 17. 7 12. 8 5. 0 Social media communication 21. 3 19. 5 7. 3 6. 7 6. 1 4. 3 0. 0 Least Competent Not So Competent Very Competent Highly Competent More than 40% of the respondents are competent in e. Content development, online learning task and interactive presentation

This is my first time teaching using MOOC? 80. 0 70. 7 70. 0 More than 70% of the respondents experienced teaching through MOOC for the first time. Percent (%) 60. 0 50. 0 40. 0 29. 3 30. 0 20. 0 10. 0 Yes No Is there any support provided for MOOCs? First time using MOOC 70 62. 8 60 More than 60% of respondents said ‘Yes’ for support provided in MOOCs. Percent (%) 50 37. 2 40 30 20 10 0 Yes No Support

What kind of support from your institution that you had in MOOCs deployment? 90. 0 76. 2 80. 0 Percent (%) 70. 0 60. 0 53. 7 46. 3 More than 70% of the respondents had support for delivery, 70% for content while more than 50% for pedagogy and design. 69. 5 56. 7 43. 3 40. 0 30. 5 23. 8 30. 0 Yes No 20. 0 10. 0 Pedagogy Design Delivery Type of Support Content What kind of support that you expect? 100. 0 90. 0 82. 9 80. 0 79. 3 86. 0 84. 8 More than 80% of respondents expect support for pedagogy, delivery and content. Percent (%) 70. 0 60. 0 50. 0 Yes 40. 0 30. 0 20. 0 No 17. 1 20. 7 14. 0 15. 2 10. 0 Pedagogy Design Delivery Support Expectation Content

Where did you get the support? 90. 0 80. 5 80. 0 70. 0 62. 8 62. 2 Percent (%) 60. 0 48. 2 50. 0 51. 8 37. 2 40. 0 Yes No 30. 0 20. 0 19. 5 10. 0 University MOOC Team AKEPT (Ministry of Education) Institution Open. Learning More than 80% of the respondents get support from university while more than 60% get support from MOOC team and Open. Learning.

Objective ii: Identifying lecturers’ perception about infrastructure and info structure quality provided for MOOC usage. SD (%) NDNA A (%) SA (%) Mean SD 2. 4 9. 1 11. 6 57. 3 19. 5 3. 82 0. 93 0. 6 12. 2 15. 2 55. 5 16. 5 3. 75 0. 90 3. 7 14. 0 21. 3 53. 7 7. 3 3. 47 0. 95 0. 6 14. 6 29. 3 47. 0 8. 5 3. 48 0. 87 I found Open. Learning very difficult to use. 1. 2 13. 4 31. 7 45. 7 7. 9 3. 46 0. 87 I definitely utilize Open. Learning for other courses. 1. 2 14. 6 37. 2 41. 5 5. 5 3. 35 0. 84 Items I can access the Open. Learning anywhere in the campus. I can access the Open. Learning anytime. I have sufficient equipment to use MOOCs for teaching. I can access Open. Learning from any device. Overall mean 3. 56

I feel demotivated due to extra workload because of MOOC gives me opportunity for knowledge sharing. I believe my teaching has improved due to MOOC. I believe my students’ learning has improved due to MOOC. 6. 1 27. 4 36. 6 26. 8 3. 0 2. 93 0. 95 . 6 3. 0 21. 3 62. 2 12. 8 3. 84 0. 70 1. 8 6. 1 28. 7 56. 1 7. 3 3. 61 0. 79 2. 4 5. 5 29. 3 56. 1 6. 7 3. 59 0. 80 Overall mean 3. 57

Course Completion Rate 50. 00% 45. 00% 44. 22% 42. 92% 41. 66% 39. 71% 40. 00% 35. 81% 35. 19% 33. 40% 31. 31% 30. 00% 28. 47% 25. 95% 25. 00% 21. 11% 20. 00% 15. 00% 12. 50% 15. 19% 12. 13% 12. 69% 10. 00% 8. 74% 5. 00% 0. 00% Started (10%) Percent Completed 50% Percent Completed 75% Percent Completed 100% Percent Kesepaduan & Hubungan Etnik di Malaysia ICT Competency Introduction to Entrepreneurship Tamadun Islam dan Tamadun Asia (TITAS)

Completion Summary 10% Completion 50% Completion 75% Completion 100% Completion TITAS 2. 20% 48. 12% 36. 17% 24. 39% HUBUNGAN ETNIK 4. 97% 42. 83% 30. 70% 17. 22% INTRODUCTION TO ENTREPRENEURSHIP 3. 54% 46. 21% 38. 62% 9. 53% ICT COMPETENCY 3. 74% 48. 91% 38. 95% 14. 38%

Completion Rate by University (TITAS) 1200 1051 1000 895 800 600 10% Completion 490 50% Completion 75% Completion 400 100% Completion 329 253 164 University Ot UU M he r/ No ne HM UT TM Ui UT M 109 80 81 43 38 28 1191 17111 000 1000 e. M ZA i. S M Un US IM US M UP NM SI UP UP UM S IM AS UM T UN AP i. M Un K UM P 65 53 54 51 42 40 34 19 17 110 7000 421 6111 1000 5000 131 111 4000 200 UM M A 4000 1350 UK 0 84 67 UM 84 116 UT 200 UI Frequency 695

Completion Rate by University (Hubungan Etnik) 1000 900 863 813 800 759 738 700 582 557 543 511 500 420 400 355 50% Completion 100% Completion 228 University 47 15 HM UT TM Ui M UT e. M ZA Un i. S M 4100 69 33 92 3000 4000 UT 45 US IM US M UP NM SI P 109 48 25 35 22 148 1000 3000 2000 3111 13 23 AP i. M Un K UM UM M UK UM 211 4110 1000 0000 AM 57 UP 100 120 UP 90 160 86 46 16 6 100 Ot UU M he r/ No ne 163 206 180 UM UN S IM AS UM T 200 0 10% Completion 75% Completion 300 UI Frequency 600

Completion Rate by University (Introduction to Entrepreneurship) 400 362 350 323 293 300 257 208 189 200 10% Completion 50% Completion 136 150 75% Completion 100% Completion 109 100 University 38 35 33 3321 Ot UU M he r/ No ne HM 0000 UT TM Ui M UT e. M 11 10 200 220 UT ZA i. S M Un US IM US M UP NM SI UP UP UM UN S IM AS UM T AP i. M P UM Un K UM UM M AM 0 28 28 18 17 107 9 2 0000 220 1000 0000 1 2000 0000 753 0000 4110 UK 50 74 64 UI Frequency 250

Completion Rate by University (ICT Competency) 1000 926 900 800 700 624 563 508 500 10% Completion 50% Completion 400 75% Completion 100% Completion 300 214 200 University Ot UU M he r/ No ne HM UT TM Ui M UT e. M UT Un i. S ZA 68 68 54 46 33 32 3100 1 100 3000 5000 0000 541 743 M 67 29 IM US M UP NM UP SI 0000 3210 UP UM S IM AS UM T UN AP i. M P Un UM K UM UM AM 0 M 45 110 1000 0000 2000 1000 0000 1083 0000 US 47 UK 100 135 UI Frequency 600

Comparing Two Groups Course Semester Students Comments Kesepaduan & Hubungan Etnik ICT Competency Semester 1 17689 83324 Comments Per Student 4. 71 Semester 2 8808 40677 4. 618 Semester 1 5634 45724 8. 116 ICT Competency Semester 2 1609 9412 5. 85 TITAS Semester 1 22017 110710 5. 028 TITAS Semester 2 5757 60843 10. 569 Introduction to Entrepreneurship Semester 1 10256 32970 3. 215 Semester 2 3779 8251 2. 183 Total Semester 1 55596 272728 4. 906 Total Semester 2 19953 119183 5. 973

0. 00 800. 00 600. 00 400. 00 Time (hours) 200. 00 1200. 00 1400. 00 1000. 00 1200. 00 800. 00 1000. 00 400. 00 Time (hours) TITAS Day/Time (Malaysia Time) ICT Competency 1200. 00 1000. 00 200. 00 Day/Time (Malaysia Time) 2000. 00 1800. 00 1600. 00 1400. 00 1200. 00 1000. 00 800. 00 600. 00 400. 00 200. 00 Monday-00 Monday-05 Monday-10 Monday-15 Monday-20 Tuesday-01 Tuesday-06 Tuesday-11 Tuesday-16 Tuesday-21 Wednesday-02 Wednesday-07 Wednesday-12 Wednesday-17 Wednesday-22 Thursday-03 Thursday-08 Thursday-13 Thursday-18 Thursday-23 Friday-04 Friday-09 Friday-14 Friday-19 Saturday-00 Saturday-05 Saturday-10 Saturday-15 Saturday-20 Sunday-01 Sunday-06 Sunday-11 Sunday-16 Sunday-21 Time (hours) 600. 00 Monday-05 Monday-10 Monday-15 Monday-20 Tuesday-01 Tuesday-06 Tuesday-11 Tuesday-16 Tuesday-21 Wednesday-02 Wednesday-07 Wednesday-12 Wednesday-17 Wednesday-22 Thursday-03 Thursday-08 Thursday-13 Thursday-18 Thursday-23 Friday-04 Friday-09 Friday-14 Friday-19 Saturday-00 Saturday-05 Saturday-10 Saturday-15 Saturday-20 Sunday-01 Sunday-06 Sunday-11 Sunday-16 Sunday-21 Monday-00 Monday-05 Monday-10 Monday-15 Monday-20 Tuesday-01 Tuesday-06 Tuesday-11 Tuesday-16 Tuesday-21 Wednesday-02 Wednesday-07 Wednesday-12 Wednesday-17 Wednesday-22 Thursday-03 Thursday-08 Thursday-13 Thursday-18 Thursday-23 Friday-04 Friday-09 Friday-14 Friday-19 Saturday-00 Saturday-05 Saturday-10 Saturday-15 Saturday-20 Sunday-01 Sunday-06 Sunday-11 Sunday-16 Sunday-21 Time (hours) Time Spent per Hour on The Course Over The Week Hubungan Etnik 800. 00 600. 00 400. 00 Day/Time (Malaysia Time) Introduction to Entrepreneurship Day/Time (Malaysia Time)

Conclusion • • • Our principal aim in this paper has been to present some preliminary findings on the Pilot Malaysia MOOC initiative which recently deployed. These findings show that selection and utilization of MOOC courses among universities students would be much due to the fact that the courses offered are compulsory rather than it is taken for lifelong learning. It is good to know that about half of them will access MOOC every week, which indicates a good return of investment of MOOC deployment. Every university need to put their best effort on the infrastructure within campus area especially on their network connection as students were heavily depending on the universities’ facilities. The overall means for input and output variables indicate that the MOOC initiative is implemented as planned. Students’ positive insights on MOOC curriculum, design, content quality and the impact on the teaching and their learning shows that this initiative is adequate and should be possible to become a new mechanism of teaching and learning in these era for the higher education context. There should be mechanism to reward lecturers effort in developing and using MOOC in their T&L © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM