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Asia-Pacific Forum on Science Learning and Teaching, Volume 20, Issue 2, Article 5 (Jun., 2021) |
Chemistry Massive Open Online Course: Validity, reliability and undergraduate students’ perception
Tien Tien LEE, Hafsah TAHA, Aisyah Mohamad SHARIF and Nurulsaidah Abdul RAHIM
Department of Chemistry, Faculty of Science and Mathematics, Sultan Idris Education University, Tanjong Malim, Perak, MALAYSIA
Corresponding Author's E-mail: lee.tt@fsmt.upsi.edu.my
Received 6 Oct., 2019
Revised 18 May, 2021
Massive Open Online Course (MOOC) is a new trend in flexible education due to its flexibility to study anything, anywhere and anytime. It has the potential to attract a huge number of learners to study courses unlimitedly via the online platform. This is a design and development study where a Chemistry MOOC was developed in an OpenLearning platform using ADDIE Instructional Design Model. The purpose of this study is to (1) identify the validity of the e-content module and e-assessment module in the Chemistry MOOC, (2) identify the reliability of the e-content module and e-assessment module in the Chemistry MOOC and (3) gauge undergraduate students’ perceptions on the MOOC, especially the instructional design elements, the acceptance and usage barrier. Instruments involved in the study are content validity evaluation form, module reliability questionnaire and perception questionnaire. Four content experts and 23 undergraduate students were involved in evaluating the validity and reliability of the modules during the pilot study. A total of 129 undergraduate students participated in the real study as the respondents for the perception questionnaire. The content validity index for both the e-content and e-assessment module is 1.00, meanwhile, the reliability index for the e-content module and e-assessment module is 0.94 and 0.97, respectively. The overall mean score on the perception, instructional design elements, acceptance and usage barrier is 3.87 (SD = 0.53), 3.91 (SD = 0.62), 3.83 (SD = 0.52) and 2.80 (SD = 0.92) respectively. In conclusion, the results show that Chemistry MOOC is valid and reliable for self-learning online material for chemistry concepts. Students’ perception mean scores on the Chemistry MOOC are moderately high, indicating that they positively perceive the MOOC developed. Improvement can be made to ensure a better quality of MOOC before carrying out the summative evaluation on the effectiveness of the Chemistry MOOC.
Keywords: Chemistry, Massive Open Online Course, Validity, Reliability, Instructional design, Acceptance, Usage barrier
