CCMSE 2015 e-Proceedings

Transcription

Colloquium in Computer and Mathematical Sciences Education
(CCMSE 2015)
Computer Sciences
Computer Network & Data Communication
Mathematical Sciences & Statistics
System Sciences & Information Technology
1 August 2015, Star Complex, UiTM Perlis
Organized By:
Faculty of Computer and Mathematical Sciences
http://www.perlis.uitm.edu.my/ccmse/
Editorial Committee
Editor-in-Chief:
Mahfudzah Othman
Panel Editors:
Assoc. Prof. Rohana Alias
Assoc. Prof. Mohd Aishanuddin Abd Jalil
Shukor Sanim Mohd Fauzi
Rafiza Ruslan
Arifah Fasha Rosmani
Mohammad Hafiz Ismail
Tajul Rosli Razak
Alif Faisal Ibrahim
Copyright© by the Universiti Teknologi MARA Perlis
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or any means, electronic, mechanical
photocopying, recording or otherwise, without prior permission, in writing from the
Head of Faculty of Computer and Mathematical Sciences, UiTM Perlis.
The views, opinions and technical recommendations expressed by the contributors
and authors are entirely their own and do not necessarily reflect the views of the
editors, the reviewers, the Faculty or the University.
ISBN : 978-1-329-35874-4
Part I: Computer Sciences
Paper ID
1
Title of Paper and Author
Capturing Best Practice in Teaching Introductory Programming
Course A Case Study for Non-Computer Science Students
Page No.
1
Mohd Nizam Osman, Mushahadah Maghribi
2
Pair Programming An Overview
7
Nurzaid Muhd Zain, Zulfikri Paidi
3
Enhancing Logical Thinking and Reasoning Skills Through
Collaborative Learning in Programming
12
Mahfudzah Othman, Hawa Mohd Ekhsan, Mohd Nizam Osman, Jiwa Noris
Hamid, Nurzaid Muhd Zain, Muhammad Nabil Fikri Jamaluddin, Umi Hanim
Mazlan, Nora Yanti Che Jan, Hanisah Ahmad
4
Fundamentals of Algorithm Design Course:
Issues, Challenges & Proposed Teaching-Learning Approaches
18
Umi Hanim Binti Mazlan, Mahfudzah Othman
5
Engaging Students’ Interest with the Use of Web 2.0 for CSC253
Lectures and Presentations
23
Arifah Fasha Rosmani
6
The use of Self-made Student’s Video as an Assessment Tool in
Programming Course
Jiwa Noris bin Hamid, Hawa Mohd Ekhsan, Mahfudzah Othman
28
Part II: Computer Network & Data Communication
Paper ID
7
Open Source Network Simulators for Teaching Computer Networking
Concepts
Page No.
33
Syafnidar Abdul Halim, Nur Khairani Kamarudin
8
Assessment on Campus Internet Service among Students towards
Better Education in UiTM Perlis
37
Noorfaizalfarid Mohd Noor, Fatin Masturah Amin Razip, Maisarah Mustafa,
Norashikin Khalid, Nur Fatin Adila Zuher, Mohd Faris Mohd Fuzi
9
Algorithm Animation of Cryptanalysis S-DES as an e-Learning Tool
for Network Security Students
42
Mohd FarisMohd Fuzi, Noorfaizalfarid Mohd Noor ,Tajul Rosli Razak , Iman
Hazwam Abdul Halim , Muhamad Arif Hashim
10
Security Training and Education via Classroom Lecture and Group
Project Assignment: A Case Study
49
Abidah Mat Taib
11
Improving Teaching and Learning Experiences by Implementing
Remote Desktop Management in Computer Laboratories
Nur Khairani Kamarudin, Syafnidar Abdul Halim
54
Part III: Mathematical Sciences & Statistics
Paper ID
12
TRIZ-based Assessment of Undergraduate Student’s Work to Foster
Meaningful Instruction
Page No.
60
Noraini Noordin, Sharifah Fhahriyah Syed Abas
13
In-Stats: Mobile Learning for Statistics Courses
66
Azlan Abdul Aziz, Mastura Ahmad, Ainaa Abu Bakar,
Nor Azriani Mohamad Nor, Teoh Yeong Kin , Suzanawati Abu Hasan
14
Strategies in Teaching Generation Z
Anas Fathul Ariffin, Muhammad Hilmi Samian , Siti Nurasyikin Shamsuddin,
Dalia Attan, Azman Ahmad Bakir
71
Part IV: System Sciences & Information Technology
Paper ID
15
Cloud-based Students’ Academic Monitoring for Academic Advisors
Page No.
74
Mahfudzah Othman, Nur Fathihah Mansor, Nurzaid Muhd Zain
16
Open Learner Model for Programming through Collaborative eLearning
79
Mahfudzah Othman, Siti Hana Quzaima Alias
17
A Study on the Impact of Motivational Camp on Soft Skills
Enhancements
84
Arifah Fasha Rosmani, Mahfudzah Othman, S.S.M. Fauzi
18
A Study on Learners Readiness for e-Learning in Malaysia
91
Ahmad Yusri Dak, Saadiah Yahya, Lailatul Mastura Abdul
19
Database Course Issues in Bachelor of Information Technology
Program
97
Nor Azzyati Binti Hashim
20
IT subject for non-IT students: Are They Really Concerned About It?
102
Abdul Hapes Mohammed, Nurul Diana bt Mohamed Iqbal
21
Creating S-Diagram for Writing Literature Review
106
Rafiza Ruslan, Suria Haron
22
ELISA: E-Learning Integrated Short Announcement
110
Mohammad Hafiz bin Ismail
23
Framework Based Web Application Development Course for
Bachelor Degree
115
Khairul Anwar Sedek, Azmi Abu Seman
24
Analisis Keberkesanan Kem Pemantapan dan Motivasi Dalam
Meningkatkan Prestasi Akademik Pelajar di UiTM Perlis
121
Iman Hazwam Abd Halim, Syafnidar Abdul Halim, Tajul Rosli Razak,
Muhammad Nabil Fikri Jamaluddin, Muhamad Arif Hashim, Mohd Faris Mohd
Fuzi
25
A Simple Recommender Engine for Matching Final-Year Project
Student with Supervisor
127
Mohammad Hafiz Ismail, Tajul Rosli Razak,, Muhamad Arif Hashim,
Alif Faisal Ibrahim
26
Walkthrough: Learning Mobile Application at a Glance
132
Part I:
Computer Sciences
(CCMSE 2015)
CCMSE 2015, 1 August 2015
Capturing Best Practice in Teaching Introductory Programming
Course: A Case Study for Non-Computer Science Students
Mohd Nizam Osman1, a, Mushahadah Maghribi2, b
1
Faculty of Computer and Mathematical Sciences, University of Technology MARA Perlis,
02600 Arau, Perlis Malaysia
2
Department of Information Technology and Communication, Polytechnic TuankuSyed
Sirajuddin, 02600 Arau, Perlis Malaysia
a
[email protected], [email protected]
Keywords: Introductory Programming, learning style, students’ performance, Framework
Programming Learning Method (FPLM), Problem Based Learning (PBL).
Abstract. The aim of this study has been to capture successful experience in teaching and
learning introductory programming course for non-computer science students. We describe and
discuss our experiences on applying the preferred learning styles named “Framework Programming
Learning Method (FPLM)” on students’ performance in the introductory programming course. We
proposed FPLM to non-computer science students as an effective learning style of teaching
introductory programming course. We explain onhow the method is implemented, give examples
and describe onhow the method supplemented by other learning methods such as Problem-Based
Learning (PBL). FPLM approach hasbeen demonstratedtonon-computer science undergraduate
students program. According to our experience, the FPLM method increase commitment of the
students and students’ performance is improved, which result in significantly lower failure rate for
the final exam paper.In addition to computer programming, students also learn the generic skills in
problem solving, group work, collaborative design work, independent study, and externalization of
their knowledge.
Introduction
Introductory programming course, CSC415/425, is a subject that offered by Department of
Computer Science, Faculty of Computer and Mathematical Sciences (FCMS), UiTMPerlis toseveral
faculties such as Faculty of Applied Science (FAS) and Faculty of Engineering (FE) as an
electivesubject to the first-year degree program. CSC415 course is mandatory first-year units in all
programs for FCMS, and become as a prerequisite to a number of second-year units. Meanwhile,
other faculties offer the CSC415/425 course as an elective subject to be enrolled one-off by students
and compulsory to pass with the minimum grade of C.This course aims to equip students with
necessary knowledge and ability of problem-solving skills.The introductory programming subject
using C++ programming language and the structured-programming paradigm has been taught to the
students. According to[1] it was decided that students should become familiar and comfortable with
basic programming fundamentals, before gettingacquainted with the concepts of the object-oriented
paradigm. In this course, the basic concepts of programming subject such as variables, input/output,
decision, repetition, function and array are disclosed to the students.
Student struggle with introductory programmingcourse and programminghas continuedto be a
majorfactor contributingto the highest failure rate forfirst-yearstudents.In UiTM, the failure rate for
this course normally among the highest for every semester.Hence, this course becomes a nightmare
for most of the students,and it is always embedded in the students’ minds as a killer subject. In fact,
some students really hate programming course. This myth has been inheritedfrom time to time from
seniors to junior students. Therefore, lecturers must change the misunderstanding by providing the
best practice in teaching introductory programming course. Besides, a debate is taking place in
many departments of computer science about the best way approach in teaching programming
course.
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1
Teaching programming is hard, andlots of research from many different perspectives has been
developedon the topic during the past couple of decades [2,3], but there is still no consensuson what
is the most effective way to teach programming. Most universities are still using a traditional
method in teachingintroductory programming courses. The traditional method consists of lecture,
take-home assignments and perhaps demo sessions where model solutions to the exercises are
shown[4,5]. Lecturers tend to be structured according to the language constructs, rather than the
more general application strategies.Besides, another problem of take-home exercises is that students
may learn bad work habits from solving the problems by themselves. As the result, the failure rates
of introductory programming course tend to be high, so it is quite evident that the traditional
approach should be improved.In fact, there are some views of learning programming by given
priorities to the structure and syntax of the language itself. Therefore, most introductory
programming textbooks are structured according to the constructs of the particular programming
language used[3].
In this paper, we examine the influence between FPLM learning style and students'
performance in final exam paper of an introductory programming course. We give examples of
using FPLM as preferred learning style to solve real-problem questions. Then, we evaluate the
students’ performance based on thefinal exam paper.
Difficulties Encountered in Teaching Introductory Programming
Over the years, the introductory programmingcourse has proven to be astumbling block for many
first-year students, especially for non-computer science students, and the poor pass rates were reported
every semester.The lack of prior computing experience does not seem to be a problem. However, the
lack of problem-solving skill will contribute to the students’ performance.Dunican, (2002) indicated that
subjects offered in secondary school do not include any logic/problem-solving modules, which puts
students in a difficult position when they enrol in programming courses at university[6].
Another difficulty faced by programming students is the need to imagine and comprehend
many terms or concepts that do not have equivalents in real life: how does a variable, a data type, or
a memory address relates to real life. Programming concepts tend to be difficult to grasp [6].
Consequently, many students claim to ‘hate programming’ as they struggle to comprehend even the
most basic of programming[7,8].
Some problem faced by new programming students was obtained from the lecturers involved
in teaching introductory programming course, comments from students and from perspective of
experienced lecturer. The most difficult topics to master are function and array, followed by
iteration, selection, and input/output. In addition, students found it is difficult to understand therealproblemquestions,especially, when the solution needed to the combination of iteration and
selection. These difficulties are common to many new programming students, as reported in the
literature [8,9].
On the other side, most of the lecturers teach programming course in traditional approach,
which is, used teacher-centred approach based on lectures and some practical laboratory.
Consequently, high failure rate and students’ dissatisfaction have initiated our search for an
alternative approach to improve learning.
Implementation of FPLM in Teaching Approach
In this section, we describe the use of FPLM in teaching introductory programming course.
We start by giving a short overview of the Problem-Based Learning (PBL)methods used as a
complementaryto the preferred learning style. Then, we describe the FPLM in detail and give an
example of FPLM cases used in real-problem question.
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Problem Based Learning (PBL)
PBL isa term used for a wide range of practical teaching approaches, and the role of problems
varies in these approaches[10–13]. PBL is a teaching/learning strategy, that is stimulated by
descriptions of real-world problems, which simultaneously develops higher-order thinking
disciplinary knowledge, and practical skills by placing students in the active role of practitioners
(problem solvers) confronted with a situation, which reflects the real world. The main idea of PBL
is to use common, discipline-specified problems as a motivational starting point to encourage
learning. In application of PBL, in computer programming courses has shown the improvement of
students’ performance in analytical skills, problem-solving abilities, and cultivating self-learning
abilities[14].Therefore, in our FPLM, the hybrid model or guided PBL learning is used, which
problems are solved in groups, but also the lecturer is responsible to present the fundamentals
concepts and some of the more difficult topics.However, we verified that PBL alone is not enough
for some students. Therefore, we introduced the FPLMas a complement to enhance the students'
learning.
Framework Programming Learning Method (FPLM)
FPLM used generalization techniques to represent any solutions of the real-problem questions
using the proposed framework. To utilize this framework, student must have problem-solving
abilities in order to identify input,process, and output. Therefore, the PBL is usedto enhance
thestudents’ability in problem solving.
Then, students used the specific framework to solve thereal-problem question. Lecturer plays
their role to help students by providing the explanation on how to use the framework effectively.
Emphasis should be given on matters relating to inputs (specific and general) and output (for each
and all). Fig.1 shows the example ofthe framework for real-problem question, which is the solution,
needthe combination of iteration using sentinel-while loop and decision. Any solutions to the realproblem question thatinvolved iteration(while, do-while, for), the decision (if, switch) and the array
using the specific proposed framework must be discovered and disclosed to students. In fact,
function can also be accomplished using the proposed framework. Table 1 shows the guidelines for
using the FPLM.
int main()
{
//(i)-input for sentinel-value
while(!sentinel)
{
//(ii)-input for general data
…
if(…)
{
//(iii)-input for specific data, if any
…
}
else if (…)
{….
}
//(iv)-display for each-output
//(v)-input for sentinel-value
}//end while
//(vi)display for all-output
}
Figure 1: FPLM for any solutions of real- problem question using sentinel-while loop and
decision.
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Table 1: Guidelines for using FPLM
Guidelines
Select real-problem questions that are connected to the
concept and to students’ development level.
Suggestion
Choose the real-problem question that clearly
illustrates the concept during initial concept
exploration to help students connect the question to
the concepts and then advance it to more specific
problem solving such as input/process/output using
PBL approach.
Use an analogy to be mappedonto the concepts/
problem solving.
Illustrate the concept via the specific framework to
aid student generalization.
Incorporate teacher-directed verbal explanations
while presenting a concept via frameworks. Also,
include self-question and verbal explanations to
improve students’ self-monitoring strategies.
Encourage student participation (opportunities to use
the framework)
Monitor
student
performance
as
students
manipulatesthe real-problem question, explain, and
write down their problem-solving steps. Provide
corrective and positive feedback as needed.
Organize a set of proposed frameworks that students
can use across settings.


Incorporate the FPLM with concept/problem solving
through exploration and attainment
Provide verbal explanations and questions with
demonstrations

Provide opportunities
explanation

for
students interaction
and


Encourage the use of framework and strategies across
setting

The Experiment
We conducted an experiment to test our FPLMon the introductory programming courseto
undergraduate students. Studentsare divided into two programs code, which areAS234 and CS248.
The course was taught in a full semester (14 weeks), 4 hours contact per week. In our experiment,
we evaluate the impact of the FPLM on the process of acquiring the knowledge through
generalization technique towards student’s performance in final exam paper, session Sep 2014 – Jan
2015.
The final exam paper was constructed to be covered all topics discussed during semester, and
the final difficulties was worked out to be achieved the standard ofsyllabus requirement. In this
experiment, we analysed the specific real-problem question, one of the questions in the final exam
paper, which is focused on the combination of iteration and decision problem statement. Then, we
studied the overall students’ performance in the final exam paper. The result of the FPLMlearning
style is tested, in order to see the correlated with students'achievementin the course.
The Results
Sixty-nineof students were tested, the average marks forreal-problem questionis 9.77 for
CS248 program, which is above the average. Meanwhile, the average score for AS234 programis
4.46 as shown in Table 2. One of the reasons for the higher average marks for CS248 compare to
AS234 in this course might be the student’s population. Students CS248has a strong basic in
mathematics, and because of that, their logic thinking is adequate to capture the question provided.
On the other hand, students AS234 comes from different backgrounds, and with the lack of
mathematic foundation, so they are quite difficult to analyze the question.
Table 3 shows the overall performance of students who pass the exam paper. We determined
that students in both programs significantly improved their programming performance on the
problem-solving skills by using the FPLM, especially for the real-problem question and overall
performance in the final exam paper significant decrease for the failure rate.Implementation of the
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method resulted below than 20% of failure rate for CS248 program, and AS234 achieved 100%
passing rate.
Table 2: CSC415/425 -Average score for
real-problem question
Program
CS248
AS234
Number of
students
49
20
Average
marks
9.77/15
4.46/8
Table 3: CSC415/425 - Percentage of students
who pass the exam paper.
Program
CS248
AS234
Number of
students
49
20
% Pass
87.76
100
Analysis and Discussion
FPLM improving generalization to the real-problem questions and by providing real-life
application improves students’ on-task behaviours. Students become better problem solver and
improved the motivation by working in groups which is they have equals initial skill and equals
difficulties helped the members to cope with the anxiety created caused by difficult topics, and
challenging their ability to learn the course. Besides, a group can also help each other to understand
difficult issues and provide emotional support to each other. In addition, passing through a difficult
course together also seems to create a strong bond between the students, and they continue to work
together to support each other also.
Those students who survived from the initial shock of introduction to programming seem to
be getting better and better all the time. With a strong routine built during the introductory
programming course, the challenging new concepts encountered in the advanced courses have been
rather easy to master. For this reason, it is demonstrated the need for the effective learning
approach. Therefore, FPLM with PBL can be used as an approach to teach the introductory
programming courses, especially for non-computer science students.
Conclusion
In this paper, we have presented an implementation of FPLM as the best teaching practice for
non-computer science students in teaching introductory programming course.We have recognized
some areas in the programming skill that are well trained using FPLM method and other areas
where complementary methods are needed such as PBL.We suggest that a key issue that emerges
the FPLMand PBL is an effective way to create motivation to learn the basic concept of
programming. Besides, the FPLM presented in this paper provides a good structure and skills for
teaching programming course in generic, that require building routine and learning best practices to
help students to become an effective learner of programming course. Emphasizing on generalization
towards any solutions, group work together with the help of lecturer and practices, yields very
promising results as seen in the implementation and the most important is, result being the
significant decrease in failure rates. We believe that, the teaching method proposed advantage to
students and provides enough support to help some of the new undergraduate students, who usually
have some difficulty to learn introductory programming course to learn and encourage them loves
programming.
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Technology in Computer Science Education, ACM, New York, NY, USA, 2007: pp. 204–223.
A. Robins, J. Rountree, N. Rountree, Learning and teaching programming: A review and discussion,
Computer Science Education. 13 (2003) 137–172.
H. Roumani, Design guidelines for the lab component of objects-first CS1, ACM SIGCSE Bulletin. 34
(2002) 222–226.
R.E. Bruhn, P.J. Burton, An Approach to Teaching Java Using Computers, SIGCSE Bull. 35 (2003)
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E. Dunican, Making the analogy: Alternative delivery techniques for first year programming courses,
in: Proceedings from the 14th Workshop of the Psychology of Programming Interest Group, Brunel
University, Citeseer, 2002: pp. 89–99.
I. Stamouli, E. Doyle, M. Huggard, Establishing structured support for programming students, in:
Frontiers in Education, 2004.FIE 2004.34th Annual, 2004: pp. F2G–5–9 Vol. 2.
L. Thomas, M. Ratcliffe, J. Woodbury, E. Jarman, Learning Styles and Performance in the Introductory
Programming Sequence, in: Proceedings of the 33rd SIGCSE Technical Symposium on Computer
Science Education, ACM, New York, NY, USA, 2002: pp. 33–37.
A. Carbone, J. Hurst, I. Mitchell, D. Gunstone, Characteristics of Programming Exercises That Lead to
Poor Learning Tendencies: Part II, in: Proceedings of the 6th Annual Conference on Innovation and
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G.B. Barte, G.H. Yeap, Problem-based learning approach in enhancing engineering graduates’
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Pair Programming: An Overview
Nurzaid Muhd Zain1,a, Zulfikri Paidi2
1, 2
Universiti Teknologi MARA Perlis, Malaysia
a
[email protected]
Keywords: collaborative learning, pair programming, programming
Abstract. This paper discusses the concept of pair programming technique, which is an established
agile software development practice that involves software development process such as the
Extreme Programming (XP). Pair programming is considered as one of the collaborative learning
models where it involves a pair of students working together in one workstation to complete
programming tasks such as designing and coding the solutions in a given period of time. This paper
provides a useful insight of pair programming concept, where it also discusses the benefits of this
practice towards students’ academic performance, learning process, productivity and work quality.
Other than that, this paper also discusses the team effectiveness model that can be used to ensure the
success of pair programming.
Introduction
Collaborative learning can be described as a group of people working together to achieve common
goals [1]. It can also be defined as concepts and techniques to enhance student-student interaction
[2]. Such interaction involves working together either on a simple task such as pairing to read and
understand on a particular subject or completing a group project [2]. The aim of collaborative
learning is to create better learning environment for the group of students by learning from each
other [2]. This pedagogical approach has been widely implemented in many physical classrooms
and provide plenty of beneficial factors such as able to improve students’ performance in particular
subject, supports active communication and teamwork, helps to boost students’ confidence and
produces better products or project outcomes [1].
Some of the well-known developers of collaborative learning theory are Robert Slavin, Roger and
David Johnson and Spencer Kagan. Through their efforts, several collaborative learning structures
or approaches have been introduced, for instance, Slavin has introduced the Student Team
Achievement Division (STAD) while Kagan is associated with the Structural Approach [3]. These
structures has become the fundamental structure to other collaborative learning techniques such as
the ‘Fishbowl’, ‘Jigsaw’, ‘Think-Pair-Share’, ‘Round Robin’ and ‘Numbered Heads Together’ [2].
Meanwhile, pair programming has also being considered as one of the models of the collaborative
learning technique as it incorporates the same key elements of collaborative learning activity such
as working on a common task, small group discussion and collaboration, interdependence,
cooperative behaviour and individual accountability [4]. Pair programming has been seen as an
effort and promising strategy in learning computer programming [1]. This paper will discuss the
overview of pair programming, concepts and benefits as well as factors that ensure the sucesss of
pair programming implementation in traditional classrooms.
Pair Programming: Overview and Concepts
In practical term, pair programming can be described as an agile software development technique
where two people, in this case, are programmers who are working on the same task and sitting next
to each other on one workstation [5]. The task may involve designing and coding the same
algorithm where each person plays important role as the “driver” or “navigator” [1]. Normally, the
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“driver” is taking charge on the mouse and keyboard while the “navigator” observes the “driver”
and offers suggestions and corrections to the algorithm or the codes [1][6]. These roles are
interchangeable where each team member can alternate their roles after certain duration while
collaborating in designing, coding and reviewing [1][6]. This approach is aimed to enhance
software productivity at a higher level of software quality [7].
Pair Programming: Benefits
Pair programming offers many benefits to the students in learning computer programming. Among
the benefits of pair programming are the ability to share knowledge and expertise, focussing more
on detailed features when working in pairs and supports the best programming practices [8].
Previous studies have also showed that through pair programming, students developed better
teamwork skills, enjoyed working in teams and have higher confidence towards their project
outcomes with less coding errors [9][10]. Other than that, students also perceived that they learned
more when working in a team and this technique has also helped to reduce their frustrations when
their individual codes did not work out as expected [11][12].
Other researches also focussed on the impacts of pair programming implementation towards
students’ academic achievements and learning such as study done by Akour, et al. [13] that proves
pair programming has improved students’ learning effectiveness, efficiency and gratification in
software engineering course. Moreover, pair programming also has helped students to achieve
higher assignment grades when working in pair compared to solo programmers and will be able to
complete the course with higher passing rates [14].
Furthermore, empirical evidences have also proved that pair programming practice has helped to
improve the quality of codes and productivity. For instance, Zacharis [10] has claimed that students
who are working in pairs produced better programs with higher software quality. This is also
supported by Salleh, et al. [15] that mentioned paired students happened to be more productive than
working individually on a task and were also able to complete the task in a shorter amount of time.
Pair Programming: Team effectiveness model
Recent study has also highlighted the factors that contribute to the success of pair programming.
Faja [16] has developed a team effectiveness model that depicts the main factors that will influence
the success of the pair programming as illustrated in Fig. 1 below.
Figure 1: A model of team effectiveness of pair programming
The first factor as depicted in Fig.1 is the individual factors that emphasized on the importance of
finding the right partner or pair based from the skills or abilities and personality. For example,
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Hahn, et al. [17] claimed that for better performance, pairs should be assigned randomly, with
disparity of academic performance. Meanwhile, other study suggested that matching pairs, with the
same skill levels or academic performance would likely perform better and produce quality codes in
a shorter amount of time [10]. Others claimed that slight difference in pairs’ skill levels will worked
it best in pair programming [18].
Other factor is the team environment that highlights the academic setting and orientation. The
academic setting proposed in this model provide two different mechanisms, which are either
practical session in traditional classrooms or implementation of pair programming in a virtual
environment [16]. While most of the previous studies focused on face-to-face interaction, other
researchers have utilized the Internet and web applications to support the pair programming practice,
especially in supporting distance learning. For instance, a web-based system named Online
Collaborative Learning System (OCLS) has been developed to support pair collaboration and
discussion for learning programming in a virtual environment. Although, the technique used in the
study did not clearly mentioned the pair programming concept, however, the “Think-Pair-Share”
technique embedded in the system has also reflected the adoption of pair programming approach
[19].
Meanwhile, team design and task structure are also mentioned in the model as part of the influential
factors. The design of the team structure and task complexity has significant role in pair
programming approach. Pair programming implementation involved set of rules and setting such as
it needs to be implemented in a control in-class environment with only one workstation for each pair.
Nonetheless, pair programming have also being implemented for outside assignments [20], although
this approach seemed to be difficult to control as students often found it difficult to collaborate due
to conflicting schedules [16].
Besides that, team processes that involved team dynamics and effort also play important roles in pair
programming. As mentioned by Williams et al. [21], in ensuring positive pair interactions and
efforts, lecturers or instructors must also be actively engaged in the whole pair programming process.
Switching roles between pairs has been suggested as one of the key elements that determine the
dynamic of the pair. Having one person to constantly check the codes is another way to maintain the
team dynamics and foster teamwork and communication skills [21].
Finally, the last element as depicted in the team effectiveness model is the team effectiveness
outcomes. Faja [16] has listed five main outcomes from this model, which are the academic
performance, facilitated learning, satisfaction, work quality and productivity. Most of the previous
studies have all agreed that pair programming have positive impacts towards students’ academic
performances, better learning experiences and higher self-evaluated learning outcomes [2][9][13].
Students were also reported to be more satisfied, confident and enjoy working in pairs rather than
working individually and the sharing of knowledge and expertise were also more visible through pair
programming approach [10][22]. Meanwhile, work quality and productivity have also reported to be
improved with higher software quality, less time in completing simple problems, successfully
detecting and minimizing errors in codes and codes are easier to read and understand [10][15][18].
Conclusion
Collaborative learning has been widely implemented in the field of education and many empirical
evidences have highlighted the advantages of practicing collaborative learning whether in
traditional classrooms or virtual environment. As learning to program is generally considered hard
especially to novice programmers, pair programming approach can be used as a strategy to improve
students’ learning experiences. The pair programming approach that is initially implemented in the
agile software development process is also part of the collaborative learning model that emphasized
on bringing pair of programmers to produce better codes and enhance their own academic
performance. The team effectiveness model of pair programming mentioned in this study, has
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discussed several factors that determine the success of the pair programming approach. The factors
such as individual skills, personality, academic setting, team design and processes are significant
criteria to ensure positive outcomes of the team effectiveness in pair programming. Pair
programming has been proven effective to enhance students’ academic performance, satisfaction,
learning experiences, confidence and help to produce high quality software and programs with
fewer errors in a shorter amount of time. Therefore, future work of this study will involve with the
practical sessions of pair programming in programming classes in UiTM Perlis.
References
[1]
[2]
[3]
[4]
[5]
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S. Faja, Evaluating Effectiveness of Pair Programming as a Teaching Tool in Programming
Courses, Proc. Information Systems Educators Conference, 2013, pp. 1-10.
M. Othman, F.M. Hussain and K. Nikman, Enhancing Logical Thinking among Computer
Science Students through Cooperative Learning, Gading Business and Management Journal,
vol. 14 (1), 2010, pp. 1-10.
C. Kessler, Cooperative language learning: A teacher’s resource book, New Jersey: Prentice
Hall Regents, 1992.
D. Preston, Pair Programming as a Model of Collaborative Learning: A Review of the
Research, Journal of Computing in Small Colleges, 2005, 20(4), 39-45.
K. Beck, Extreme Programming Explained: Embrace Change, Addison-Wesley, 2000.
L. Williams and R.R. Kessler, Pair Programming Iluminated, USA: Addision-Wesley
Longman Publishing Co., Inc., 2002.
D. Winkler, M.Kitzler, C.Steindl and S. Biffl, Investigating the impact of experience and
solo/pair porgramming on coding efficiency: Results and experiences from coding contests,
In: H. Baumeister and B. Weber (Eds.), Agile Processes in Software Engineering and
Extreme Programming, LNBIP, Vol. 149, Springer-Verlag Berlin Heidelberg, 2013, pp.106120.
S. Wray, How Pair Programming Really Works, IEEE Software, January/February, 2010,
pp. 50-55.
R. L. Edwards, J. K. Stewart, and M. Ferati, Assessing the Effectiveness of Distributed
Pair Programming for an Online Informatics Curriculum, ACM Inroads, 1(1), 2010, pp. 4854.
N. Z. Zacharis, Measuring the Effects of Virtual Pair Programming in an Introductory
Programming Java Course, IEEE Transactions on Education, 54(1), 2011, pp.168-170.
J. C. Carver, L. Henderson, L. He, J. Hodges and D. Reese, Increased Retention of early
Computer Science and Software Engineering Students usign Pair Programming, Proc. 20th
Conference on Software Engineering Education and Training, 2007, pp. 115- 122.
G. Braught, T. Wahls and L.M. Eby, The Case for Pair Programming in the Computer
Science Classroom, ACM Transactions on Computing Education, 11(1), Article 2, 2011.
M. Akour, K. Al-Radaideh, I. Alazzam and I.M. Alsmadi, Effective pair porgramming
practice: Toward improving student learning in software engineering class, Int. J. Teaching
and Case Studies, Vol.4, No. 4, 2013, pp. 336-345.
H. Lai and W. J. Xi, An experimental research of the pair programming in Java
programming course, e-Education, Entertainment and e-Management. Bali, 2011, pp. 257260.
N. Salleh, E. Mendes and J. Grundy, Empirical Studies of Pair Programming for CS/SE
Teaching in Higher Education: A Systematic Literature Review, IEEE Transactions on
Software Engineering, 37 (4), 2011, pp.509-525.
S. Faja, Pair programming as a team based learning activity: A review of research, Issues in
Information Systems Vol XII, No. 2, 2011, pp. 207-216.
J. Hahn, E. Mentz and L. Meyer, Assessment Strategies for Pair Programming. Journal of
Information Technology Education, 8, 2009, pp. 273-284.
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programming: Students' experiences and teachers' challenges. Proc. PICMET 2008,
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Collaborative Learning System for Introductory Computer Programming Course, Procedia Social and Behavioral Sciences 90, 2013, pp. 293 – 302.
B. Simon and B. Hanks, First-Year Students' Impressions of Pair Programming. ACM
Journal on Educational Resources in Computing, 7(4), Article 5, 2008.
L. Williams, D. S. McCrickard, L. Layman and K. Hussein, Eleven guidelines for
Implementing Pair Programming in the Classroom. Agile 2008 Conference, 2008, pp. 445452.
V. Balijepally, R. Mahapatra, S. Nerur, S and K.H. Price, Are Two Heads Better than One
for Software Development? The Productivity Paradox of Pair Programming, MIS quarterly,
33(1), 2009, pp. 99-118.
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Enhancing Logical Thinking and Reasoning Skills Through
Collaborative Learning in Programming
Mahfudzah Othman1,a, Hawa Mohd Ekhsan2, Mohd Nizam Osman3, Jiwa
Noris Hamid4, Nurzaid Muhd Zain5, Muhammad Nabil Fikri Jamaluddin6, Umi
Hanim Mazlan7, Nora Yanti Che Jan8, Hanisah Ahmad9
1,2,3,4,5,6,7,8,9
a
[email protected]
Keywords: logical thinking, programming, collaborative learning
Abstract. The objective of this study is to investigate the enhancement of students’ logical thinking
and reasoning skills in introductory programming course through the implementation of
collaborative learning. To achieve this, 59 first year students from Diploma in Computer Science,
Universiti Teknologi MARA (UiTM), Perlis, were asked to take the pre and post-logical thinking
tests using the Group Assessment Logical Thinking (GALT) test. Using the pre-test results, 15
collaborative groups comprising of the mixture of high achievers and low achievers were then
formed and being asked to collaborate in a 3-hours session to solve programming questions that
were developed based on the Bloom’s Taxonomy Cognitive domains. The idea of implementing
the collaborative learning technique in this study is to help the students to enhance their logical
thinking and reasoning skills; skills that are important in computer programming. The
implementation of the collaborative learning was also aimed to foster groups’ discussion and
collaboration, whilst encouraging the low achievers to actively participate in the collaborative
activities and learn more from their high achievers’ friends. The pre and post-test logical thinking
results were then compared using the paired samples t-test analysis and it has revealed that the
collaborative learning technique implemented in this study have showed positive impacts towards
student’s logical thinking enhancements, significant at p-value<0.006.
Introduction
A program can be described as series of instructions that tells a computer what to do and how to do
it or also known as software [1]. The process of writing a computer program in a language that the
computer can respond to and programmers can understand is referred as programming [2]. In this
technology era, computer programmers are still in-demand due to the increasing needs for
application software, mobile or web applications. Despite the fact that computer programmers are
still relevant and in-demand these days, however, learning to program is generally considered hard,
and programming courses often have high dropout rates [3][4]. For instance, in 2007, a study done
in Monash University has revealed that the passing rate for programming courses was only on the
average of 67 percent, and this rate has been confirmed by recent study done in 2014 that involved
15 different countries including United Kingdom, United States, Australia, China and Indonesia
[5][6].
There are many factors that have been identified as contributors to these high failure rates in
programming courses, especially in the introductory programming subject. Among the factors are
the lack of interest and motivation in learning the subject, lack of prior knowledge in programming
lessons, the technical features of the programming languages used, the inconsistencies in teaching
and learning styles and strategies and the lack of cognitive abilities among the novice programmers
[3][7][8]. In becoming a successful programmer, cognitive abilities play an important role [9].
While studying programming, students are expected to master the required skills such as the
analytical thinking, problem-solving skills, logical thinking and reasoning skills [10]. Ideally, with
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these skills, students will be able to analyze the given problems logically and later provide the best
solutions [10]. Previous studies have also revealed that students who are lacking the required
cognitive skills will fail to grasp the basic concepts of programming and will eventually becoming
less interested and demotivated [10] [11].
To overcome this problem, many academicians have introduced varieties of teaching and learning
techniques as intervention to improve students’ learning experiences, cognitive abilities and most
importantly, the students’ performance in programming subject. Among the techniques is the
implementation of collaborative learning in programming classes. Collaborative learning technique
has been widely implemented in the field of education and is aimed to bring a group of people
together to achieve common goals [12]. Empirical evidences have showed that collaborative
learning has helped to improve students’ performance, foster teamwork skills, improve quality of
work and learning experiences [12].
However, there is still lack of evidences that prove collaborative learning can help to improve
students’ cognitive abilities especially in the programming field. Therefore, this study is aimed to
measure the enhancements of students’ logical thinking and reasoning skills through the
implementation of the collaborative learning technique in the introductory programming class. The
collaborative learning technique implemented in this study will emphasized on allowing the low
achievers to interact collaboratively with their high achievers’ friends. This is to provide a platform
for the low achievers to be actively participating in group’s discussion and at the same time learn
more through the collaborative learning process, hence, helping them to improve their logical
thinking and reasoning skills as well.
Background of study
A. Logical Thinking and Reasoning Skills in Programming
High algorithmic and logical reasoning skills are likely to be the most important skills required in
learning programming [13]. These skills determine the students’ capabilities in providing solutions
through the problem-solving strategies and techniques [10]. The lack of logical and reasoning skills
will affect the students’ ability in solving abstract problems involving mathematical calculations or
computer programming [13]. In assessing students’ logical thinking and reasoning skill levels, the
Group Assessment Logical Thinking (GALT) test can be utilized. The widely used GALT test was
first developed by Roadrangka, Yeany and Padila and comprises of six logical subscales, which are
the conservational reasoning, proportional reasoning, controlling variables, probabilistic reasoning,
correlational reasoning and combinatorial reasoning [14]. It has been widely implemented in the
field of education with Cronbach’s alpha reliability coefficient is recorded at 0.52, which is
considered moderate to be used in this study.
B. Cognitive Enhancements Through Collaborative Learning
Collaborative learning can be defined as a group of people working together to achieve common
learning goals [12]. During collaborative activities, a number of overt communications such as
active conversations with team members or involve in problem-solving tasks may trigger internal
cognitive processes that are associated with learning [15]. The collaborative learning processes
have been proven effective in helping the students to activate and strengthen their understanding of
material they have learned, help them to repair their mental models and engage them with
constructive activities, hence, resulting in better performance [15].
In learning programming, collaborative learning technique such as the pair programming has been
proven effective in improving the quality of program codes, students’ participation and most
importantly, students’ performance [12]. Nevertheless, to date, there is still lack of study that
discusses on the improvements of logical thinking and reasoning skills among students in Computer
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Science field through the implementation of collaborative learning. Therefore, assessing the
enhancements of students’ logical thinking and reasoning skills through the implementation of
collaborative learning in introductory programming class will become the focal point for this study.
Materials and Methods
The research method of this study was conducted in three phases as explained below:
Pre-test of logical thinking
The pre-test of logical thinking was done using the GALT test. 59 female and male students from
the first year of Diploma in Computer Science UiTM Perlis have been selected to answer a
controlled one-hour period of pre-test logical thinking; seven days before they engaged in the
collaborative activities. The GALT test comprises of twelve questions that measure the six subscales
mentioned in the previous section. The distributions of questions in GALT test are listed in Table 1.
The pre-test of logical thinking were then assessed and recorded where the students who scored
higher than 6 marks were categorized as high logical thinkers (HLT). Meanwhile, those who scored
less than 6 were categorized as low logical thinkers (LLT). These pre-test results were then used to
divide them into 15 small collaborative groups. Each collaborative group consists of three to four
members with the mixture of HLT and LLT.
Table 1: Sub scales measurements in GALT test
Sub scales
Conservational reasoning
Proportional reasoning
Controlling variables
Item No.
1, 2
3, 4
5, 6
Probabilistic reasoning
7, 8
Correlational reasoning
9, 10
Combinatorial reasoning
11, 12
Item Descriptor
Piece of clay, Metal weigh
Glass size, scale
Pendulum length, ball
Square and Diamonds 1,
Square and Diamonds 2
The mice, The fish
The dance, The shopping
center
Collaborative activities
The collaborative activities designed for this study involved the construction of programming
questions and the online system for submission of answers and lecturers’ grading. All 15
collaborative groups were given a set of programming questions that they need to answer
collaboratively in a 3-hours session. The session was held in the computer labs to control the
collaborative activities and few collaborative rules have also been set to ensure the success of the
group collaborations including allowing the students to bring their own books, references or lecture
notes. Meanwhile, the programming questions have been developed beforehand by lecturers who
have more than 5 years of experience in teaching the introductory programming course. All 8
questions were carefully developed based from the topics in Fundamentals of Computer ProblemSolving course and each question was constructed according to Bloom’s Taxonomy Cognitive
domain. Table 2 below depicts the distributions of programming questions constructed by the
lecturers for the collaborative activities.
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Table 2: Constructions of programming questions based on Bloom’s Taxonomy Cognitive
domains
No
1
2
3
4
5
6
7
8
Name of Question
Working Hours
Calculate the Income
Prime Number
Rectangle
Diamond Shape
Pantun
The Tallest Student
Odd Numbers
Topic Covered
Sequential Control Structure
Selection Control Structure
Repetition Control Structure
Selection Control Structure
Functions
Arrays
Cognitive Level
C4 - Analysis
C4 - Analysis
C4 - Analysis
C4 - Analysis
C5 - Synthesis
C6 - Evaluation
C4 - Analysis
C4 - Analysis
All of the students’ solutions in a form of source codes were typed either in C++ or Java
programming language and have to be submitted to the lecturers via the Programming Contest
Control System (PC2 System). This system has been widely used in all ACM International
Collegiate Programming Contests (ICPC) around the world. The system was used by the students to
submit their answers, view the status of their answers and communicate with the lecturers by asking
for clarifications whenever they have questions regarding the programming questions or unsatisfied
with the lecturers’ responses. Meanwhile, the lecturers used the system to view the students’ source
codes and check for any errors such as syntax or logic errors. Later, the lecturers will accept the
solutions or reject the answers if the codes happened to have errors. The system will then ranked
the groups automatically based on their correct answers and the duration of time they took to
answer each programming question..
Post-test of Logical Thinking
After the students engaged in the 3-hour session of collaborative activities, they were then asked to
answer another logical thinking test using the same GALT test. This is to investigate whether there
were any enhancements in their logical thinking and reasoning skills or otherwise. The post-test
logical thinking results were also being assessed and recorded using the same assessment scales as
in the pre-test logical thinking. Later, the pre-test and post-test logical thinking results were being
compared using quantitative analysis such as the descriptive analysis and paired samples t-test in
SPSS 19.0.
Results and Discussion
This section discusses the results and findings from the study conducted.
Pre-test vs. Post-test logical thinking results
Table 3 shows the overall pre-test logical thinking results. Based from the results, it shows that about
78% (46 students) have scored less than 6 marks and categorized as low logical thinkers (LLT).
Meanwhile, only 22% (13 students) have scored more than 6 marks which made them the high
logical thinkers (HLT). The overall mean score for the pre-test logical thinking is 4.31 which shows
that the overall level of logical thinking skills among the first year Computer Science students before
the collaborative activities are at the low level.
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Table 3: Overall pre-test logical thinking results
Valid
Frequency Percent Valid Percent Cumulative Percent
LLT
46
78.0
78.0
78.0
HLT
13
22.0
22.0
100.0
Total
59
100.0
100.0
Whereby, for the post-test logical thinking results, Table 4 shows an increment of HLT student with
22 students (37.3%) and LLT has showed slight decrement with only 37 students (62.7%). The
overall mean score for the post-test logical thinking is 4.78, which only showed a slight of increment
and still in the low logical thinking zone. Nevertheless, the increment of HLT by 15.3% in the posttest logical thinking has showed that the collaborative learning activities coordinated in this study
have helped the students to enhance their logical thinking and reasoning skills.
Table 4: Overall post-test logical thinking results
Frequency Percent Valid Percent Cumulative Percent
LLT
37
62.7
62.7
62.7
HLT
22
37.3
37.3
100.0
Total
59
100.0
100.0
Valid
For further investigation, a paired samples t-test was conducted to compare the students’ pre-test and
post-test logical thinking scores as shown in Table 5. There was a significant difference in the scores
for the pre-test and post-test logical thinking levels; with p-value is 0.006, significant at p < 0.05.
This result suggests that the collaborative learning activities implemented in this study for learning
introductory programming does have positive impacts towards the students’ logical thinking and
reasoning skills.
Table 5: Paired samples t-test analysis for students’ pre and post-test logical thinking
Pair PRE 1
POST
Paired Differences
95% Confidence
Interval of the
Difference
Std.
Std. Error
Mean Deviation
Mean
Lower
Upper
t
-.475
1.278
.166
-.808
-.142 -2.853
df
58
Sig. (2tailed)
.006
Conclusion
As a conclusion, it has revealed that the 3-hours session of collaborative learning activities
coordinated and implemented in this study has showed positive outcomes towards improving
students’ logical thinking and reasoning skills in introductory programming with the increment of
the high logical thinkers. Nevertheless, further study need to be done to investigate whether the
collaborative learning technique such as implemented in this study will also give positive impacts
towards students’ performance in programming. Future work will involve on investigating the
students’ problem-solving skills and cognitive levels related to the programming questions that
were developed based on the Bloom’s taxonomy cognitive domains.
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References
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[7]
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[9]
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M.E. Vermaat, S.L. Sebok, S.M. Freund, J.T. Campbell, M. Frydenberg. Discovering
computers: Technology in a World of Computers, Mobile Devices and the Internet. USA:
Course Technology; 2014.
Bronson GJ. C++ for Engineers and Scientists.4th ed. USA: Cengage Learning; 2013.
L.F. Valentin, A. Pardo and C. D. Kloos, Addressing drop-out and sustained effort issues
with large practical groups using an automated delivery and assessment system, Computers
& Education, vol.61, 2013, pp.33-42.
A. Yadin, Reducing the dropout rate in an introductory programming courses, ACM
inroads, vol 2 (4), 2011, pp. 71-76.
J. Bennedsen and M. E. Caspersen, Failure rates in introductory programming, ACM
SIGCSE Bulletin, vol. 39, 2, 2007, pp. 32-36.
Watson and F.W.B. Li, Failure rates in introductory programming revisited, Proc. 2014
Conference on Innovation & Technology in Computer Science Education (ITiCSE ’14),
June 2014, pp. 39-44.
N. Hawi, Causal attributions of success and failure made by undergraduate students in an
introductory-level computer programming course, Computers & Education, vol. 54 , 2010,
pp. 1127–1136.
F. Kalelioğlu and Y. Gülbahar, The effects of teaching programming via Scratch on problem
solving skills: A discussion from learners’ perspective, Informatics in Education, vol. 13,
no. 1, 2014, pp. 33–50.
W. C. Chang and R. J. Zhan, Cognitive knowledge status of learning path in C++
programming language based on Rule Space Model for college students, Proc. IEEE 7th
International Conference on Networked Computing and Advanced Information Management
(NCM), June 2011, pp.307 – 312.
M. N. Ismail, N. A. Ngah and I. N. Umar, Instructional Strategy in the Teaching of
Computer Programming: A Need Assessment Analyses, TOJET: The Turkish Online
Journal of Educational Technology, vol. 9 (2), 2010, pp. 125-131.
E.F Iepsen, M. Bercht and E. Reategui, Detection and assistance to students who show
frustration in learning of algorithms, Proc. IEEE Frontiers in Education Conference (FIE),
October 2013, pp. 1183-1189.
S. Faja, Evaluating Effectiveness of Pair Programming as a Teaching Tool in Programming
O. Muller and A. Rubinstein, Work in progress – Courses dedicated to the development of
logical and algorithmic thinking, Proc. IEEE Frontiers in Education Conference (FIE),
October 2011, pp. F3G-1 – F3G-3.
V. Roadrangka, R. H. Yeany and M. J. Padila, The construction and validation of a group
assessment of logical thinking (GALT), Paper presented at the meeting of the National
Association for Research in Science Teaching, Dallas, TX, 1983.
N. M. Webb, Information processing approach to collaborative learning, in: C.E. HmeloSilver, C.A. Chinn, C.K.K Chann and A. O’Donnell (Ed.), The International Handbook of
Collaborative Learning, Taylor & Francis, 2013, pp. 19 – 40.
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Fundamentals of Algorithm Design Course:
Issues, Challenges & Proposed Teaching-Learning Approaches
Umi Hanim Binti Mazlan1, a, Mahfudzah Othman1, b
1
Faculty of Computer and Mathematical Sciences, UiTM Perlis, Malaysia
a
Keywords: algorithm, design, issues, challenges, practices
Abstract. The fundamental course is very important in any program as it is an introductory course
to the beginners. Most of the introductory course usually is the prerequisite course which its
contents cover the basic to the next related course. Therefore, if the course taker unable to grasp the
contents of the introductory course, they might having problem in the course that requires the strong
basics. In Universiti Teknologi MARA (UiTM), Fundamentals of Algorithm Design Course is one
of introductory courses in Diploma Computer Science program. One of the aims of this course is to
equip students with the ability to analyze the problems and organize effective algorithmic solutions.
However, the high failure rates among the students who enrolled in this course have become a
major concern to the lecturers currently. Hence, the issues and challenges that have been identified
in the Fundamentals of Algorithm Design Course will be raised up through this paper. This paper
will also discuss the proposed teaching and learning approaches to overcome the current problems.
Introduction
The algorithm design course is one of essential introductory courses in Computer Science program.
This course is about how to design the solution to various computer problems. Computer problems
usually can be solved using more than one solution and is always differs among programmers.
Therefore, every Computer Science students must at least able to design one solution for a computer
problem.
For Diploma in Computer Science students in Universiti Teknologi MARA (UiTM), the algorithm
design course is known as Fundamentals of Algorithm Development, CS118. This course is offered
in the first semester of the program. CS118 consists of seven topics where 90 percent of the topics
emphasized on the development of algorithm, which involved all kinds of control structures,
namely sequence, selection, repetition and list.
In recent time, the number of failure among the students who enrolled in the algorithm classes in
UiTM Perlis is rather alarming. As depicted in Table 1, since year 2013, failure rate of course
CS118 seems to be a trend every semester.
Session
Session 1 2012/2013
Session 1 2013/2014
Session 1 2014/2015
Session 2 2014/2015
Table 1: Failure rate of CS118
Number of course takers
169
65
210
38
Failure Rate (%)
6.5
24.62
10.95
13.6
The failure rates actually also reflect the percentage of first year students who are unable to capture
the introductory course which might affect their progress in other programming subjects. For
instance, as depicted in Table 2, there is also high failure rates recorded every semester for the
introductory programming course named as Fundamentals of Computer Problem Solving, CSC128.
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Session
Session 1 2012/2013
Session 1 2013/2014
Session 1 2014/2015
Session 2 2014/2015
Table 2: Failure rate of CSC128
Number of course takers
Failure Rate (%)
169
7.69
65
13.85
206
6.80
37
16.22
CSC128 is the continuity of CS118 that focus on programming and also offered in the first semester
of the program. This can be concluded that students who fail to master the algorithm course also
face same problems in their programming course. Therefore, through this paper, the issues and
challenges in CS118 will be discussed and several teaching and learning approaches to overcome it
will be suggested.
Issues and Challenges
The program of Diploma in Computer Science in UiTM will only be offered to the eligible
candidates who are able to fulfill the admission requirements. The subject of Information and
Communication Technology, ICT, is one the qualification subjects that will be considered for the
admission. Although ICT subject is not compulsory, however, it is such an advantage to the
candidates who took this subject during their secondary school. Based on the interview sessions
with the students that took ICT subject, the contents of the subject is the combination of algorithmic
and programming. Therefore, it can be said that students who already learned ICT have a basic of
design the algorithm and programming.
From the observation in algorithm classes, students who have prior experience with ICT subject
were seen more confidence compared to the first timer students. The experienced students tend to
be more active in classes in term of volunteering to share their answers with their friends in class
and always asked questions to the lecturers. Unlike experienced students, inexperienced students are
less confident and easy to lose their interest towards the algorithm course. In consequence, the
inexperienced students will be left behind and finally failed to grasp the basic concept of the
algorithm design course.
In solving computer problems, a series of interrelated phases which commonly known as the
Program Development Life Cycle (PDLC) is widely used. PDLC usually consists of six steps as
following list [1],[2],[3]:
1.
2.
3.
4.
5.
6.
Defining the problem
Designing the program
Coding the program
Testing and debugging the program
Formalizing the solution
Implementing and maintaining the program.
Based on the list, it is important to realize that designing the program is done before writing the
program. Either experienced or novice programmers, they usually start coding a program before the
design and documentation completed. This rush to start is the common mistake did by the
programmers because they think that they understand the problem well and they feel excited to
solve a new problem. Unfortunately, they only realized that they did not fully understand the
problem after half coding. This situation can be avoided if the programmers taking their time to
design the program. By designing the program, the programmer will gain a better understanding of
the problem since they will raise more questions that must be answered to in order to produce the
best solution. In addition, a form of personal satisfaction when the developed program able to
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executed for the first time is another reason why programmer jump to the third step before
accomplish the second phase of PDLC [4]. This is also has become the problem that occurs among
the students who enrolled in the algorithm design classes. They are not interested to design the
solution of the computer problem given, but instead, they are more excited to solve it using codes.
This particularly is the main reason why students in their introductory level failed to grasp the
fundamental concepts of algorithm design; because the lack of algorithmic and problem-solving
skills. By rushing to do the coding, students are not able to properly address the problem and design
the solution accordingly. The underdeveloped of algorithmic and problem-solving skills will lead to
other related problems in doing Mathematical calculations, programming or any other abstract
learning [5].
Proposed Teaching-Learning Approches & its Implementation in UiTM Perlis
Several practices, approaches, techniques or methods have been widely employed to improve
students’ learning process and their performance in algorithm design courses. Among the practices
that have widely implemented in the field of education is the pair programming. Pair programming
is one of the collaborative learning models that involved two people, working and collaborating on
the same task to find the best solution at the same workstation [6]. The task may involve with the
designing of the algorithm where each person plays important role as the “navigator” and the
“driver” within duration of time. The aimed of this method is to allow the pair to share knowledge
and expertise to derive the best algorithm to solve the given problem [7].
Other than that, cooperative learning technique also can be implemented in algorithm design
classes. The concept of cooperative learning is quite similar with pair programming, only that
cooperative learning involves a group of more than two people working together to achieve
common goals by increasing interactions between the students [8]. Several cooperative learning
structures have been introduced over the years such as the “Jigsaw”, “Think-Pair-Share” and the
“Fishbowl” methods. All of these structures have been widely implemented in programming
classes to improve students’ communication and teamwork, enhance students’ confidence and most
importantly, improve their performance in programming subjects [8].
Besides that, several efforts have also been taken by the universities such as organizing algorithm
and programming workshops. One example is the training workshop organized by the Advanced
Information Technology Institute, Ghana-India Kofi Annan Centre of Excellence in ICT with the
aim to expose its students with programming and algorithm design course and competitions. The
training workshop provides a platform for the students to learn about programming and algorithm
design through its training manuals consisted of tutorials, websites and contact details of
experienced and professional programmers. The idea of encouraging the students to engage and
actively collaborate with the experience programmers is to support expert-novice mentoring
program, thus improving students’ interest and understanding in programming and algorithm design
[9].
In UiTM Perlis scenario, the cooperative learning method, algorithm and programming workshop
have also been implemented over the past couple of semesters. For instance, the implementation of
cooperative learning in algorithm design classes involved discussion and collaboration within small
cooperative groups. To begin with, the cooperative learning method implemented in these classes
involved activities where each group was given a set of questions and asked to provide the best
solutions. Later, each solution was then presented to the whole class to encourage sharing of
knowledge and expertise with the other cooperative groups. This practice has also showed
tremendous improvements on the students’ logical thinking levels by 25 percent. Logical thinking
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skill is claimed to be one of the criteria that is crucial in the development of algorithmic and
problem-solving skills [10]. Nevertheless, the effect of cooperative learning towards students’
performance in this subject is still under investigation as the comparisons of their final exam grades
have not been measured yet.
Meanwhile, for the algorithm and programming workshop, it was organized for the first semester
students with the aim to train them the proper technique to analyze the given questions and design
the best solutions. The workshop, assisted and facilitated by students who are more senior and
scored the Dean’s List in their past examinations, provide the participants with the past year
questions where they need to discuss the solutions in small groups within a given period of time.
The goal of allowing the high achievers to mentor the low achievers or novices in algorithm design
is to foster active discussions and provide proper guidance in designing the algorithm. From the
lecturers’ observation, the workshop has achieved its objectives where the participants seemed to
understand more the concept of algorithm design after the end of the workshop and more
importantly, their performance in their final examinations have also improved where the failure
rates appeared to be decreased.
Conclusion
Department of Computer Science, UiTM Perlis have been dealing with the high failure rates in
algorithm design course for the past few years. The students who failed this paper will
consequently affect the performance in introductory programming subject because these two
subjects are interrelated and important to each other. The alarming number of students who failed
in the algorithm design course has motivated further investigation on addressing the issues and
challenges that the educators in Department of Computer Science, UiTM Perlis have been facing.
Among the issues and challenges are the lack of algorithmic and problem-solving skills among the
students, particularly in their introductory level of learning algorithm design course. The lack of
these skills will eventually leads to the lack of interest and motivation among the students, where
consequently resulting in high failure rates.
In order to overcome these issues, few practices have been implemented which are the cooperative
learning method and algorithm and programming workshop. Both practices were implemented to
help the first year students to improve their knowledge and skills in algorithm design course. Via
these approaches, students’ logical thinking levels appeared to be enhanced and their performance
in this course have also showed some improvements. Nevertheless, further investigations will be
conducted to address other issues and challenges faced by both students and lecturers such as the
teaching and learning methods or learning styles and preferences. Another study to investigate the
impacts of cooperative learning method towards students’ performance will also be conducted by
comparing and analyzing students’ academic grades with the implementation of the cooperative
learning model itself.
References
[1] B. Pfaffenberger, Computers in your future, Carson City, NV, USA, 5th Edition, 2002.
[2] G.B. Shelly, T.J. Cashman, J.F. Repede and M. Mick, Microsoft Visual Basic 6: Introductory
Concepts and Techniques (Shelly Cashman Series), 1st Edition, 1998.
[3] D.I. Scheider, An Introduction to Programming Using VB 6.0 Update, 4th Edition, 2004.
[4] B. A. Forouzan, R.F. Gilberg, Computer Science A Structured Programming Approach Using
C++, Pacific Grove, California, 2000.
[5] O. Muller and A. Rubinstein, “Work in progress – Courses dedicated to the development of
logical and algorithmic thinking, Proc. IEEE Frontiers in Education Conference (FIE),
October 2011, pp. F3G-1 – F3G-3.
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[6] S. Faja, Evaluating Effectiveness of Pair Programming as a Teaching Tool in Programming
[7] S. Wray, How Pair Programming Really Works, IEEE Software, January/February, 2010, pp.
50-55.
[8] M. Othman, F.M. Hussain and K. Nikman, Enhancing Logical Thinking among Computer
Science Students through Cooperative Learning, Gading Business and Management Journal,
vol. 14 (1), 2010, pp. 1-10.
[9] F. Dogbey, Learning Computer Programming as an Extra Curriculum Activity, the
Challenges, Olympiads in Informatics, 2012, Vol. 6, pp. 148–157
[10] M. N. Ismail, N. A. Ngah and I. N. Umar, Instructional Strategy in the Teaching of Computer
Programming: A Need Assessment Analyses, TOJET: The Turkish Online Journal of
Educational Technology, vol. 9 (2), 2010, pp. 125-131.
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Engaging Students’ Interest with the Use of Web 2.0 for CSC253
Lectures and Presentations
Arifah Fasha Rosmani1,a
1
a
[email protected]
Keywords:web 2.0, multimedia, video, students, teaching and learning
Abstract.This paper discusses on intensifying the students’ interest for CSC253 lectures and
presentations through the implementation of web 2.0 presentation tools. The study was conducted
for Part 6 students from the Diploma of Quantitative Science in Universiti Teknologi MARA Perlis.
92 participants were involved in this study, which was executed during their CSC253 lectures in the
previous semester. The aimof thisstudy was to encourage the use of Web 2.0 in the subject in order
to avoid tedium and monotonous teaching style and to evade students from boredom and drowsiness
during lectures. Four major multimedia elements, and presentation tools have been selected to be
assessed in this study, which includes the usage of 1) video,2) text, 3) PowerPoint and, 4) Web 2.0
tools. Participants were interviewed by the researcher at the end of the semester to get their
feedback on this matter. The results of this study suggest that the use of video and Web 2.0 could
influence their interest and concentration in class.
Introduction
Technological advances in the field of education have brought new opportunities to higher
education institutions. The main impression is that the university community is a major leader in the
production and sharing of knowledge, so this is a new challenge for universities to succeed in the
field of educational technology. Knowledge in the university is usually distributed and created
through conversation and interaction in groups and use of technology manage to help in making
improvement at all levels. Innovative communication platform is used to encourage students to
share their views and experiences to work together through an interactive social media. This
innovative process helps to shape a better future in business and academia [1].
Web 2.0 is one of the technologies in the field of education that has been widely used. It is a web
application that allows anyone, especially lecturers and students to present in class and share their
information or material provided through online. The main element of this technology is that it
allows everyone to collaborate and communicate easily[2].This technology can be implemented at
the university for the purpose of communication with students, staff and the wider academic
community. It can also be an effective way to communicate and interact with students and research
partners.
There are several types of web 2.0 applications, including wikis, blogs, social networks,
folksonomies, podcasts and content hosting services. The most popular Web 2.0 websites are
Wikipedia, YouTube, Facebook, Twitter, and Flickr. In educational settings, web 2.0 applications
are mostly used via e-learning platform for uploading material, online quizzes, forums and group
discussion. In Universiti Teknologi MARA Perlis, i-learn is used mainly for this purpose.
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Background of study
Web 2.0 technologies has been one of the most fashionable words for a whole range of evolutions
regarding the Internet and are becoming more popular in the everyday lives of students[3]. As a
result, teachers and designers have begun to explore their use in formal education [4].
Benefits and Limitations of Web 2.0
Researchers have performed many investigations for the benefit of web 2.0 applications. Some of
the benefits are,successfully increased student motivation, improve student learning, meet the
current pedagogical goals, change the nature of learning (no boundaries), provide new functions,
ease of use, ready to use, provide a new virtual space without time constraints, support broader
educational practices, multitask skill development, and collaborative work[1].
However, there are also some limitations and boundaries on the use of Web 2.0 as stated in the past
research. The limitations are the need of the Internet connection (especially a broadband
connection), promotes incompetence by invaluable contents generated by users, limited security,
speed of programs is lower than the one of desktop programs, too many selections of applications,
and too much time and knowledge invested in the Web 2.0 technologies [3].
Implementation of Web 2.0 in Lectures
Web 2.0 is a new trend that aims to integrate user generated data from different systems in order to
improve user experience. Given the impact of Web 2.0 in the new lifestyle and modern styles, using
Web 2.0 is a good idea to integrate web lectures and Web 2.0 will make lectures more interesting to
users and supposedly more efficient for students [5]. The previous study has also demonstrated that
Prezi which is one of the Web 2.0 presentation tools was found as an effective lecture tool; it also
states that other factors could have influenced the results, such as the perceived skill of the lecturer.
Though, further research is needed in studying the advantages and disadvantages of Prezi[6].
Therefore, this current study is performed in order to examine the advantages and disadvantages of
Web 2.0 especially Prezi in class and to engage the students’ attention and focus.
Teaching Methods
This study is conducted on 92 students from the Diploma in Quantitative Science during the
November - April 2015 semester. This involved 4 groups of part 6 students who have registered for
CSC253 as their elective subject. CSC253 is a subject on multimedia theory and practices; it
involved two methods of teaching which are lectures and labs. It is observed that during the lecture
period, students are easily bored as the subject has a lot of chapters to be covered and only involved
a one-way communication. But, during the lab sessions, students are so eager to learn about
multimedia software such as Adobe Photoshop, Adobe Dreamweaver, Adobe Premiere and Adobe
Flash. These applications caught their interest as it triggers their enthusiasm to learn, especially via
hands-on learning. This practical method seems to boost their spirits and motivation in learning the
subject.
Therefore, in order to avoid the feeling of boredom and drowsiness in class during lectures, I have
attempted some approaches to embark upon the problem. These approaches include using video and
web 2.0 presentation tools instead of using only text and slides such as PowerPoint. However,
PowerPoint is still used as the main notes and support materials for the subject besides the textbook.
As shown in Figure 1.0 below is the example of lecture material that I have created using emaze.
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Figure 1: Sample of notes created using emaze.
As web 2.0 presentation tool is an excellent tool to be used as a lecture platform because it has
varieties of transitions and interesting interfaces, I have also encouraged the students to form a
group discussion on selected topics and prepare their own presentations using the web 2.0
presentation tools and they need to share their notes to the class. Some examples of web 2.0
presentation tools that have been utilized are Prezi, emaze, PowToon, and Videoscribe. To
encourage the students in learning how to use the web 2.0 tools, I have provided them with a simple
tutorial as shown in Figure 2.0.
Figure 2: Web 2.0 Tutorial
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Illustrated in Figure 3.0 below are some of the presentations created by students using Prezi,
PowToon and VideoScribe.
Figure 3 (a): Presentations using Prezi
Figure 3 (b): Presentations using PowToon
Figure 3 (c): Presentations using VideoScribe
All of these Web 2.0 presentation tools are also utilized in parallel with i-learn as the main Web 2.0
platform in Universiti Teknologi MARA (UiTM) Perlis.
Based on the interview that has been accomplished on the usage of the web 2.0 tools, it is shown
that 98.91% of the students in the class prefer this method. Students also favor the usage of video
that accompanied the lecture sessions as they can learn more on the topic in an interesting way.
96.72% of students agree that the utilization of video helps them in improving their learning
experience and knowledge. It is also shown that they have worked hard to fulfill the task and to
deliver a good presentation during the sessions.
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Table 1: Frequency of student selections.
Videovs.Text
No. of Students (92)
89
3
PowerPoint vs. Web 2.0
No. of Students (92)
1
91
Despite the outstanding results, I have also obtained drawbacks in the implementation of the
applications. The main constraint of using Web 2.0 applications is the need of internet in the classes
and the usage of application which is only allowed on a trial basis. This somehow contributes to the
insufficient usage in lectures as the internet connection is not stable or not available. Furthermore,
the trial applications can only be used within 2 weeks or a month.
Conclusion
Web 2.0 has played a major role in creating an interesting and joyful experience in teaching and
learning. However,certain limitations need to be resolved in order to fully exploit this method. This
study has managed to encourage students in learning Web 2.0 presentation tool and evaluate its
usefulness in the learning context.It has succeeded to be an alternative tool besides the traditional
teaching methods.
References
[1]
A. Kulakli and S. Mahony, “Knowledge Creation and Sharing with Web 2.0 Tools for
Teaching and Learning Roles in So-called University 2.0,” Procedia - Soc. Behav. Sci., vol.
150, pp. 648–657, 2014.
[2]
Helen Thomson, “Wikis , Blogs & Web 2 . 0 technology.” pp. 1–5, 2008.
[3]
G. Grosseck, “To use or not to use web 2.0 in higher education?,” Procedia - Soc. Behav.
Sci., vol. 1, no. 1, pp. 478–482, 2009.
[4]
S. Bennett, A. Bishop, B. Dalgarno, J. Waycott, and G. Kennedy, “Implementing Web 2.0
technologies in higher education: A collective case study,” Comput. Educ., vol. 59, no. 2, pp.
524–534, 2012.
[5]
M. Ketterl, R. Mertens, and O. Vornberger, “Bringing Web 2.0 to web lectures,” Interact.
Technol. Smart Educ., vol. 6, no. 2, pp. 82–96, 2009.
[6]
A. Lam, “Evaluating The Effectiveness of Prezi in Higher Education,” J. Med. Imaging
Radiat. Sci., vol. 45, no. 2, p. 174, 2014.
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The use of Self-made Student’s Video as an Assessment Tool in
Programming Course
Jiwa Noris bin Hamid1,a, Hawa Mohd Ekhsan2, Mahfudzah Othman3
1,2,3
Universiti Teknologi MARA (Perlis), Malaysia
a
[email protected]
Keywords: self-made video, assessment evaluation, programming course, programming
assignment, plagiarism
Abstract. Assignment is one of the criteria used by lecturers in Higher Education Institution to
measure their students’ performance. However, evaluating assignment is not an easy task. Lecturers
need to look at many issues such as originality, validity and reliability of the assignment submitted
by the students. The weaknesses of current practice of assignments is that it gives a room for
students to copy or modify the assignments and the level of understanding are measured based on
students’ writing in the assignment. This paper presents an innovative way of evaluating
programming assignment using self-made video as a supporting material during the evaluation.
Student needs to produce a video to explain the solution for each assignment so that lecturer can
easily identify the level of understanding of the topic and able to detect the originality of the
student’s assignment. The result shows that the self-made video can be used as a tool to increase
student’s understanding towards the programming course.
Introduction
The rapid advancement of technology has changed the way of learning in higher education
institution. Students in this modern day are more engaged to the gadgets and social media that
available on the Internet. Recently, most of the students in the university had their own gadget as
the communicating tool and eager to explore the technology.
Since the gadgets provide a lot of features that are very useful to assist daily activities, lecturers in
the university should take these opportunities to enhance their teaching and learning approaches.
Besides giving lectures and conducting tutorials to students, lecturers also have to evaluate the
assessments that have been assigned to students. Assessment is one of the measurement keys on
how learning goals are achieved in a particular course [2].
Evaluating assessment specifically the assignments given to students in programming courses is not
an easy task as it is a time consuming and tedious work [1]. Furthermore, plagiarism cases are
frequently detected during the evaluation process [1,3,4,5]. Students would be easily copy the
programming assignment from their friends or other resources from the Internet without detailed
understanding of the particular topic [1]. In some cases, students submitted their assignment with
slight or even without any modification. This situation may cause the programming competency is
incapable to be attained by students. In addition, programming is not limited to coding activities but
it relies on the problem solving techniques that should be proficient by students.
Many researches have been conducted in evaluating programming assignment either using a
specific tool [1,2,5,6] or in a traditional way. Data mining has been used by [3] in detecting
plagiarism among the students. Other researchers such as [1,2] used web services to automate the
evaluation process. On the other hand, the traditional or manual detection is difficult, consume a lot
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of time and effort if the number of students increase [1]. Therefore, this paper presents an
innovative approach of evaluating programming assignment where students need to create a selfmade video to support their hardcopy assignment submission. This video is used to assess student’s
understanding regarding the topic selected in the assignment.
Methodology
Prior to produce self-made video assessment, several criteria should be taken into consideration
such as programming course selection, topics involved, and video production requirement.
A. Background
The participants of this study are 25 students of Diploma in Computer Science program from
Universiti Teknologi MARA (Perlis) who takes Object Oriented Programming (CSC238) code.
CSC238 is chosen as the pilot study of this research since it is the introductory course for Java
programming. Each student is required to produce a video based on the topics covered in the
assignment that has been given by lecturer. Data for this research was collected using a paper based
questionnaire that comprises several questions regarding the use of video as the assessment tool.
B. Topic Selection
The selections of the topics are based on the course syllabus in CSC238 code where students are
required to produce 4 assignments. The details of the assignments are shown in Table 1.
No.
1
2
3
4
Table 1: The assignment details
Title of Assignment
Topics Covered
Assignment 1
Basic Concept of Classes
Assignment 2
Classes - Intermediate
Assignment 3
Inheritance
Assignment 4
Polymorphism
Video Length
0-5 minutes
5-15 minutes
15-20 minutes
>20 minutes
Table 1 shows that each assignment has been assigned with the specific topic with different
requirement of video length so that the influence of the video duration could be studied.
C. Video Production
Video is one of the powerful and effective tool in explaining or conveying information to the
audience [7]. The advancement of smartphone technology contributes to the video production that
can easily been created by students. Students may choose either to record the video by showing
their hands only (writing the programming solution on the whiteboard or a piece of paper) or entire
body to show the facial expressions or body gestures during the presentation.
D. Assessment
The traditional way of assessment involves students submitting hard copy assignment to their
lecturers. The new approach of assessment includes the use of videos attached together with the
hard copy assignment during submission. Lecturers can view the video presentation to confirm the
originality and students understanding towards the submitted topics.
Result and discussion
Based on the video submitted to the lecturers, manual survey were conducted to check perception of
students and lecturers towards the use of the self-made video in the assignment. In this initial study,
25 students who took Object Oriented Programming course were selected as pilot study. Feedbacks
from 4 programming lecturers also gathered to get the lecturers’ opinion about the self-made video.
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According to the survey, 80% of the participants said “Yes” for the question “Have you ever search
and watched Youtube video for programming learning” as shown in Fig. 1. The percentage is
consistent with the work of [9], [10], and [11]. The result shows that majority participants use
YouTube video as additional material for education.
100
Students
Lecturers
80
Yes
60
No
40
20
60
50
40
30
20
10
0
Strong ly
Agr ee
0
Fig. 1: Response to the question “Have you
ever searched and watched a YouTube video
for programming learning”
Agr ee
Neither Disa gree Strong ly
Disa gree
Fig. 2: Response to the question “Does the
self-made video helps students to understand
better in doing their assignments“
Then, students and lecturers need to answer 3 important questions as stated in the Table 2.
No.
1
2
3
Table 2: The questions to get students‘ perception
Questions
Does the self-made video helps students to understand better in doing their
assignments?
Does all topics suitable for self-made video?
Do you agree that self-made video is better than hard copy assignment?
In Fig. 2, we found that 76% of the students strongly agree and agree that self-made video helps
students to understand better in doing their assignments. It is consistent with the result of previous
question where participants use video as a tool for education. Meanwhile, 75% of the lecturers
strongly agree and agree that self-made video helps students to understand better in doing their
assignments. This result is consistent with the view of the students.
For the question “Does all topics suitable for self-made video?”, Fig. 3 shows that 56% of the
students agree that all topics suitable for self-made video and 44% neither agree or disagree.
Meanwhile, 25% lecturers strongly agree and 75% lecturers agree with the question. Based on the
result, it can be concluded that lecturers have to make a proper selection to choose topic to be made
as a video. It shows that not all topics are suitable for self-made video. Based on the interview, most
of the students prefer to make a self-made video for programming solution and theory explanation.
Participants also were asked whether self-made video is better than hard copy assignment. 36% of
students strongly agree and 60 % agree with the questions. The results in Fig.4 indicate that students
prefer to use video as a tool for the assignments compared to the traditional method. On the other
hand, all lecturers prefer to have self-made video by the students compared to the hardcopy
assignments alone.
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CCMSE 2015, 1 August 2015,Star Complex, UiTM Perlis
[Type text]
80
Students
80
Students
60
Lecturers
60
Lecturers
40
40
20
20
0
0
Strongly
Agree
Agree
Strongly Agree Neither Disagree Strongly
Agree
Disagree
Neither Disagree Strongly
Disagree
Fig. 3: Response to the question “Does all
topics suitable for self-made video?”
Fig. 4: Response to the question “ Do you
agree that self-made video is better than hard
copy assignment?”
To the question of length preferences of the video, 60 % of participants prefer to produce video less
than 15 minutes which is consistent with the work of [8] and [11].
The results of this study have shown that the self-made video by students can be used as a tool to
increase their understandings towards programming course. They can understand and remember the
programming concepts much better using the proposed approach. Through the video recordings, we
observed that the students feel to be much more motivated and more confident in explaining
programming concepts.
On the lecturer side, this approach can assist them in evaluating programming assignment
efficiently. Furthermore, this approach helps in solving plagiarism issues among students. However,
there are few things that lecturers must consider while asking students to prepare a video such as
topics to be choosen and length of the videos.
References
[1] M. El Bachir Menai, N.S. Al-Hassoun, Similarity detection in Java programming
assignments, 5th International Conference on Computer Science and Education (ICCSE),
(2010), 356 – 361.
[2] M. Binas, Identifying web services for automatic assessments of programming
assignments, 2014 IEEE 12th International Conference on Emerging eLearning Technologies
and Applications (ICETA), (2014), 45-50.
[3] W. Kechao, W. Tiantian, Z. Mingkui, W. Zhifei, R. Xiangmin, Detection of plagiarism in
students' programs using a data mining algorithm, 2012 2nd International Conference on
Computer Science and Network Technology (ICCSNT), (2012), 1318-1321.
[4]
M. Joy, M. Luck, Plagiarism in programming assignments, IEEE Transactions on
Education, (42), 2, (1999)129-133.
[5] F. Rosales, A. Garcia, S. Rodriguez, J.L.Pedraza, R. Mendez, M.M. Nieto, Detection of
Plagiarism in Programming Assignments, IEEE Transactions on Education, (51), 2, (2008),
174-183.
[6] R. Kaushal, A. Singh, Automated evaluation of programming assignments, IEEE International
Conference on Engineering Education: Innovative Practices and Future Trends
(AICERA),(2012) 19-21.
[7] R. El-Sayed, S. El-Hoseiny, Video-based lectures: An emerging paradigm for teaching human
anatomy and physiology to student nurses, Alexendria Journal of Medicine (2013) 49, 215 –
222.
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[8] A. Greenberg, J. Zanetis, The impact of broadcast and streaming video in education. Report
Commissioned by Cisco System Inc, (2012).
[9] S. L. Snyder, and S. C. Burke, Student’s perceptions of YouTube usage in the college
classroom. International Journal of Instructional Technology and Distance Education, 5(11)
2008. http://www.itdl.org/Journal/Nov_08/article02.htm, accessed June 2015.
[10] N. A. Buzetto-More, An examination of undergraduate student’s perceptions and predilections
of the use of YouTube in the teaching and learning process. Interdisciplinary Journal of ELearning and Learning Objects, 10, 17-32, 2014.
[11] I. Faye, Student’s perception in the use of self-made YouTube videos in teaching Mathematics,
IEEE International Conference of Teaching, Assessment and Learning (TALE), 2014, 231 –
235.
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Part II :
Computer Network &
Data Communication
(CCMSE 2015)
Open Source Network Simulators for Teaching Computer Networking
Concepts
Syafnidar Abdul Halim1,a, Nur Khairani Kamarudin2,b
1,2
Faculty of Computer and Mathematical Sciences,
a
Keywords: network simulator, computer network, network simulation, network modelling, open
source simulator, simulation tools
Abstract. Simulation plays an important role in network research since constructing labs, pilots
and test beds are expensive, while sharing and reconfiguring each of them is complicated and is
technically inflexible. Network simulation technique or sometimes referred to as networks
modelling allow designers to test changes to a network topology before implementing them in a
production network. Network simulator is a dynamic and powerful tool for designing, analyzing,
and also for operating complex computer networking systems. It is a cost effective and useful
option to teach computer networking concept to students. Available open source network
simulators include P2PRealm, GTNetS, Nessi2, NS-3, Cloonix and GloMoSim.
Introduction
Network Simulator is an important tool in the analysis, design and studies of computer networks,
and sometimes referred to as networks modelling as it allows designers to test changes to a network
topology before implementing them in real environment [6]. If fully utilized, a network simulator
provide a virtual environment to model a network by giving meaningful result and provide
significant insight on how specific criteria or scenarios influence the network function and
performance [2] and therefore is a helpful tool to teach networking concepts in classroom or
laboratories when cost is at stakes. The most important aspect of a network simulation is its ability
to mimic and accurately match the generated network model to the real network topology. The
simulator should be able to modelled events such as link change, route change, load change, link
failure, device failure and link overloading [6].
Considerations in Selecting Network Simulator as Teaching Tool
The process to design, test and construct a complete and working networking system is often
complicated, technically inflexible, time consuming and expensive. Therefore running experiments
using network simulators is a cost effective and useful option to teach computer networking concept
to students without building the actual system [7]. An aspect to consider when selecting a network
simulator for teaching is the credibility of the simulation software itself. It is impossible to
guarantee a flawless representation of the real world through simulation. The processes that are
involved during the simulation execution may affect the results produced at the end. Simulation
software should be evaluated based on the general feature, visual, coding, efficiency, modelling
assistance, testability, compatibility, input/output, experimentation facilities, statistical facilities,
support, financial and technical features, and also the pedigree in order to ensure that the simulation
process will accurately represent the actual network environment being evaluated [8].
To overcome credibility issues, it is suggested that network simulation study should be
accompanied by an experimental evaluation. Combining the simulation process with experimental
evaluation will require extra cost but will provide a more accurate and credible result [1]. This
however could be a problem for institutions with tighter budget since experimental evaluation
requires resources (equipment, people etc.) to replicate the actual networking environment.
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Therefore an experimental network evaluation should only be attempted once a stable simulation
result has been achieved.
Open Source Network Simulators
The current simulation tools are available commercially as well as open source. A software survey
was conducted to search for the availability of open source network simulators that can be use as a
teaching tool. Table 1 summarizes the open source simulators as discussed in the following
sections.
P2PRealm. P2PRealm (Peer-to-Peer Realm) is an efficient peer-to-peer network simulator to
study algorithms based on neural networks [10]. P2PRealm is a Java based peer-to-peer network
simulator. It was developed for optimizing neural networks used in P2P network. The P2P Realm is
divided into four parts which are the P2P network, P2P algorithms, input/output interface, and
neural network optimization and was developed in Cheese Factory peer-to-peer research project.
With the simulator, it is possible to verify a certain P2P network requirements and scenario for a
topology management algorithm or resource discovery and then produced an output of a neural
network optimized for that situation.
GTNetS. The Georgia Tech Network Simulator or GTNetS is designed specifically to allow
moderate to large scale simulations environment to be easily created by using existing network
simulation tools under a variety of conditions. The object oriented methodology in the design is to
ensure it can be extended to support new variations on present networking methodologies [14]. The
design of the GTNetS closely matches the design of real network protocol hardware and stacks
therefore anyone with an understanding of networking can quickly understand the construction of
simulations [12].
NeSSi2. Network Security Simulator or NeSSi2 is a network simulation tool with graphical user
interface (GUI) that focuses on network security framework and algorithm evaluation for both
wired and wireless network. It can also be used to evaluate and analyse attacks scenarios such as
Botnet-based DDoS and how worms spread in the network, integrate and evaluate attacks
countermeasures such as Intrusion Detection Systems (IDS), and evaluate shared security in cloud
based environment [5]. It is used for evaluation of network security since it have the capability to
analyze network traffic, allow profile-based automated attack generation and also support for the
intrusion detection [3].
NS-3. NS-3 is a discrete-event network simulator for research and educational purposes. This
simulator was developed to be used with Linux operating system and does not offer GUI [13].
However, it can still be used with Windows operating system by using MiniGW or cygwin. NS-3 is
easy to use, well documented with large user base, and supports the whole simulation processes
from network configuration to analysis. NS-3 allows configuration of both IP and non-IP based
networks and wireless networksuch as Wifi and WiMAX. An advantage of NS-3 is its protocol
entities are aligned to real computers.
Cloonix. Cloonix is a network simulator with user friendly graphical user interface that supports
both IPv6 and IPv4 networks. Cloonix allows user to construct networks of virtual machines and
observe the performance of those networks using Linux network analysis tools. Cloonix also
provides pre-built file systems to be used as virtual machines [4]. Features of Cloonix includes
C2C link to allow a connection to a cloonix simulation running on a remote computer and
the t2t configuration window that allow users to create properties that affect quality of service
(QoS) such as packet loss rate and delay [11].
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GloMoSim. GloMoSim or Global Mobile System Simulator is the free version of QualNet, a
library-based parallel and sequential simulator developed to support both wireless and wired
network systems. GloMoSim is a scalable simulator developed at UCLA Computing Laboratory to
support research of large-scale network models with millions of nodes by using parallel distributed
execution on a set of parallel computers (with both shared and distributed memory). It is designed
using the parallel discrete-event simulation facility provided by PARSEC (Parallel Simulation
Environment for Complex System). It provides evaluation of various wireless network protocols
which includes models for the channel, transport, radio, MAC networks, and higher layers [9].
Table 1: Summary of Open Source Network Simulators
Simulator
P2PRealm
GTNetS
NeSSi2
NS-3
Cloonix
GloMoSim
Network Impairments
Verify P2P network
requirements, topology
management algorithm or
resource discovery.
Packet tracing, queuing
methods, statistical methods, and
random number generator.
Network traffic analysis,
intrusion detection, and profilebases attack generation.
Congestion control, transport
protocols, protocol design,
queuing and routing algorithms,
and multicast work.
Simulate IPv6 network, quality
of service (QoS) such as delay
and packet loss rate.
Evaluation of various wireless
network protocols includes
models for the channel,
transport, radio, and MAC
networks.
Network Topologies
Peer to peer (P2P).
Point-to-Point, Shared Ethernet,
Switched Ethernet, and Wireless
links.
Security simulator for wired and
wireless networks. Cloud based
environment.
Routing, multicast and TCP
protocols over wired and wireless
network (Wifi and WiMAX).
Wired and Wireless networks.
Wired and Wireless networks
(MANET).
Conclusion
Network simulation is a dynamic and powerful tool for designing, analyzing, and also for operating
complex computer networking systems. The simulation tools are available in open source such as
P2PRealm, GTNetS, Nessi2, NS-3, Cloonix and GloMoSim. The value of the network simulation
tools should be determined in term of its performance, scalability, reliability and credibility. The
information gathered in this paper hopefully will provide preliminary information on the current
available open source simulators that can be used to teach computer networks in classroom or
laboratories.
References
[1] Barcellos, M. P., Facchini, G., & Muhammad, H. H. (2006). Bridging the Gap between
Simulation and Experimental Evaluation in Computer Networks Paper presented at the
Proceedings of the 39th Annual Symposium on Simulation
[2] Breslau, L., Estrin, D., Fall, K., Floyd, S., Heidemann, J., Helmy, A., et al. (2000). Advances in
Network Simulation. IEEE Computer(May), 59-67.
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[3] Bye, R., Schmidt, S., Luther, K., Albayrak, S. (2008). Application-level simulation for network
security. SIMUTools.
[4] Clownix.net (2015). Cloonix: dynamical topology virtual networks. Retrieved June 25, 2015,
from http://clownix.net
[5] Dai-labor (2015), A Short Introduction to NeSSi. Retrieved June 20, 2015 from
http://www.nessi2.de/
[6] Fritz, J. (2004). Network-modelling tools. Network World Retrieved May 10, 2006, from
http://www.techworld.com/networking/features/index.cfm
[7] Hammoshi, M. & Al-Ani, R. (2010). Using OPNET to teach students computer networking
subject. Tikrit Journal of Pure Science, 15(1)
[8] Hlupic, V., Irani, Z., & Paul, R. J. (1999). Evaluation framework for simulation software.
International journal of advanced manufacturing technology, 15, 366-382.
[9] Jaiswal, K., Prakash, O. (2014). Simulation of MANET using GloMoSim Network Simulator.
International Journal of Computer Science and Information Technologies, Vol. 5 (4) , 49754980
[10] Kotilainen, N., Vapa, M., Keltanen, T., Auvinen, A., & Vuori, J. (2006). P2PRealm - Peer-topeer network simulator. Paper presented at the 11th Intenational Workshop on ComputerAided Modeling, Analysis and Design of Communication Links and Networks.
[11] Linkletter, B (2012), Cloonix network simulator test drive. Retrieved June 10, 2015, from
http://www.brianlinkletter.com/cloonix-network-simulator-test-drive/.
[12] MANIACS. (n.d.). GTNETS. Retrieved May 12, 2015, from
http://www.ece.gatech.edu/research/labs/MANIACS/GTNetS/
[13] Nsnam (2015). What is NS-3? Retrieved May 12, 2015, from https://www.nsnam.org/
[14] Riley, G. F. (2003). The Georgia Tech network simulator. Paper presented at the Proceedings
of the ACM SIGCOMM 2003 workshop.
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Assessment on Campus Internet Service among Students
towards Better Education in UiTM Perlis
Noorfaizalfarid Mohd Noor1,a, Fatin Masturah Amin Razipb, Maisarah
Mustafac, Norashikin Khalidd, Nur Fatin Adila Zuhere, Mohd Faris Mohd Fuzif
1
a
[email protected], [email protected], [email protected],
d
[email protected], [email protected], [email protected]
Keywords: UiTM Perlis, Internet Service, Student, Campus Facility, Wi-Fi
Abstract. In campus life, Internet is a fundamental service that university must provide. It is
important that a university be cognizant of Internet usage among campus community especially
students because it effects their participation, satisfaction and success in learning. This study was
conducted to investigate how the students in UiTM Perlis utilize Internet for their learning in the
campus. It comprises how the students access the campus Internet, what kind of information they
need in Internet and Internet service satisfaction. There is general optimism, though little evidence,
about the Internet’s impact on student life in UiTM Perlis. The findings show that UiTM Perlis still
need to address better improvement in campus Internet service to assist students to make good use
of the Internet for learning.
Introduction
The Internet is at once a world-wide broadcasting capability, a mechanism for information
dissemination, and a medium for collaboration and interaction between individuals and their
computers without the problem of geographic location. It is also function as an educational tool
with numerous potentials. It may be used to replace the traditional classroom lecturers or
supplement traditional instruction methods. The Internet enables students to communicate with
other students abroad and thus share each other’s ideas, knowledge, experiences, and cultures [1].
Today, online learning is becoming a popular way for students to support and transform the learning
experience. Web 2.0 technologies for collaborative authoring, publication and communication
enable students to play an active role in the construction of educational dialogues, objects and
resources [2] and are seeing widespread interest and adoption in higher educational institutional [3].
From a pedagogical perspective, student use of technology-mediated learning materials is important
because of the impact it has on achievement of learning outcomes. It helps students to devote time
and energy to educationally purposeful activities [4]. Internet self-efficacy also affects adoption of
online tools and technologies among the students [5].
University students should be encouraged to use academic and reliable resources in their team
project and homework for successful result. They also show more interest in Internet resources than
other sources such as e-journals, e-libraries, e-books, and online databases [6].
Internet had proven that it give a benefit to the student to enhance their capabilities especially on
their tasks and studies which assist them in their professional life. However, along with all the
positive things the Internet does, we must also pay attention to the negatives impact that it might
bring in our life, such as it affects the sleep pattern, the financial status and the personal
relationships with others.
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Purpose for This Study
The main purpose of this study is to gauge how the students in UiTM Perlis utilize Internet access
service in the campus. This study focuses on the following:
1) How the students access the Internet.
2) What they use the Internet for.
3) How satisfied they are with Internet services provided by UiTM Perlis.
Research Methodology
This study was conducted in UiTM Perlis among diploma students in Semester 20152 – Session2
2014/2015. A literature based and questionnaire was developed during conducting the survey. A
purposive sample of 30 students who used Internet was taken. A stratified random sampling was
implemented with the aim of identifying differences that might exist between the different fields of
study. Those respondents were volunteered and confidential. Acquired data were analyzed and
discussed.
Data Analysis and Interpretation
1. Respondent Profiles
There are 30 respondents involved in this study which were from Diploma in Science,
Diploma in Polymer, Diploma in Banking, Diploma in Planting Industry Management and
Diploma in Science and Mathematics. Average age of the students were 20 years old.
2. Daily Internet User
From the survey, almost 90% of the respondents said they are using Internet every day.
3. Experience of Using Internet
This part of question wants to know the level of respondents experience on connecting to
Internet and needs of Internet.
Table 1: Experience of Using Internet
Level of Experience
Frequency
Percent
Very well
23
77%
Moderately well
7
23%
Not at all well
0
0%
Total
30
100%
Table 1 shows most of the respondents were Internet literate and has used Internet.
4. Type of Internet Access
This part of question aims the respondent to expose what type of Internet access source they
use to be connected with Internet.
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Table 2: Type of Internet Access Source
Internet Access
Frequency
Percent
UiTM Wi-Fi
9
28%
UiTM Wired
7
24%
Self-Subscription
14
48%
Total
30
100%
Table 2 shows that all three types of Internet access have been used by the respondents
which self-subscription Internet is the higher used. The rest shows that they used campus
Internet service provided by UiTM Perlis either wired or wireless.
5. Preferred UiTM Wi-Fi hotspot.
This part of question wants to know which of preferred UiTM Perlis Wi-Fi hotspot area
among the respondents to access Internet.
Table 3: Preferred UiTM Wi-Fi Hotspot
Hotspot
Frequency
Percent
Residential College
3
11%
Library
11
36%
Al-Farabi Blocks
16
53%
Total
30
100%
Table 3 shows that more than half of the respondents preferred Al Farabi blocks hotspot to
get connected with Internet, followed by library hotspot. Only 11% of them prefer to use the
residential college hotspot.
6. Broadband Subscription
This part of question needs the respondents to identify which Telco that they subscribe for
their own Internet broadband.
Telco
Celcom
Digi
Maxis
Others
Total
Table 4: Broadband Subscription
Frequency
Percent
16
53%
1
3%
10
34%
3
10%
30
100%
Table 4 shows that Celcom has the largest portion among the respondents. Maxis are the
second Telco that respondents prefer to subscribe. Meanwhile Digi and others Telco had a
small number of customers among the respondents.
7. Use of Internet
This part of question wants to know what type of Internet usage that the respondents most
used.
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Table 5: Use of Internet
Category of Usage
Frequency
Percent
Entertainment
6
20%
Education
11
37%
Communication
10
33%
Others
3
10%
Total
30
100%
Table 5 shows that 70% of the respondent use Internet for education and communication
purpose. The rest of them use Internet for entertainment and other activities.
8. UiTM Internet Service Satisfaction
This question asks the respondents to rate the level of user satisfaction on using UiTM
Internet service.
Table 6: UiTM Internet Service Satisfaction
Level of Satisfaction
Frequency
Percent
Excellent
0
0
Moderate
4
13%
Poor
9
30%
Very Poor
17
57%
Total
30
100%
Table 6 shows none of the respondents rated the campus Internet service as excellent. More
than half of the respondents rate the service is very poor. Only 13% of them agreed the
service is moderate and the rest mentioned it as poor.
Discussion
This study has shown that Internet is an important infrastructure that UiTM Perlis should concern in
order to provide the best hospitality to the student. The students need Internet in their campus life
and very dependable on campus Internet. Therefore, UiTM Perlis should increase the numbers of
hotspot area especially in residential colleges, enhance the speed of the Internet connection and
escalate the using of Internet based teaching and learning application. The implementation of
blended learning instead of face to face classroom may effects the usage of Internet and interest of
study among the students.
Conclusion
Majority of the students are very Internet dependent in their campus living. For campus Internet
service, most of the students used it either by wired or wireless. The popular wireless hotspot
among them is Al-Farabi blocks hotspot which locate their classes. It shows that the students are
spending their time for Internet during class teaching or waiting for classes. Library hotspot is also a
popular area for them to use the campus Internet. However, the residential college that they spend
their time most is not their preferred hotspot area. The reasons may be caused by low of Wi-Fi
signals, low speed of connection or the residential blocks were not fully Wi-Fi covered.
The finding also identify that there is no big gap between campus Internet usage and broadband
usage. It may happen due to very low satisfaction on campus Internet, so the students prefer to use
broadband service as alternative solution. Among the broadband service providers, Celcom
dominates the market with assumption that Celcom provide good service in campus area.
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Most of the students use the Internet for education and communication instead of entertainment
content. They may use Internet to get more info on their class assignments and use to communicate
with their friends, lecturers and family members.
This study has concluded that Internet is a basic need for UiTM Perlis students to accomplish their
study works and to get some fun.
References
[1] S. A. K. A. ,. B. R. Ahmad Khan, "Internet Access, Use and Gratification among University
Students: A Case Study of the Islamia University of Bahawalpur, Pakistan," Chinese
Librarianship: an International Electronic Journal, p. 32, 2011.
[2] B. M. J. Collis, "Web 2.0 tools and processes in higher education: quality perspectives,"
Educational Media International, vol. 45, pp. 93-106, 2008.
[3] R. A. H. Hartshorne, "Examining student decisions to adopt Web 2.0 technologies: theory
and empirical test," Journal of Computing in Higher Education, vol. 21, no. 3, pp. 183-198,
2009.
[4] R. K. G. K. S. Carini, "Student Engagement and Student Learning: Testing the Linkages,"
Kluwer Academic Publishers-Human Sciences Press, vol. 47, no. 1, pp. 1-32, 2006.
[5] T. J. S. P. A. Buchanan, "Internet self-efficacy does not predict student use of Internetmediated educational technology," Research in Learning Technology, vol. 22, 2014.
[6] S. S. B. T. E. Yasar Guneri, "The Use Of Internet Resources By University Students During
Their Course Projects Elicitation: A Case Study," TOJET: The Turkish Online Journal of
Educational Technology, vol. 9, no. 2, pp. 234-244, 2010.
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Algorithm Animation of Cryptanalysis S-DES as an e-Learning Tool
for Network Security Students
Mohd FarisMohd Fuzi1, a, Noorfaizalfarid Mohd Noor2, b, ,Tajul Rosli Razak3,c ,
Iman Hazwam Abdul Halim4,d , Muhamad Arif Hashim5,e
12345
Faculty of Computer and Mathematical Sciences, University Technology MARA (PERLIS),
Arau, Malaysia
a
d
Keywords: e-learning, algorithm animation, differential cryptanalysis, S-DES, cryptography
Abstract. Cryptanalysis is a technique that was used to decrypt cipher text into plain text and one of
the popular technique is differential cryptanalysis. Although this technique has been discussed
widely, but most of them are just focusing on the mathematical aspects. The availability of various
multimedia tools can be used to create a more interesting and fun learning process for network
security students. Therefore, this paper focused on the development algorithm animation of
differential cryptanalysis for Simplified Data Encryption Standard (SDES) using multimedia
elements. This algorithm animation is significant for the new researchers and network security
students as an e-learning tool which can improve their understanding.
Introduction
Cryptanalysis is a method of analyzing the strength on any security algorithms by launching attacks
for breaking the cipher. Thus, during the design of a security algorithm, cryptanalysis is important
to show the security level of a block cipher, design principles and also showing whether there are
any observable flaws in the structure [1].
Most of cryptanalysis references and discussions areavailable in academic writings, journals,
conference and proceedings paper which contains much of mathematical formulas and equations.
Subsequently, it is hard for new researchers or candidates that are new in computer security fieldto
have a better understanding about the cryptanalysis.
Therefore, in this paper, we propose an algorithm animation based on one popular technique,
differential cryptanalysis for simplified data encryption standard (SDES). The aim of this paper is to
provide the e-learning tools that using multimedia element as one of the methods to help new
researchers and students in cryptanalysis techniques. This paper discusses the theoretical
background and describes the overview of the algorithm animation.
Theoretical Background
a. Algorithm Animation
An algorithm animation is a technique that combines multimedia tools with other disciplines to
simulate how specific algorithm or process work [2]. Algorithm animation can be considered as an
effective alternative wayto verbal mode of delivery such as lectures and tutorial. Thus, this research
has been conducted to prove that algorithm animation can be a more effective means of instruction
comparing to just a mere static-based resources [3].
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There are few studies, which used the animation algorithm as their learning tools to show the
process of the algorithm such as algorithm LOKI97, MARS [2], Data Encryption Standard (DES)
[3] and Rijndael Encryption Process [4].
In this paper, the algorithm animation has been developed using SwishMax4 and it involves various
types ofmultimedia elements such as animated text and object, audio and navigation button. The
audio was synchronized with the animated text to help the process of reading the text and the
volume can be adjusted to low or high. Then, the navigation buttons are used to ensure the
interfaces created were user friendly. The user can click the button to navigate the desired page such
as the home button, quit button, next button, previous button and play button for playing the
animation objects. Besides that, this animation also has a digital clock and date for user’s reference.
b. Simplified Data Encryption Standard (SDES)
The S-DES is a reduced version of the DES algorithm, which has been designed as a test block
cipher for learning about modern cryptanalytic techniques such as linear cryptanalysis and
differential cryptanalysis [5]. SDES is using the same key for encryption and decryption. This
encryption algorithmacquires an 8-bit block of plaintextand 10-bit key as input in producing an 8bit block of ciphertext as output. The S-DES processes involves of three main stages: initial
permutation function IP (consist of permutation and substitution process, which depends on a key
input), simplified permutation function (which switches the two halves of the previous stage result)
and permutation function that is the inverse of the initial permutation function.
c. Differential Cryptanalysis
Differential cryptanalysis is a chosen plaintext attack where the attacker is able to select inputs to a
cipher and examine the output [5]. It means that the attacker gets to choose a plaintext and can
obtain the corresponding ciphertext, then analyze the effect of the plaintext pair difference on the
resulting ciphertext difference. Consider the following basic linear cipher function as shown in (1) :
Ciphertext = Plaintext ⊕ Key
(1)
By taking the difference of a pair of cipher text, the key involved can be cancelled out, leaving us
with no information about the key as shown in (2):
C ⊕ C’ = P ⊕ K ⊕ P’ ⊕ K
C ⊕ C’ = P ⊕ P’
(2)
Equation (2) indicates that the difference between the plaintext is the same as the difference
between the ciphertext. The partial subkey used in the cipher algorithm can be guessed by
exploiting these differences. The goal is to determine the subkey for the last round and once the
attacker has the subkey, it can be used to climb up the roundsand recover the actual key used. So
far, differential cryptanalysis has been one of the most effective methods in attacking iterative
ciphers [6].
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Overview of Algorithm Animation of Cryptanalysis SDES
The main homepage of this algorithm animation consists of the information about the differential
cryptanalysis on SDES and the creator of this differential cryptanalysis technique, Adi Shamir and
Eli Biham. Figure 1 below shows the main homepage of the algorithm animation.
Fig. 1: Main Homepage of the Algorithm Animation
The development of this project was focused on three main sections. The sections are definition
section, differential cryptanalysis section and appendix section.
a. Definition Section
The definition section consists of the basic information for cryptography, cryptanalysis, substitution
boxes (S-Box), expansion (E/P) and permutation.Figure 2 shows the animation for cryptanalysis
information in the definition section while figure 3 shows the animation of basic information for the
rest of features such as expansion, permutation and s-box used in SDES.
Fig. 2: Animation of Definition Section for Cryptanalysis
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Fig. 3: Animation of the Definition of the Rest Features in SDES
b. Differential Cryptanalysis Section
This section provides the information of the introduction to differential cryptanalysis, overview,
step by step of differential attack and process of key determination. Figure 4 shows the differential
cryptanalysis section.
Fig. 4: Differential Cryptanalysis Section
Differential cryptanalysis will launch the attack by selecting the input pair for plaintext and
ciphertext. Thus, the users must understand the basic structure of SDES. Figure 5 shows the
animation of differential cryptanalysis overview on SDES structures on round 1.
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Fig. 5: Animation of Differential Cryptanalysis Overview on Round 1
There are 11 steps need to be considered when applying differential cryptanalysis technique. This
technique will trace the subkey used in the last round. Figure 6 shows the 11 steps involved in this
technique.
Fig. 6: 11 Steps in Applying Differential Cryptanalysis
Each step can be shown in detailswith the animated object by just clicking the play button. Users
can play the animation and see the movement of the object and this will help them understand the
steps moreeasily. Figure 7 shows the samples of animation for details steps involved.
Fig. 7: Samples of Animation for Detail Steps by Steps
Lastly, the key is needed to be determined during the encryption process. A key determination
explains the process of determining the key used by using the actual subkey in the last round and
will climb up all the round to trace the subkey used in the first round. In this case, we can find the
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subkey 1 in the first round. The subkey 1 used is “1110 0101". Thus, it will find the actual key (10
bits) by analyzing the key schedule in SDES. Figure 8 shows the animation of step for key
determination.
Fig. 8: Animation of Key Determination
c. Appendix Section
Appendix section consists of substitution tables used in the SDES, which are Sbox1 and Sbox2,
expansion table and permutation table. Figure 9 shows all the tables used in this project.
Fig. 9: Appendix Section
Conclusion and Recommendation
This paper has discussed the algorithm animation of differential cryptanalysis for simplified data
encryption standard (SDES). This algorithm animation was developed using SwishMax4. In
conclusion, this animation can be used as one of e-learning tools to help the students and new
researchers to better understand complicated cryptanalysis algorithms. It is recommended that this
research can be brought further by testing the proposed method on other cryptanalysis techniques
such as linear cryptanalysis and create a more interactive multimedia elements to this animation.
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References
[1]
Raphael C.-W. Phan, and Mohammad Umar Siddiqi, “A Framework for Describing Block
Cipher Cryptanalysis.” IEEE Transaction on Computers, Vol 55, November 2006.
[2]
S.Jamel, N. Saidin, A.F.Mohamed Hasan, A.N. Mahdzir and N. Zainol, “Algorithm
Animation of LOKI97, MARS, Pseudo-Hadamard Transform and Latin Square.”,
Proceedings of the 4th International Conference Information Technology and Multimedia
(ICIMU’), UNITEN Malaysia, November 2008.
[3]
R. Anane, K. Purohit and G. Theodoropoulos, "An Animated Cryptographic Learning
Object.” Fifth International Conference on Computer Graphics, Imaging and Visualization,
2008.
[4]
Z. Zainuddin, E. V. Manullang, "E-Lerning Concept Design ofRijndael Encryption
Process.” IEEE International Conference on Teaching, Assessment and Learning for
Engineering (TALE), Indonesia, August 2013.
[5]
K.S.Ooi, B.C. Vito, “Cryptanalysis of S-DES.”, University of Sheffield Centre, Taylor’s
College, April 2002.
[6]
Xu Dewu and Chen Wei, "A Survey on Cryptanalysis of Block Ciphers.” International
Conference on Computer Application and System Modeling (ICCASM), 2010.
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Security Training and Education via Classroom Lecture and Group
Project Assignment: A Case Study
Abidah Mat Taib1,a
1
a
abidah.perlis.uitm.edu.my
Keywords: information and network security, training, case study, group project assignment,
security education approach
Abstract. This paper explains and demonstrates the application of group project assignment as a
training ground to educate students and information and network security awareness and solutions
design based on a sequence of case study scenarios assigned to students taking an Information and
Network Security course in UiTM Perlis. Each group is given a series of related questions that must
be answered accordingly. Students are given four to six weeks to complete the task and they must
submit a report that detail out how the solution for the series of questions. On top of that, a poster
presentation is conducted where each group need to present their solution and answer questions by
the panels. These oral and poster presentation give opportunity to the students to explore tools that
are not taught in the classroom in order to complete their tasks as well as gain more understanding
on the subject matter. Besides, other lecturers that are not teaching the course also are given the
opportunity to gain knowledge and keep up with the current technology by involving as panels who
evaluate the presentation. This method of teaching has been practiced for three semesters and
feedback from students involved is positive. The effort to complete the given task has helped them
understand the syllabus more effectively. Besides acquiring solid understanding of the subject
matter, they can apply the knowledge and experience acquired from the event in answering the final
exam. Indirectly, the activity equipped themselves with some soft skills in looking for appropriate
place for internship and graduating in few semesters to come.
Introduction
In the present borderless world, having a good understanding about information and network
security is vital. As most people nowadays are computer literate, using IT gadgets and accessing the
web is not only among the students but also youngsters and the elderly. Besides allowing people all
over the world to stay connect, having Internet access everywhere also do expose people to misuse
of facilities or technology which lead to cyber crime. In the news media report, that cybersecurity or
a breach of it affects some aspects of people’s life. Some significant questions to answer are how
can we educate people and give them a clear understanding of both cybersecurity issues and how
their personal choices affect cybersecurity?[1]. Hence, educating people about threats and
vulnerability and potential network attack is vital. This will assure that they acquire such knowledge
to maintain the security of their device and communication on the Internet or while using the
computer. At the same time, create awareness about the potential threats among the public must be
done continuously to avoid them from becoming a victim. What is worrying is lack of people with
required skills that are competence to effectively handle existing and foreseeable security
requirements [2,3]. Consequently, the need for technically skilled and knowledgeable IT
professionals that can deal with various security issues is crucial. Therefore, security training and
education should be properly designed as to give these IT professionals sufficient knowledge and
skills. Although training and education are sometimes used interchangeably, they are in fact very
different. According to [1] training refers to “learning concrete skills for meeting specific, real-life
goals in a clearly understood situation”. In contrast, “education focuses on understanding and
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knowledge; learners master facts, principles, and concepts. Educated learners can associate
principles and concepts, apply them to solve a variety of new problems, and evaluate those
solutions’ effectiveness”. So, this paper concerns on information and network security education
that involved formal courses running by the institutes of higher learning. In university or school
curriculum, information and network security (INS) course is often one of the common subjects, but
usually students find the course is dry and full of theory. Conducting the course in a traditional
teaching and learning approaches is no longer suitable in a fast paced and ever changing world of
Information technology (IT). Learning INS is not only discovering ‘what’ but also ‘how’ and ‘why’
[2] security issues arise.
Common Approach
In order to build up interest among the students and make them realize that security is important, a
proper approach in educating them is needed. It is worthwhile to look at some of different
approaches in the teaching of Information Systems Security [4]. A traditional lecture approach is a
common method used especially in learning about cryptography. Nevertheless, to increase their
understanding, students can be asked to write simple programs that demonstrate the algorithm
involved in some techniques they learn in class. They can work in pair as to give them chance to
discuss and gain more understanding about the topic. Besides, the instructor can initiate a simple
game where students are divided into groups and each group must encrypt a phrase or message. The
others must try to decrypt the message. Learning through a game may help them understand the
cryptosystem and know where to apply the techniques. As being mentioned by [5], learning security
through play is part of security education. Lecturer may also use the scribe approach [2,4] that
includes the elements of active learning where students are responsible for taking notes during
lectures and later do the presentations regarding what they have learnt and understood. In addition,
the tutorial approach can be conducted with or without the presence of instructor. The self-learning
tutorial is possible whenever information can be obtained from online resources such as via elearning content and online journals and related to the topic in sight.
On the other hand, the expert/ mentor approach is also common and has been practiced in teaching
INS course in UiTM Perlis. A number of guest instructors from the industry or lecturers who are
well-versed and expert in their field are invited to give lectures on special topic or become the
speakers or facilitators in the 2day-workshop that is conducted during the weekend. Since 2010, we
have conducted hack in the box pre-competition workshop, ethical hacking for beginners,
penetration testing and hacking contest-capture the flag event. This approach requires a good
working relationship with the industry that is initiated based on the university-industry joint
research project or via the good relationship with the alumni who have already succeed in their
working life. Besides exposing the students to the real world methods or techniques that have not
been covered in the classroom, they can have a face to face communication with the experts and
people who really work in the industry. Indirectly, the university can benefit from this type
approach since these guest instructors and facilitators could impart and share their experience and
expertise [2]. The knowledge and experience gained in the workshops may help shape the students’
perspectives of actual working scenario and state of affairs.
Lastly is the project approach which is not a new thing in institutions of higher learning. Usually the
students have been informed about the course assessment at the beginning of the semester. Students
are assigned a project in groups or individuals. This project is concluded by having students
presenting their findings and doing hands on demonstration of the project. Presentation can be
supported by appropriate poster or product or various supporting media. As this project approach is
the platform for lecturer to let the students explore and test their understanding, a project
assignment should be design in such a way that the students can do some library searches to have a
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well understanding of the assigned topics, explore some vulnerability and attacking tools as well as
set up security measures and configure appropriate security software such as Wireshark, Windows
firewall and Linux iptables.
Practical Approach
Besides realizing the attack possibilities and the importance of applying appropriate security
controls and policy, having a good attitude and proper behavior are also requirement that must be
understood by the students. Preparing students with appropriate knowledge and skills for the job
market is unsuccessful if the students do not take the opportunity to explore and learn new technical
things while learning the INS course. For instance, to learn about threats and vulnerabilities and
associate tools to discover them require the students to do library searches and explore the tools in
the controlled lab. These activities help the students build their technical skills to become skilled
and knowledgeable IT security professionals. Besides, a sound knowledge about basic network
design is also necessary as they need to figure out the appropriate security mechanisms and
perimeter defense for a specific organization or particular scenario. Whenever hands on exercises
[6] and experimentation to explore the techniques and tools are involved, a proper policy or isolate
lab is needed in order to avoid the testing done by the students disturbing the live network or
interrupting the everyday on-line activity. During the lab activities, the instructor must emphasize
the values related to ethics and accountability. Besides, the students must sign an agreement which
states the responsibility and avoid them from involving in unwanted hacking activities. This is
essential as the excitement of learning how the attackers cracking the network might motivate them
to explore an interesting illegal activity. This would be the concern of the instructor or lecturer not
to turn a student into a half-cooked security personnel or network administrator. As any mistakes
made by the student might cause damage to the network.
The author has been teaching the course for five years and experienced various students attitude and
learning behavior. Some students do not really understand the course but just memorize and plainly
write them out in the exam. This type of student cannot answer application type of question and
they do not appreciate what they learn throughout the semester. This attitude is not healthy as they
cannot benefit from the course and cannot apply them in the final year project or during their
internship. A quick way to make the students understand is by imposing a real live problem and let
them think of appropriate solutions. This is possible via a group project assignment where they need
to attend to a case study and design their solution and justify the answers. Case studies are prevalent
in cybersecurity courses that teach adversarial thinking [7]. As this course focus on information and
network security, the student must have acquired some knowledge about networking that include IP
addressing and subnetting as well as understood some mechanisms to protect the network and
information transmitted in the internet. Moreover, they learn about the potential attacks and how to
mitigate them. Hence, the case study exercise provides an opportunity for these students to
demonstrate their understanding of the subject matter. They have the chance to test their skills and
knowledge and explore some security tools that might be new to them. In their task to answer the
questions, they may do some library or internet searches and brainstorming as to plan how to
address the security issues and suggest the solution. After trying out several styles of assessment,
the group project assignment approach has shown a positive remark.
Group Project Assignment
Group project assignment is given to the students on week 6 before the semester break or on week8
after the semester break. At this time, the students have learned half of the syllabus and they have
some idea about the course and what is expected from them. The project must be conducted in a
group of between two to four people. Each group must answer all the questions and submit them in
a report. The project is assessed based on report and poster presentation that is conducted in a form
of competition between groups where prizes are rewarded to the best three presentations. Each
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group needs to prepare a poster presentation that shows the design of their network solutions based
on a number of questions assigned to each group. Each group is allowed to use various media and
their own creativity for the presentation. Students earn mark from the report and presentation.
Level of knowledge and understanding of each group can be evaluated based on fluent explanation
and ability to answer the questions and the creativity in the presentation.
Observation
Each group has showed very positive effort to give their best for the competition. Feedback from
each group regarding the competition is very good as they tried to complete the task, they have
referred to many sources and gained better understanding and appreciated what they learnt from the
course. This can also be noticed through their confident explanation during the presentation and
promising answers to the questions posted by the panels. Some comments from students are put
down here to show that this group project assignment is effective as a practical approach in
information and network security education. A number of students gave this remark, “After doing
the project then only I understand the perimeter defense, the ingress and egress filtering and firewall
rules”. Others gave some similar comments, “I feel so happy because our group managed to come
up with appropriate solutions for the assignment, now I feel more confident about what
understand”. There are also comments by groups that have only two members, “Thank you madam.
We really appreciate this project because with two of us in a group, is easy for us to plan our
discussion, and we learn more because everything must be done by the two of us. We recommend
madam proceed with two people in a group for future group project assignment.” During the
presentation, students’ creativity can be noticed in their various styles of presentation that include
drawing, models and slide presentations. Besides meeting the objective of the course, this exercise
also promotes a healthy teamwork building and provides a platform for the students to organize
event and test their leadership skills. This is also parts and partial of equipping these students to
become cyber professionals. As the case study in the group project assignment has considered
varies scenarios, the exercise has some elements that are highlighted by some experts [8] in terms of
educating the cyber professionals.
Conclusion
Since this exercise has been conducted for three semesters in a row and proved to be successful in
giving better understanding about information and network security among the students, it is
suggested that similar exercise been carried out for the introduction to computer security course in
the diploma program.
References
Reference an article:
[1] S. L. Pfleeger, C.Irvine, M. Kwon, Security Training and Education: Guest Editors’
Introduction, IEEE Security and Privacy, 10 (2), March/April 2012, 19-22.
[2]
M. F.I. Othman, N. Bahaman, Z. Muslim, F. Abdollah, New Curriculum Approach in
Teaching Network Security Subjects for ICT Courses in Malaysia, World Academy of
Science, Engineering and Technology, International Journal of Social, Education,Economics
and Management Engineering, 2(7), (2008), 103-107.
[3]
D. T. Tohmatsu, 2007 Global Security Survey, Deloitte Touche Tohmatsu.
[4]
W. Yurcik, D. Doss, Different approaches in the teaching of Information System Security,
Information System Education Conference (ISECON) 2001.
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[5]
M. Gondree, Z. N. J. Peterson, T. Denning, Security through Play, IEEE Security and
Privacy, 11 (3), May/June 2013, 64-67.
[7]
F. B. Schneider, Cybersecurity Education in Universities, IEEE Security and Privacy, 11 (4),
July/August 2013, 3-4.
[6]
W. Du, SEED: Hands-On Lab Exercises for Computer Security Education, IEEE Security and
Privacy, 9 (5), September/October 2011, 70-73.
[8]
M.Kwon, M. J. Jacobs, D.Cullinane, Educating Cyber Professionals: A View from Academia,
the Private Sector, and Government, IEEE Security and Privacy, 10 (2), March/April 2012,
50-53.
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Improving Teaching and Learning Experiences by Implementing
Remote Desktop Management in Computer Laboratories
Nur Khairani Kamarudin1,a, Syafnidar Abdul Halim2,b
1,2
a
Keywords - RDS, EchoVNC, TightVNC, iTALC, UltraVNC, client -server, LAN
Abstract. Remote desktop allows user to view another computer in real time [1,3]. It is an approach
that can support educational environment by providing a more meaningful teaching and learning
experience for both lecturers and students. There are a lot of open source remote desktop software
available and it is difficult to choose the right remote desktop software for Windows operating
system. This research project’s objective include searching and identifying Windows open source
remote desktop software (RDS), and evaluate each RDS identified in order to suggest the best
Windows RDS to be implemented in UiTM Perlis computer laboratory. Four Windows open source
remote desktop software has been identified which are EchoVNC, TightVNC, iTALC, and
UltraVNC were evaluated on their encryption ability, file transfer, audio support, multiple session,
seamless windows, and protocol. A testbed was constructed for this research project to simulate
LAN-based computer laboratory environment using one computer actsas a server and another three
computers act as clients. As a result, this research project has identified the most suitable Windows
RDS to be implemented in UiTM Perlis computer laboratory which is iTALC.
Introduction
Remote desktop is a program or an operating system feature that allows a user to connect to a
computer in order to view another computer. This practice has been increasingly applied in many
universities and colleges all over the world.
Remote desktop is also a form of remote administration where the computer acting as the server can
open folders, move files, and even run programs on the remote computer. From educational
perspective, RD supports teaching and learning processes since the lecturers have the ability to
access students’ desktop in class [1].
In today’s educational environment, remote desktop applications can be used by lecturers to connect
and retrieve the desktop of their students’ computer to make sure they are on the task. Moreover,
remote desktop may assist disabled students or lecturers to attend classes. Disabled students can stay
at their computer while making presentation to the whole class. Disable lecturers can work form
their computer to assist students. Remote desktop applications allow a user to connect to a computer
in another location, view that computer’s desktop and interact with it as if it were locally
available[3]. However, choosing the right RDS can be time consuming. There are a lot of remote
desktop software available which have different features that targeted at many users with variety of
needs [3,4].
.
In UiTM Perlis, it was observed that the computer laboratory do not have a utility to remotely
manage clients’ desktop. It is essential to implement the right utility to remotely control clients’ or
students’ desktops. Moreover, accessing students’ desktops also support teaching and learning
processes where lecturers can retrieve either individual or team project from students’ desktop to the
projector screen for the class to response and discuss without having the students to move from their
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computers. By using remote desktop, lecturers can also monitor and control the students’ activities
on their computer remotely.
Methodology
A. Hardware Architecture
A testbed architecture was designed using star network topology as shown in Figure 1. The remote
desktop software (EchoVNC, iTALC, TightVNC, UltraVNC)was installed at both server and clients
PC. A pilot study was conducted to ensure the testbed is running smoothly and correctly.
Figure 1: Testbed Architecture
Four experiments were constructed using different RDS each time on the testbed constructed.
Started the experiment using one RDS installed at a time. The server connected to Client A, B, and
C and established connection. The RDS was evaluated based on six criteria which were encryption
ability, file transfer, audio support, multiple session, seamless windows, and protocol.
B. Experiments
1) Encryption Ability
Encryption is the conversation of data into cypher text, which cannot easily understand by
unauthorized people [2]. The importance of this test criterion is to ensure which RDS
provide most secure connection between server and client. The evaluation was based on the
password utilization provided by each of the RDS as shown in Figure 2.
Figure 2: Encryption ability in TightVNC
2) File transfer
The importance of this criterion is to ease lecturers and students work in order to share their
computer without moving. Figure 3 shows example how TightVNC allow file transfer. The
steps involved in evaluating file transfer ability are:
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i.
ii.
iii.
File transfer was tested using one server and one client
Send a file from server to client and record the result
Send a file from client to server and record the result
Figure 3: File Transfer ability in TightVNC
3) Audio support
The importance of this criterion is where both server and client can share their work during
presentation with audio to have interactive presentation. The steps involved to evaluate
audio support are:
i. Play an audio at client side
ii. Mute the audio at client side
iii. Server will try to turn on the audio from the server monitor
iv.
Check whether server can hear the audio produced by client
4) Multiple session
Multiple session is important to provide lecturers with utility that enables them to see their
students’ works or activities simultaneously at the same time as shown in Figure 4. The
steps involved are:
i. Installed the RDS on server and clients A,B, and C
ii. Started the experiment with only the server and Client A active. Client B and
Client D remain idle
iii. Continue the experiment with the server, Client A and Client B active. Server
will establish connection with both clients.
iv.
Continue the experiment with the server and all clients active (A, B and C)
Figure 4: iTALC’s multiple session ability
5) Seamless windows
Seamless windows mean Windows application client behave in the same way as an
application running on a Windows application server [5]. The steps involved are:
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i.
ii.
Moved the server’s mouse from left to right and check whether the client’s
cursor was moving in the same direction as the server’s mouse
Moved Client A’s mouse from left to right and check whether the server’s
cursor was moving in the same direction.
6) Protocol
Protocol is a set of rules in a telecommunication connection use when they communicate.
There are a lot of remote desktop protocols used for example VNC, RDP and X11. The steps
involved:
i. Connected both server and clients
ii. Check the protocol used using wireshark-win32-1.2.6.
Figure 5: Protocol used by RDS using Wireshark
Result And Analysis
Results were obtained based on the experiment conducted as mentioned in
methodology. Table 1 show the experimental result obtained.
Table 1: Experimental Result
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Discussion
A. Learning Environment in Computer Laboratory 12
Current computer layout is difficult for lecturers to observe their students‟ activities. Referring
to Figure 5, computer placement in Laboratory 12 is not very efficient since it is difficult for
students to see the screen displayed. For example students who sit in area A, their view may be
blocked by the computer in front of them. It is difficult for them to see the screen and the
lecturer as well. As a result, their concentration may be reduced.
Furthermore, current environment of Laboratory 12 is difficult for the lecturers to walk around
in the laboratory to teach and guide their students especially students in area A. This is because,
the space is narrow and difficult for the lecturers to move and teach the students one by one.
Both the lecturers and students may feel uncomfortable. It will become more difficult when
there are more students.
Figure 5: UiTM Perlis’s Computer Layout in Laboratory 12
Conclusion
This research has identified the best RDS that should be implemented in UiTM Perlis’s computer
laboratory which is iTALC. All the RDSs are suitable for remote learning environment. However,
for UiTM Perlis computer laboratory, iTALC is more suitable because iTALC enables lecturers to
view and control students‟ monitors remotely. Current computer layout in Laboratory 12 is difficult
for lecturers to view and control students’ activities. With the aid of iTALC remote desktop
software, it enables lecturers to view and control students‟ activities remotely. In addition, iTALC
also supports remote learning environment where students can share their work with the whole class
since their monitors can be retrieved and displayed at the lecturer’s monitor thus improves learning
and teaching experiences.
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References
[1]
[2]
[3]
[4]
[5]
Bekkering, E., and Hutchison, D. (2009). A Follow-up Study of Using Remote Desktop
Applications in Education.Information Systems Education Journal, 7(55).
Cannon B., WohlstadterE.. (2009). Enforcing Security For Desktop Clients Using Authority
Aspects. Paper presented at the proceedings of the 8th ACM International Conference on
Aspect-oriented Software Development in Charlottesville, Virginia, USA.
Heba, E. L. D., and Nouby, A. (2008). Effectiveness of a blended e-learning cooperative
approach in an Egyptian teacher education programme.Computers and Education, 51(3),
988-1006.
Hubpages.
(2010).
Hubpages.Retrieved
on
April
6,
2010,
from
http://hubpages.com/hub/best-remote-pc-software.
Shapper, D., Heyman, E., Shilo, D., (2010). Freepatentsonline.(2010). Retrieved on
February 15, 2010, from http://www.freepatentsonline.com/7657837.pdf.
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Part III :
Mathematical Sciences & Statistics
(CCMSE 2015)
TRIZ-based Assessment of Undergraduate Student’s Work to Foster
Meaningful Instruction
Noraini Noordin1, a, Sharifah Fhahriyah Syed Abas2,b
1,2
Faculty of Computer and Mathematical Sciences, UniversitiTeknologi MARA, 02600 Arau, Perlis,
MALAYSIA
a
[email protected](corresponding author)
b
[email protected] (corresponding author)
Keywords: Assessment, instruction, intervention, meaningful learning, TRIZ.
Abstract.A comprehensive assessment can help drive instruction and make learning meaningful for
students. It is constructed to test all required concepts in an item. Failure of a student to correctly
answer an item presents a cue to his inability to understand a topic fully or partially. This paper
shares how TRIZ power tool, Function Analysis, has been used to identify the function-object
relationship between solution and item. In particular, a harmful link can be used to identify the
cause for failure at an item. In addition, not only can a TRIZ-based assessment be used to assess
learning, it can also be used to evaluate an instructor’s performance; modify future approaches to
teaching and learning; as well as support effective intervention efforts.
Introduction
Outcome-based Education (OBE) approaches in the teaching and learning environment may ensure
the attainment of course outcomes and program outcomes at the end of every semester. In a learning
activity, an instructor aims to fulfil any one, two or all three categories of the Bloom’s taxonomy:
knowledge (cognitive), skills (psychomotor) and attitudes (affective). Pedadogical approaches
selected for teaching and learning should be able to enhance student’s engagement in the learning
process. The primary objective of assessment is to drive instruction, thus there should exist a link
between assessment processes and instruction[1].
With respect to mathematics, a student’s success at a mathematics problem may be affected by how
he understands the problem. His success rate may also be influcenced by his unfamiliarity with
certain concepts necessary for completing the work or if he has problems with basic mathematics.
Majority of students in a proving technique class will normally be able to understand the procedures
needed to prove a statement, but their success might be impaired by their basic mathematics
capabilities. In addition, a student may also fail if he memorizes his way through the lesson using
the rote-learning approach. It would be of great advantage if a dynamic and comprehensive
assessment used by an instructor has the ability to measure what a student achieves when exposed
to an unfamiliar topic or field. .
Theory of Inventive Problem Solving (TRIZ) has the ability to identify actual cause to a problem,
unlike the classical problem solving method (CPSM). This paper discusses how the power tool,
Function Analysis (FA) from TRIZ can be used to identify function links between factual solutions
and factual concepts in an assessment. The results can help to identify actual cause of student’s
failure at a concept or a topic. It is hoped that findings from the TRIZ-based assessment can
directly support effective instructional planning, prevention and intervention.
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Methodology
CPSM consists of six steps: problem definition, root cause identification, solution generation,
solution implementation, evaluation, and review. Itprovides specific factual solutions when given a
factual problems, thus it lacks the ability to offer actual solutions to a problem[2]. On the other
hand, TRIZ (Russian acronym for Teorija Rezhenija Izobretatelskih Zadach)hasbeen described as a
knowledge-based systematic methodology of inventive problem solving; and a toolkit of methods
regarding problem understanding and solving; [2]. As displayed in Figure 1, TRIZ has the ability to
breakdown factual problems into many smaller conceptual problems with conceptual solutions of
their own. Unlike CPSM, TRIZis able to derive a more specific inventive solution [2-4].
Figure 1: How TRIZ works
Recognizing the good attributes of TRIZ, this paper demonstrates how the power tool, FA can be
used in an assessment of a quiz or a test. The FA in Figure 2 shows useful functions between all
items in the supersystem of an assessment process. Function links can be useful or harmful. As can
be seen, the function link between actual solution and item can be harmful if the knowledge and
skills are not correctly utilized.
Figure 2: Function Analysis of an Assessment
The answer scheme built for an assessment has to be able to measure all concepts needed to succeed
at an item. This paper illustrates how this process has helped to identify causes of failures at
answering parts of a question or the entire question.
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This section will share how attributes of TRIZ has been used to analyse student’s work at four
different topics: negation of quantified statements, definite integral, forward-backward method of
proof and mathematical induction. Each item tested several concepts. A tick √ and a cross
×implies a useful or harmful function link exists between factual concepts, respectively.By
analysing the answers, an instructor is provided cues as to the causes of student’s success or failure
at the concepts.
Negation of Quantified Statement
To negate a quantified statement, a student has to negate each component separately. In particular,
he has to understand xpx   xpx  [5]. FromTable 1, both items 1 and 2 succeeded at negating
each component of the expression, thus no harmful links were identified for first two factual
concepts.However, item 1 failed to find the complement to the interval p  q  10 while item 2 did
not understand xpx   xpx  when he negated the attributes of x  0 and y  0 .
Table 1: Analysis of sample answers for negation of quantified statements
Item
Sample answers
1
Factual concepts to assess
Negate each component
2
Useful/Harmful
Function Link

p  P   p  P

p  q  10  q  p  q  10
×
Negate each component

x  0  x  0

×
x.y  x   x.y  x
Forward-backward method of proof
Figure 3 were asked to use the forward-backward method to prove that the sum of two consecutive
even integers is an even number.
Figure 3: Sample answersfor forward-backward method of proof
As can be seen, the students were able to understand the processes involved in the forwardbackward method of proof but failed to complete the problem due to not understanding the word
consecutive. Therefore, harmful links were created due to lack of knowledge.
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Definite integral
A definite integral is an integral calculated between two specified limits, usually expressed as
b
 f x dx and the result obtained represents the area under the curve f x  between the limits and the xa
axis[6]. By observing the last column in Table 2, item 2 has failed at implementing properties of
5
definite integral. Unlike item 3, items 1 and 2 have succeeded at integrating the integral  kdx in the
2
second part of the expression.Sometimes, mistakes are performed because students do not have the
sensitivity to use acquired knowledge and skills at appropriate instances [7].
Table 2: Analysis of sample answers for definite integral
Item
Sample Answers
Factual concepts to assess
Useful/Harmful
Function Link
1.
Implement properties of definite
integral correctly
√
Substitute the given value and
integrate the function in the
second part
Evaluate using basic concept of
definite integrals.
√
Solve for k correctly using
algebra concept.
√
integral correctly
second part
definite integrals.
×
algebra concept.
√
integral correctly
second part
√
√
2.
3.
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√
×
definite integrals.
×
algebra concept.
×
63
Mathematical induction
Factual
Concepts
to Assess
P n 
Check true
for n  1
Harmful
function link due to
lack of knowledge
ALL
violated
Assume
P k  is
true.
factual
concepts
Identify
were
Both samples in Figure 4were required to show the sum of all odd numbers is equal to n 2 .Only Item
1 was able to associate the problem to the topic of mathematical induction. Item 1 was also able to
display all four main steps in the proof. However, a harmful link was identified to exist at the last
factual concept for item 1. In particular, he was not able to identify k  1th term as 2k  1  1, thus
failing at checking true for P k  1 .
Check true
for P k  1
ITEM 1
ITEM 2
Figure 4: Analysis of sample answers for mathematical induction
Conclusion
Assessment can drive instruction and make learning meaningful for students. Failure of a student to
correctly answer an item may imply he does not have knowledge of the topic or parts of the topic.
Sometimes, mistakes are performed because students do not have the sensitivity to use acquired
knowledge and skills at appropriate instances. This paper has illustrated how TRIZ power tool FA
can be used to identify agood or harmful link between factual concept and item. In particular, a
harmful link may be used by the instructor to identify causes of failure at an item or part of an item.
More importantly, not only can the analysis of a TRIZ-based assessment help an instructor evaluate
if an instructor has succeeded at delivering a concept but it can also directly support effective
instructional planning for future related lessons, prevention and intervention efforts.
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References
[1]
[2]
[3]
[4]
[5]
[6]
[7]
Virginia Department of Education, "Guidelines for Instruction-based Assessments," ed,
(2004).
I. M. Ilevbare, D. Probert, and R. Phaal, "A review of TRIZ, and its benefits and challenges
in practice," Technovation, vol. 33, pp. 30-37, (2013).
T. Nakagawa, "Education and Training of Creative Problem Solving Thinking with
TRIZ/USIT," (2011).
Y. T. San, Y. T. Jin, and S. C. Li, TRIZ - Systematic Innovation in Manufacturing. Malaysia:
Firstfruits Sdn. Bhd., 2013.
R. P. Grimaldi, Discrete and Combinatorial Mathematics - an Applied Introduction, 5th ed.
United States of America: Pearson Addison Wesley 2004.
J. Stewart, Calculus - Metric Version, 7th ed. Canada: Brooks/Cole, Cengage Learning,
2012.
E. De Corte, "Learning from instruction: the case of mathematics," Learning Inquiry, vol. 1,
pp. 19-30, Apr 2007 (2007).
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In-Stats: Mobile Learning for Statistics Courses
Azlan Abdul Aziz1, a, Mastura Ahmad1, b, Ainaa Abu Bakar1, c ,
Nor Azriani Mohamad Nor1, d , Teoh Yeong Kin1, e , and Suzanawati Abu
Hasan1,f
1
Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, 02600 Arau, Perlis,
Malaysia
a
d
Keywords: m-learning, statistics, student-teacher ratio, In-Stats, regression.
Abstract. Statistics is one of the difficult subjects. Most of the students reluctant to learn this
subject at the beginning of the class, this will result low grade in their final examination. In order to
cultivate interest among students toward these courses, teachers need to integrate their conventional
teaching style with mobile learning. In-Stats is one of the mobile learning application to help
students in learn statistics independently, anytime, anywhere and more importantly this application
is free.
Introduction
Statistics plays a significant contribution in any contemporary use of technology in science and
industry. In industries, statistical concepts and techniques are developed and applied for various
problems – such as, to monitor the products’ quality, to plan effective and efficient designs to
improve standard, to test and analyze the quality of items produced, and to accept (reject)
conforming (nonconforming) units produced [1].
In education, statistics is one of the important courses for students in public of higher education
(IPT). Most of the faculties in IPT include this course as part of their learning program. For
example, Faculty of computer and Mathematical Science (FSKM) University Teknologi MARA
(UiTM) offered 55 statistics courses for both bachelor and diploma program. In year 2014, a total of
17,837 students sat for statistics final examination paper for all UiTM’s campuses. Even though the
number of students is quite large, the number of statistics teachers shows differently. The data
showed that the student-teacher ratio for statistics courses increasing from 81:1 in January - July
2014 to 118:1 in July - December 2014. Most of the teachers, regardless of experience, have
difficulties to reach and entertain a large number of students especially in mathematics and statistics
class. As a result, students cannot fully understand what have been taught in class and will affect
their performance in final examination.
Moreover, statistics is considered a very difficult course to learn and teach. Many studies show that
students’ attitudes toward statistics might influence their learning process as well as their academic
achievement [2]. Therefore, the main purpose this paper is to propose mobile learning (m-learning)
application to enhance learning and teaching process in statistics.
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Literature Review
Most of students have been more reluctant to learn statistics because they thought this course was a
very difficult subject. Reference [2] showed that the negative attitude among medical postgraduates
towards statistics came from their experiences in a former statistical or mathematical class. In
addition other factors such age, level of statistical education, research experience, specialty and
mathematics basis may influence postgraduate attitudes towards statistics. The study also found
there were significant positive correlation between course achievement and attitudes toward
statistics. A survey on 25 students showed that 68% (17) felt afraid before taking statistics class [3].
Instead of positive attitude among students towards subject matter, student-teacher ratio also
becomes one of the important factors that affect students’ academic performance. The studentteacher ratio measures the number of students per teacher. It reflects teacher workload and the
availability of teachers’ services to their students. The lower the ratio, the higher the availability of
teacher services to students [4]. According to [5], the misallocation of student-teacher ratio, class
size and per student expenditure cause to the wastage of resources and lower level of academic
achievement. In addition, a study on selected secondary school students in Port Harcourt
Metropolis, Nigeria found that, there is significant relationship between students’ insight of studentteacher ratio and academic achievement in mathematics [6]. At present, QS World University
Rankings (QS) are using student-teacher ratio as indicator to evaluate teaching quality among
universities around the world [7]. In year 2014, on average, the student-teacher ratio for top ten QS
ranking is 8:1, and most of the classes fewer than 20 students [8-9]. In UiTM, The results showed
that the student-teacher ratio for statistics courses increasing from 81:1 in January - July 2014 to
118:1 in July - December 2014. A large number of students become a barrier for teachers to deliver
their knowledge effectively. Because of that, a mobile learning (m-learning) application is needed
to improve the learning process in statistics courses.
Mobile learning can be defined as the provision of education and training on PDAs / palmtops /
handhelds, smartphones and mobile phones [10]. A study conducted by [11] showed Iranian
university students more prefer to learn vocabulary class through SMS rather than dictionary.
Meanwhile, research conducted by [12] and [13] believed that, an integration of mobile device in
teaching and learning process can increase students’ enjoyment and participation in active learning
exercise. By using this technology, it can improve content delivery both inside and outside the
classroom. The classroom is now everywhere, anywhere and anytime. Currently, there are many mlearning applications were developed to assist students and teachers in their learning activities. For
example Statistics Quick Reference Free, Statistics Tutor, App4Stats SPSS Statistics and etc.
However, some of the applications need to be paid, more focus on notes, only a few have both notes
and calculator functions, requires internet connection and not user friendly. Therefore, based on
several years teaching statistics course, students need a mobile learning application that have almost
all features in statistical software packages, free and can be used everywhere, anywhere and
anytime without worrying about internet connection.
Methodology
In-Stats is a mobile learning application that was developed to enhance and improve the teaching
and learning process in statistics course. By using this application, students can learn and do
exercises independently with minimum assistance from teachers. Students can check the answer for
each exercise given directly from In-Stats. This application is free and compatible with any
smartphones or tablets operating system.
To ensure the effectiveness of this application, WPS Office (WPS) and Microsoft Excel were used.
WPS Office is one of the greatest office software product launched by Kingsoft Corp. WPS is
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applicable for Microsoft Windows, Linux, Android and iOS. Microsoft Excel (Excel) is a
spreadsheet application developed by Microsoft. It has been a very widely applied spreadsheet for
many platforms. All templates in In-Stats were designed by using Excel and WPS will be use as
platform to run the templates. Currently, three templates were developed; Simple Linear
Regression, Multiple Linear Regression and Hypothesis Testing. These templates can be
downloaded from www.statistician-arau.blogspot.com. Students only need to enter the data or
information into the template (Figure 1), and the answer will appear directly (Figure 2).
Figure 1: Enter data or information into the template
Figure 2: Analysis Output
Findings and Discussion
In-Stats were first developed in Jun 2014 after realize the resistance among students in statistics
courses. This application tries to imitate exactly as statistical software packages such Statistical
Package for the Social Sciences (SPSS) and Minitab, so that students can do any statistical analysis
through their mobile. Until now, this application has received a favorable response from students.
The number of downloads for template provided keep increasing.
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No
1
2
3
Table 1: Number of template downloaded
Template
Number of downloads
Simple Linear Regression
303
Multiple Linear Regression
196
Point Estimation, Confidence Interval and Hypothesis Testing
28
Conclusion
Statistics course is one of the difficult subjects. Most of the students reluctant to learn this subject at
the beginning of the class, this will result low grade in their final examination. Therefore, in order to
cultivate interest among students toward these courses, teachers need to integrate their conventional
teaching style with mobile learning. In-Stats is one of the mobile learning application to help
students in learn statistics independently, anytime, anywhere and more importantly this application
is free. More templates will be developed in the future so that it can cover all the topics in statistics
course.
References
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
B. N. McMaster, Advances in combinatorial methods and applications to probability and
statistics. Boston: Springer-Verlag New York, 1997.
Y. Zhang, L. Shang, R. Wang, Q. Zhao, C. Li, Y. Xu, and H. Su, “Attitudes toward statistics
in medical postgraduates: measuring, evaluating and monitoring.,” BMC Med. Educ., vol.
12, no. 1, p. 117, 2012.
W. Elliott, E. Choi2, and T. Friedline, “Online Statistics Labs in MSW Research Methods
Courses: Reducing Reluctance Toward Statistics.,” J. Soc. Work Educ., vol. 49, no. 1, pp.
81–95, 2013.
R. P. Phelps, Education Indicators An International Perspective. Diane Pub Co, 2004.
M. A. Dahar and F. A. Faize, “Mis-allocation of Student Teacher Ratio, Class size and Per
Student Expenditure Leads to the Wastage of Resources and Lower Academic Achievement:
An Issue of Resource Management.,” Int. Res. J. Financ. Econ., no. 62, pp. 94–110, 2011.
I. R. Ajani, “Effects of Student-Teacher Ratio on Academic Achievement of Selected
Secondary School Students in Port Harcourt Metropolis ,” vol. 5, no. 24, pp. 100–107, 2014.
‘Faculty Student Ratio.’ [Online]. Available: http://www.iu.qs.com/universityrankings/rankings-indicators/methodology-faculty-student/. [Accessed: 22-April-2015].
‘Top Universities.’ [Online]. Available: http://www.topuniversities.com/. [Accessed: 22Apr-2015].
‘US News Education | Best Colleges | Best Graduate Schools | Online Schools.’ [Online].
Available: http://www.usnews.com/education. [Accessed: 22-April-2015].
R. Guy, The evolution of mobile teaching and learning. Santa Rosa, CA: Informing Science
Press, 2009
M. Alemi, M. R. A. Sarab, and Z. Lari, “Successful learning of academic word list via
MALL: Mobile assisted language learning,” Int. Educ. Stud., vol. 5, no. 6, pp. 99–109, 2012.
J. Mayberry, J. Hargis, L. Boles, a. Dugas, D. O’Neill, a. Rivera, and M. Meler, “Exploring
teaching and learning using an iTouch mobile device,” Act. Learn. High. Educ., 2012.
I. J. Shepherd and P. Vardiman, “mLearning - A Mobile Learning / Teaching Methodology.”
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Strategies in Teaching Generation Z
Anas Fathul Ariffin1, a, Muhammad Hilmi Samian2,b , Siti Nurasyikin
Shamsuddin 3,c , Dalia Attan 4,d and Azman Ahmad Bakir5,e
1
Faculty of Computer & Mathematical Sciences, UiTM Perlis, Malaysia
2
Faculty of Computer & Mathematical Sciences, UiTM Negeri Sembilan, Malaysia
3
Faculty of Computer & Mathematical Sciences, UiTM Negeri Sembilan, Malaysia
4
Faculty of Applied Sciences, UiTM Negeri Sembilan, Malaysia
5
Faculty of Mechanical Engineering, UiTM Pulau Pinang, Malaysia
a
d
[email protected], e [email protected]
Keywords: Generation Z, Gen Z, Digital Natives, Teaching, Strategies.
Abstract. This paper discusses some characteristics of Generation Z and provides strategies for
educators to make sure the quality of teaching up to pace with the vast changes of challenges from
one generation to another.
Introduction
Generation Z also known as Generation C (connected generation) refers to those who were born
roughly between 1995 and 2010. Currently, the oldest age of Gen Z is 20 years old in which many
of them are pursuing their tertiary education. This generation has experienced the rise of mobile
devices, cloud computing, ISIS (Islamic State of Iraq & Syria), massive natural disasters like
Tsunami and the latest earthquake in Nepal. Moreover, GenZers seem to be fundamentally different
from earlier generations namely Baby Boomers, Generation X, and Generation Y. The brains of
Generation Zs have become wired to sophisticated, complex visual imagery. As a result, the part of
the brain responsible for visual ability is far more developed, making visual forms of learning more
effective. Gen Z extremely dislike traditional lecture. However, they prefer interactive games,
collaborative projects, advance organizers, challenges, and anything that they can try [1]. Therefore,
Generation Z requires a different approach towards learning and of course this difference becomes a
new challenge to educators especially lecturers. In order to know further about Genzers’
differences, it might be helpful for educators to identify some characteristics of Gen Z students and
design strategy to better address them. This paper presents four strategies to ensure the quality of
teaching are up to pace with the different characteristics that Gen Zs have.
Technology and Entertainment Oriented
As technology evolves, students from Generation Z can be classified as technology and
entertainment oriented. They would prefer teaching and learning process to be entertaining enough
to make them interested and focus in the class. Those who were born in Generation Z are said to be
born in a digital world and cannot live without digital technologies [2,3,4]. One of the major
difference of Generation Z with the previous generations is that they have never known a world
without internet and their communication mostly take place on the Web [2,5,6]. They also grow up
with social media and have spent most of their time being actively engaged in social media platform
such as Facebook, Twitter, Instagram, Whatsapp, Snapchat, Google+ etc [7]. As they constantly
engage in innumerable social media available in todays world, they find it easier and more
convenient to find and spread information or knowledge received. Due to these facts, educators
should expect that in order to teach the Generation Z students, they must know how to make their
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teaching style more entertaining, innovative and contemporary for example not the conventional
classes where lecturers merely give talk in front of the class while the students listen to them.
Less Team Oriented
Gen Z students are less team oriented than those before them [2]. Being born in a digital era, Gen Z
adapts to technology very well and highly depends on it. They do not give much attention to family
values. This results in a highly individualistic behavior and inability to work in a team. On top of
that, Gen Z youths are also bad listeners. They have strong opinions and express their opinions
through online society. They disregard people’s suggestions because they don’t believe in living
according to social norms.
Lack of Soft Skills
The students of Generation Z are too attached to the use of technology in their daily lives [8,9]
which leads towards the lack of critical thinking skills[8] as well as that of soft skills. As this
problem occurs, it would eventually affect the ability of this generation to analyse the reliability of
information that they gather since nowadays the information can be found easily on the internet
[10,12,13]. Although Gen Z can be categorised as the fast problem solver [10] due to full utilisation
of technology and internet, however this ‘tech-savvy’ generation might end up relying solely on
internet and technology to solve any problem [11]. Thus this situation would become a barrier for
them to utilise and explore their potential thinking ability towards its maximum capacity. The
application of teaching style for previous generations towards Gen Z would make them use the only
way they know how which is relying on technology for problem solving situation as the current
world require creative thinking skills in order to produce creative problem solving [10,13]. The
following strategies were designed in order to teach Gen Z appropriately.
Strategy 1: Use Technology and Entertainment
This strategy involves engagement of educators in the virtual world. Educators must establish
strong online presence and make the teaching and learning process interactive enough by using the
internet and gadgetry [7,6]. Lecturers may use Web 2.0 tools, interactive textbooks, educational
games etc. Apart from that, educators can also try their best to create interactive teaching
environment such as by using music because the correct music may create a sense of high social
learning and motivation to the students [6]. For instance, in higher education, the e-Learning has
been introduced and made compulsory for certain subjects to use the Blended Learning and online
learning in the teaching and learning process. This will make the teaching and learning process
more effectively and efficiently delivered to both learners and teachers because learners may learn
electronically and independently at their own time [4].
Strategy 2: Use Online Collaborative Learning
One strategy for effective teaching of Gen Z is through online collaborative learning. Briefly, online
collaborative learning is done by assigning students into groups to complete homework or projects.
They could fully utilize online social networks as a tool in completing the task given by teachers.
Besides that, by allowing students to work in a group, they could get connected with other team
mates and even other students around the globe [14]. Blogging, podcasting and digital media are
some platform that can be used. Such approach could inculcate team spirit among Gen Z. Moreover,
educaters are suggested to create social bookmarking accounts for their class where students can
share articles and lecturers could learn to use Twitter, simulators and even create newsletter in their
teaching process. Group writing is also one possible method to execute online collaborative
learning. Group writing can be done in team task, committee, research group and case based
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learning. Such platforms enable students to share knowledge and have their teammate to improve
their documents by doing some editing [15].
Strategy 3: Relate Project and Assignment with the Latest Real Problem
New strategy to captivate the attention of this challenging generation to enjoy learning especially in
technical subjects such as sciences, mathematical and engineering’s subjects is to relate projects and
assignments with current real problems. As mentioned earlier this generation will only pay attention
to something that interest them. Projects and assignments should be designed to relate with real
problems that are close to this new generation‘s concern [6].By doing that, the lecturer will attract
the students with the subject matters. Another way is by formulating problem posing questions
which usually end up with open ended solutions [17]. A real based scenario problem will give
variability to student in obtaining the related information by interrogation, analysis and
investigations. They will learn to take responsibility to ensure the group is able to achieve the
required target. Students will be trained to be good team players. Along the way of the project, they
will face mistakes and learn how to rectify the answer by themselves [17]. This is an excellent way
to cultivate learning in their lives and they will learn to appreciate the gained knowledge even more.
Strategy 4: Use ‘Flipping Classroom’
In order to make sure the quality of teaching are up to pace with the vast changes of challenges
from one generation to another, it is crucial for educators such as teachers and lecturers to apply a
variety of teaching methods since Generation Z are easily distracted which cause them the difficulty
to focus in class[12]. One of the methods that may be employed by educators is by engaging the
students towards hands-on problem solving based learning or case study [8,13]. This method is
different from the old way of teaching such that students will be given specific problem based on
certain situation or case study and they are the one who need to find the possible solution that may
be applied in that particular situation [9,13]. This method would require the students to utilise their
thinking skills and educators must act as facilitators to stimulate the students with high creativity
thinking skills.
To further enhance this method, educators may integrate the method with the ‘flipping classroom’
mehod where students have to find the possible solution for the case study outside the classroom
[8,9,13]. This will ensure the students continue to learn their lessons outside of the classroom but at
the same time maintain the crucial lessons in class with educators as their facilitators [9,13].
Conclusion
Researchers have found that Generation Z has different values and needs compared to previous
generations. Those values and needs are that GenZers are technology and entertainment oriented,
less team oriented, and lack soft skills. Since understanding the individual needs of each learner and
adapting to these needs will be the key success factor for a good educator. Therefore, conscious
with the aforementioned characteristics, educators could apply these strategies: (1) use technology
and entertainment (2) use online collaborative learning (3) relate project and assignment with the
latest real problem and (4) use ‘flipping classroom’.
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References
[1]
D. Rothman, A Tsunami of Learners Called Generation Z, (2014)
[2]
A. Ivanova, A. Smrikarov, The New Generations of Students and the Future of e-Learning in
Higher Education: submitted to International Conference on e-Learning and the Knowledge
Society, (2009)
[3]
S. Anjali, Challenges and Issues of Generation Z, IOSR Journal of Business and Management,
Volume 16, Issue 7. Ver. 1, (2014), 59-63.
[4]
G. Richard, Jr. McNeil, Adapting Teaching to the Millennial Generation: A Case Study of a
Blended/Hybrid Course, International CHRIE Conference, (2011).
[5]
T. Bruce, Meet Generation Z: The Second Generation within the Giant “Millennial” Cohort,
Bruce Tulgan and RainmakerThinking, Inc, (2013).
[6]
E.S. Lisboa, C.P. Coutinho, Generation X, Y and Z: Challenges for Teaching and Learning,
2012 EDEN Annual Conference, Closing the Gap from Generation “Y” to the Mature
Lifelong Learners, (2012).
[7]
M. Dhanya, S. Girish, The Emergence of Gen Z – Opportunities and Challenges in Students’
Learning, Proceedings of the International Conference on Trends and Innovations in
Language Teaching, (2014), 414-417.
[8]
F. Sarah, Gen Z & What does it mean in your classroom?, USC Rossier Online, (2012)
[9]
M. Mark, Generation Z and the education revolution, education views, Department of
Education and Training, Queensland Government, (2012)
[10] R. Adam, Meet Generation Z, Getting Smart, EdTech Learning, (2012)
[11] Institute for Emerging Issues, Generation Z Challenges, NC State University, (n.d.)
[12] H. Kate, Educating Generation Z, Canada Foundation for Innovation, (2014)
[13] P. Phil, Do you know how Generation Z pupils learn?, SecEd, (2013)
[14] Fudin, S., Gen Z & What does it mean in your classroom, (2012)
[15] Bonnycastle, D., Teaching Generation Z, (2012)
[16] Cankoy, O., & Darbaz, S. (2010). Effect of a problem posing-based problem-solving
instruction on the understanding problems.Hacettepe Universitesi Journal of Education,38, 1124.
[17] Nerida F. Ellerton. (2013). Engaging pre-service middle-school teacher-education students in
mathematical problem posing: development of an active learning framework. Springer
Science Business Media Dordrecht.
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Part IV :
System Sciences & Information
Technology
(CCMSE 2015)
Cloud-based Students’ Academic Monitoring for Academic Advisors
Mahfudzah Othman1,a Nur Fathihah Mansor2,b, Nurzaid Muhd Zain3,c
1, 3
2
Faculty of Computer and Mathematical Sciences, UiTM Melaka, Malaysia
a
Keywords: cloud-based system, academic advisor, students’ academic monitoring
Abstract. The objective of this paper is to discuss the development of a cloud-based student’s
academic monitoring system for the academic advisors in Universiti Teknologi MARA (UiTM)
Perlis. The system named “Sistem Laporan Penasihat Akademik” (SLPA) is built to support the
reporting and monitoring of students’ academic progress through a cloud-based content
management system using the Google Site. The idea of the development of the cloud-based system
is it can reduce the cost for hardware peripherals such as central server or database and at the same
time provide robust and efficient information sharing and collaborations among the users. This
system, which is still in its preliminary stage is hoped to support the role of academic advisors and
improve the monitoring of students’ academic achievements in UiTM Perlis.
Introduction
Currently, Universiti Teknologi MARA (UiTM) is using Student Information Management System
(SIMS) to cater students’ academics information. SIMS acted as a one-stop centre that is robust
and efficient in helping the administrative, academic staffs and students to handle various academic
activities such as course registrations, generating study plans for the students, statistical reports,
final examinations timetable as well as academic advisors information and many others. The webbased system that can be accessed by all the academic staffs, lecturers and students, provide a
platform that handles all of the vital information regarding students’ academics processes such as
add or drop of courses, updating the study plans or even monitoring students’ academic
achievements for each semester. Figure 1 below depicts some of the interfaces of SIMS.
Figure 1: Examples of interfaces in SIMS
Nevertheless, the academic advisor functions available via SIMS do not cater the information of the
students’ progress efficiently. For instance, SIMS will only provide the list of students for each
academic advisor without providing the overall academic achievements for each student for every
semester. In order to monitor each student’s progress, the academic advisor need to search the
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academic information for the particular student by entering specific information in the form
provided, which is sometimes would become troublesome, especially when the lecturer forgot the
specific information of the student. Furthermore, SIMS can only be accessed within the campus
Intranet, which limits lecturers’ accessibility to closely monitor their students’ performance.
Meanwhile, SIMS also does not provide visual or graphic presentations such as graphs or bar charts
that can help academic advisors to report their students’ progress visually.
Therefore, this project will enhance the capabilities of reporting and monitoring functions for
academic advisors to monitor their students’ academic achievements by utilizing the cloud-based
content management system services. The system known as “Sistem Laporan Penasihat Akademik”
(SLPA) will provide the academic advisors with the list of their students together with their
academic records for each semester. Moreover, because of the advantages of using a cloud-based
system, SLPA can be accessible by the academic advisors from anywhere and anytime, which
makes it more efficient. One of the new functions in SLPA is that it also provides the academic
advisors with graphic representations such as generating graphs that represent the progress of
individual student for each semester and pie chart that depicts the students’ achievements in logical
thinking levels. This paper will elaborate more on the development of SLPA using the cloud-based
content management system.
Cloud-based Content Management System
One of the advantages of using a content management system is it supports collaborative activities
within an organization to create, edit, publish or manage various kinds of digital information and
multimedia [1]. The rapidly growing number of digital data demands organization to switch into
using more robust content management system that is efficient in handling the storage and retrieval
of high volume of contents, and at the same time efficiently sharing the information to others [1].
These days, cloud computing is one of the emerging technologies that is on-demand, due to the fact
that it can provide solutions to many problems related to the existing content management system
such as effectively handling the delivering and provisioning of computing resources, such as
networks, servers, storage, and applications, as a service over the Internet, anytime and anywhere
[2]. Some of the examples of the cloud services available nowadays are Gmail, Google Sites and
Docs, iCloud from Apple, SCloud from Samsung, SkyDrive from Microsoft, and Dropbox from
Dropbox [2]. Today, cloud computing has also becomes the interest for many educational
institutions because of its ability to handle academic resources and processes more reliable, costeffective and support better information sharing of academic information [3].
For instance, all of the courses in University of California (UC) at Berkeley are currently operating
on a cloud supported by Amazon Web Services using the SaaS service model [4]. Meanwhile, the
University of Washington is adopting cloud computing to provide productivity and collaborative
tools to its staff and students, supported by Microsoft such as Windows Live including Email and
Messenger, as well as Google Apps including Google Email, Calendar, Docs, and Sites [5]. These
universities are few of the examples among the other academic institutions around the world that
are gearing towards cloud computing not only for the economic reasons, but also to provide users
with a more advanced teaching and learning environment as well as improved data sharing
capabilities.
Based from these many reasons, therefore, this paper will discuss the development of a cloud-based
content management system to support the reporting and monitoring of students’ academic
achievements for the academic advisors in UiTM Perlis. Generally, in UiTM’s academic system,
academic advisors play an important role to monitor their students’ progress in academics.
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Therefore, by relying to a better academic reporting and monitoring system, an academic advisor
can efficiently identify students who are showing slow progress in their academics or even fail in
many subjects, then later use the information to take necessary actions. This system is focused on
delivering and sharing of students’ academic information from their first semester in UiTM until
they graduate from their studies.
“Sistem Laporan Penasihat Akademik” (SLPA) using Google Site
SLPA was developed to cater the reporting and monitoring of students’ academic achievements for
each academic advisor in UiTM Perlis. One of the objectives of the development of this system is to
provide unlimited access to academic advisors to monitor closely their students’ academic
achievements for each semester. Furthermore, the cloud-based system was only using the Google
Site content management system, which is an open source software integrated with a Google drive
that is cost effective, free from complicated codes and accessible through the web browser.
Moreover, the system does not require the use of complex database to store the students’
information. Instead, it only uses the spreadsheets that are user-friendly and less complicated for the
system administrator to update all the data required.
Figure 2 below shows the main interface for the academic advisors to access to the system. Each of
the academic advisors is given their own Google account. They will use the usernames and
passwords created for them to access to the system.
Figure 2: Access login into the system using Google accounts
After the system can be succesfully accessed, the main homepage will display the overall contents
of the system that includes the overall results for each semester intake, in this case, intakes from
Diploma in Computer Science and Bachelor in Netcentric Computing. The results are being
presented using the bar graphs that shows the overall achievements for each subject in each
particular semester. Furthermore, the main interface will also display the list of academic advisors
and their respectives students. All of the details of the interface are displayed in Figure 3 below.
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Figure 3: Main homepage of SLPA
When the academic advisor wants to see the overall results of their own students, they can click
onto the link at the left hand side of the main page. This link will only provide access to students’
information for the particular academic advisor. As depicted in Figure 4 below, the main interface
for the academic advisor will display the pie charts that show the records of students’ logical
thinking levels. Later, when the academic advisor click onto the student id on the left side of the
interface, the system will display the student’s academic results together with a graph that shows the
progression of the student’s Cumulative Grade Point Average (CGPA). Via this page, the academic
advisors can also edit or update their students’ background information, academic results as well as
the logical thinking results using the spreadsheets available in the system.
Figure 4: Academic Advisor main page
Figure 5 below depicts the examples of spreadsheets available in the system for the academic
advisors to update their students’ information. At the moment, the system does not integrated and
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linked with SIMS, therefore, the results of the students are obtained manually from the Academic
Affairs Department and inserted by the academic advisors. Nonetheless, the process of updating the
information is easy and hassle-free as the system’s user interface is user-friendly and easy to use.
Figure 5: Example of spreadsheet available in SLPA to update students’ results
Conclusion
SLPA is built using a cloud-based system by utilizing the services offered by Google Site content
management system. It is developed to handle the reporting capabilities for academic advisors to
ease the monitoring of their students’ academic achievements. Currently, SLPA is used to record
students’ logical thinking levels and final examination results for each semester, that are later being
displayed in graphical representations such as using the bar graphs and pie charts. The visual
presentations are aimed to provide better understanding to monitor the student’s progress for each
semester. Nevertheless, the development of this system is still in its preliminary stage that requires
further enhancements especially regarding the security measure of the system. Therefore, the
enhancements of SLPA will be continued in the future that will take into accounts other security
features and advanced analytics using the existing data for students’ future academic predictions.
References
[1] D. Kayal, CcMS: A Cloud Computing Based Content Management System, Int. J. of
Information and Computation Technology, Volume 3, Number 4 (2013), pp. 329-334.
[2] J. S. Jeong , M. Kim and K.H. Yoo, A Content Oriented Smart Education System based on
Cloud Computing, Int. J. of Multimedia and Ubiquitous Engineering Vol.8, No.6 (2013),
pp.313-328.
[3] M. A. H. Masud and X. Huang, An E-learning System Architecture based on Cloud
Computing, World Academy of Science, Engineering and Technology, vol. 62, (2012), pp.
74-78.
[4] N. Sultan, Cloud computing for education: A new dawn?, International Journal of Information
Management, vol. 30, (2010), pp. 109-116.
[5] University of Washington, “IT Connect: Cloud Services Frequently Asked Questions”,
http://www.washington.edu/itconnect/teamwork/cloudfaq.html#cloud (accessed on May
2015).
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Open Learner Model for Programming through Collaborative e-Learning
Mahfudzah Othman1,a, Siti Hana Quzaima Alias2
1,2
a
[email protected]
Keywords: open learner model, programming, collaborative, e-learning
Abstract. This paper discusses about the open learner model in collaborative e-learning
system to facilitate the learning of introductory programming. Open learner model is used to present
learner’s achievements in particular subject using qualitative representations such as the skill
meters. Current open learner models are only available for individual learners. Therefore, this
paper discusses the potential of implementing the open learner model in a collaborative e-learning
platform. The aim is to propose a learner model that is not only used to reflect individual
performance, but also a group of learners’ academic achievements through the graphical skill
meters. Furthermore, open learner model proposed in this paper will also reflect students’
problematic areas or misconceptions in programming topics. Through this, students will be able to
directly identify their problematic topics in introductory programming and improve their learning
by going through the collaborative e-learning contents once. The open learner model proposed in
this paper will also help to foster self-assessment and self-regulated learning; approaches that can be
used to increase students’ awareness towards their own academic achievements.
Introduction
According to Yadin [1], introductory programming courses are often perceived as difficult and
challenging among the first year students in Computer Science field because of its high failure rates.
Previous collaborative study done between Universiti Teknologi MARA (UiTM) Perlis and
Universiti Tun Hussein Onn (UTHM), Malaysia has revealed that about 75 percent of their students
have agreed that computer programming courses are challenging and tough [2]. Most current study
done by Watson and Li [3] that involved fifteen different countries including United States,
Australia, United Kingdom, Finland and China has also reported that the average passing mark for
students in computing programming subjects was only at 67 percent.
Previous study has highlighted the most common cause that contribute to this high failure rate
which is the complexity of the programming subject itself that demands high level of intellectual
capabilities [4]. Other than that, other possible causes are differences in teaching and learning styles
and strategies, the complexity of the programming languages used and the lack of interest and
motivation in learning programming among the first year students [5].
Meanwhile, the typical linear approach of teaching and learning programming that only involves the
use of blended materials and lecture notes also acts as the influential factor that caused the
disengagement of students’ interest in learning programming [6]. This approach was claimed to
limit the interaction between the students and lecturers that will eventually caused the students to
become passive information receivers [6]. To improve the traditional teaching and learning
environment in programming, some researchers have studied the differences in students’ personality
traits, cognitive abilities or even applied the use of visual instructional strategies and techniques in
programming classes [6][7]. In addition, recent studies have also utilized multimedia technologies
and the Internet to improve students’ learning experiences in programming such as using interactive
games, mobile applications, multimedia courseware and e-learning systems [8][9].
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Other than that, over the past few years, there are several collaborative e-learning platforms that
have been developed to support and facilitate the teaching and learning of programming courses
such as the Programming Assignment aSsessment System (PASS), Supporting Collaboration and
Adaptation in a Learning Environment (SCALE) and AutoLEP [10][11][12].
Although the emergence of these collaborative e-learning platforms have showed positive outcomes
towards improving students’ learning process in programming, however, most of the existed
collaborative e-learning platforms do not provide users with the open learner models. Current open
learner models are often built separately from the e-learning systems and most of them were
developed for individual learners only [13]. Therefore, the purpose of this study is to propose an
enhanced e-learning platform that supports the teaching and learning programming via the open
learner model. The objective to include the open learner model in the collaborative e-learning
system is to foster self-assessment and self-regulated learning, hence, raising students’ awareness
towards their own personal and collaborative groups’ developing knowledge, difficulties and
learning process [14]. To date, there are only few researchers who have embarked on combining the
online collaborative platforms with the learner models such as Kickmeier-Rust et al. [15] and
Alotaibi and Bull [16].
Background of study
Collaborative e-learning system for programming
The development of the e-learning systems for teaching and learning programming is positively
progressing towards the computer-supported social learning (CSSL) system that offers support to
foster groups’ communication and collaborative activities [17]. Previous studies involve the work
done by Lahtinen, et.al [18] that used a web-based system named Codewitz to support learning
programming through visualizations. Current researches exhibit the development of collaborative elearning systems such as the Supporting Collaboration and Adaptation in a Learning Environment
(SCALE) and AutoLEP [11][12]. By using SCALE, students were claimed to become increasingly
aware of their own performance in programming subject, as the system will give prompt feedbacks
and recommendations [11]. Meanwhile, AutoLEP was used to assist novice programmers to attain
their programming skills through its novel self-assessment mechanism [12].
Open learner model and collaborative e-learning platform
There are two types of open learner model representations that have been widely implemented
in the field of education, which are the simple or complex learner model. Simple learner models
will normally present simple skill meters that display learner’s level of knowledge, difficulties and
learning process for every selected topic [13]. In the other hand, the complex learner models will
use varieties of modeling techniques such as knowledge tracing in cognitive modeling or Bayesian
networks to present more detailed information to the learners [13].
Up until today, most of the existing open learner models are used to represent learner models
for individual learners. Therefore, providing the open learner model to group of learners through
the collaborative online platforms has been seen as a new direction in Computer-Supported
Collaborative Learning (CSCL) research [19]. Recent study has shown positive outcomes when
open learner model was used in combination with a competence-based feedback for collaborative
language learning [15]. Moreover, open learner model has also been developed to scaffold
students’ reflection towards collaborative brainstorming [20]. Alotaibi and Bull [16] has also used
the Facebook with the open learner model named OLMlets to investigate the effectiveness of online
interaction and collaboration.
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Proposed open learner model for learning programming through collaborative e-learning
Fig 1 below depicts the open learner model proposed for learning programming via the
collaborative e-learning system. Based from Fig. 1 below, there are two main factors that need to
be included as part of the open learner model, which are the e-learning contents and collaborative
groups. The e-learning contents refer to the selected topics or context and types of evaluation that
can be embedded in the open learner model. For instance, in this study, topics from the
Fundamentals of Computer Problem-Solving subject will be chosen as the context of the e-learning
contents. Meanwhile, both short-structured questions and multiple-choice questions can be used as
the types of evaluation for the open learner model.
E-learning
contents
- Topics/context
- Types of
evaluation
Team
achievements
- Graphical
representation
Collaborativ
of:
e groups
o Knowledge
- Team formation
development
- Team design
o Problematic
- Team process
areas &
and academic
misconceptio
setting
ns
Fig. 1. Open learner model for collaborative e-learning
Collaborativ
e activities
- Self-assessment
- Self-regulated
learning
For the collaborative groups, few factors need to be considered such as the team formation, team
design, team process and academic setting. Lecturers need to consider how the teams can be formed
either based on their previous academic achievements, different skill levels or setting up the teams
randomly. Each specific way to form a team will give different outcomes of the learner model for
each collaborative group. The design of the team involves setting the duration of the groups’
collaboration and the complexity of the given tasks. Meanwhile, the team process and academic
setting will emphasize on how the collaborative groups will collaborate via the online platform
using different collaborative and communication tools.
Collaborative activities illustrated in Fig. 1 above will involve with the self-assessment and
self-regulated learning approaches. Each individual in each collaborative group can answer any
questions posted in the e-learning contents and at the same time will be given the opportunity to
discuss and collaborate with their team members. The aim to foster the self-assessment and selfregulated learning is to encourage students to take responsibilities towards their own and groups’
academic achievements. Finally, the last element in the model is the team achievements. As
mentioned before, open learner model provides the learners with qualitative representations of their
own developing knowledge, difficulties and learning process. Therefore, the model proposed in
Fig. 1 will emphasize on providing the teams with individual and collaborative groups’ graphical
representations of achievements using the skill meters. The skill meters will display the percentage
of the developing knowledge, problematic areas or misconceptions for each topic that the
collaborative groups have learned and assessed. One of the advantages of the open learner model
proposed in this paper is it allows each student to re-do the assessment modules in order to improve
their skill meters. Through this, students will become increasingly aware of their own developing
knowledge and skills in the programming subject.
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Conclusion and Future Work
Open learner models have been widely developed and utilized to reflect individual learning
process and achievements in certain subjects. Among the benefits of open learner model is allowing
learners to self-regulate their learning by referring to the qualitative representations of their
developing knowledge, skills and difficulties offered by the open learner model. This paper
explained the proposed open learner model that caters groups of learners in learning introductory
programming course through the collaborative e-learning system. The aim is to foster groups’
discussions and collaboration in a virtual environment and at the same time supports selfassessment and self-regulated learning, two approaches that are vital in encouraging learners to be
aware of their own academic performance. Future work will involve on the physical development
of the open learner model that focuses on the enhancements of students’ cognitive skills in learning
introductory programming via the collaborative e-learning system.
References
[1] A. Yadin, Reducing the dropout rate in an introductory programming courses, ACM inroads, 2
(4), 2011, pp. 71-76.
[2] M. Othman and M. Othman, The proposed model of collaborative virtual learning environment
for introductory programming course, Turkish Online Journal of Distance Education - TOJDE,
13(1), Article 5, 2012, pp. 100-111.
[3] C. Watson and F.W.B Li, Failure rates in introductory programming revisited, Proc. 2014
Conference on Innovation & Technology in Computer Science Education (ITiCSE ’14), 2014,
pp. 39-44.
[4] L. F. Valentin, A. Pardo and C.D. Kloos, Addressing drop-out and sustained effort issues with
large practical groups using an automated delivery and assessment system, Computers &
Education, 61, 2013, pp. 33-42.
[5] F. Kalelioglu and Y. Gulbahar, The effects of teaching programming via Scratch on problem
solving skills: A discussion from learners’ perspective, Informatics in Education, 13(1), 2014,
pp. 33–50.
[6] M. N. Ismail, N. A. Ngah and I. N. Umar, Instructional Strategy in the Teaching of Computer
Programming: A Need Assessment Analyses, TOJET: The Turkish Online Journal of
Educational Technology, vol. 9 (2), 2010, pp. 125-131.
[7] W. C. Chang and R. J. Zhan, Cognitive knowledge status of learning path in C++ programming
language based on Rule Space Model for college students, Proc. IEEE 7th International
Conference on Networked Computing and Advanced Information Management (NCM), June
2011, pp.307 – 312.
[8] W.T. Tsai, L. Wu, J. Elston, Y. N. Chen, Collaborative learning using Wiki web sites for
Computer Science undergraduate education: A case study. IEEE Trans. Edu., 54(1), 2011, pp.
114-124.
[9] N. Tillmann, J. de Halleux, T. Xie, S. Gulwani, J. Bishop, Teaching and learning programming
and software engineering via interactive gaming, Proc. 35th International Conference on
Software Engineering (ICSE), May 2013, pp.1117-1126.
[10] K.M.Y. Law, V.C.S. Lee and Y.T. Yu, Learning motivation in e-learning facilitated
computer programming courses. Computers & Education, vol. 55, 2010, pp. 218–228.
[11] I. Verginis, A. Gogoulou, E. Gouli, M. Boubouka and M. Grigoriadou, Enhancing learning
in introductory computer sciences courses through SCALE: An empirical study. IEEE Trans.
Edu., 54 (1), 2011, pp. 1-13.
[12] T.T. Wang, X.H. Su, P.J. Ma, Y.Y. Wang and K.Q. Wang, Ability-training-oriented
automated assessment in introductory programming course. Computers & Education, 56, 2011,
pp. 220–226.
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[13] S. Bull and J. Kay, Student models that invite the learner in: The SMILI open learner
modelling framework, Int. Journal of Artificial Intelligence in Education, 17(2), 2007, pp. 89120.
[14] A. Clayphan, R. Martinez-Maldonado and J. Kay, Designing OLMs for reflection about
group brainstorming at interactive tabletops. Proc. of the Workshop on Intelligent Support for
Learning in Groups (ISLG) - International Conference on Artificial Intelligence in Education
(AIED 2013), 2013, Memphis: USA .
[15] M. D. Kickmeier-Rust, S. Bull and G. Meissl-Egghart, Collaborative language learning in
immersive virtual worlds: Competence-based formative feedback and open learner modeling,
International Journal of Serious Games; 1(2), 2014, pp. 67-74.
[16] M. Alotaibi and S. Bull, Combining Facebook and open learner models to encourage
collaborative learning. Proc. of 20th ICCE Conference on Computer-supported Collaborative
Learning (CSCL) and Learning Sciences, Singapore, 2012, pp. 71-75.
[17] K. Halimi, H. Seridi and C. Faron-Zucker, Solearn: A social learning network, Proc. IEEE
International Conference of Computational Aspects of Social Networks (CASoN), October
2011, pp.130 – 135.
[18] E. Lahtinen, K. Ala-Mutka and H. Jarvinen, A study of the difficulties of novice
programmers. ACM SIGCSE Bulletin; 37 (3), 2005, pp. 13-14.
[19] S. Bull and R. Vatrapu, Supporting collaborative interaction with open learner models:
Existing approaches and open questions, Proc. of 9th International Computer-Supported
Collaborative Learning (CSCL), China, 2011, pp. 761-765.
[20] A. Clayphan, R. Martinez-Maldonado, J. Kay and S. Bull, Scaffolding reflection for
collaborative brainstorming, in Trausan-Matu, S, Boyer, KE, Crosby, M, Panourgia, K, editors.
Intelligent Tutoring Systems, Springer International Publishing, Switzerland, 2014, pp. 615-616.
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A Study on the Impact of Motivational Camp on Soft Skills
Enhancements
Arifah Fasha Rosmani1, a,Mahfudzah Othman2,S.S.M. Fauzi3
1,2,3
a
[email protected]
Keywords: motivational camp, soft skills, computer science
Abstract.This paper discusses about the enhancements of students’ soft skills through the
implementation of a motivational camp. The motivational camp was organized to 38 selected
Diploma of Computer Science students from Universiti Teknologi MARA (UiTM) Perlis with
Cumulative Grade Point Average (CGPA) between 2.50 until 3.40. The aimof the camp was to
encourage interactivity and collaboration between students with different academic achievements.
Five major soft skills have been selected to be assessed in this study, which includes 1) critical
thinking 2) problem-solving skills, 3) communication skills, 4) teamwork and,5) information
management skills. All participants need to perform the soft skills self-assessment survey before
and after the motivational camp. Activities held during the camp are prepared to cater all of the five
soft skills such as individual and group tasks and presentations. The results of this study suggest
that the motivational camp could assist the students to enhance their soft skills.
Introduction
Recent report from Malaysia Statistics of Labour Force suggests the unemployment rate among
Malaysians for the second month of 2015 has increased to 3.2%, which is 0.1% higher than the
previous statistic recorded in January 2015 [1].
Malaysia Ministry ofEducation (MOE)
reported that between the years 2006 until 2013, only 68.58% of graduates were employed. The
increased number of unemployed graduates specifically from the information, communication and
technology (ICT) field has also signaled major concern as the demands for ICT foreign workers are
also increasing at the same rate [3].
A study suggests, some of the factors that contribute to the high unemployment rate among ICT
graduates are the inconsistencies between employees and graduates expectation such as mismatch
of qualifications, lack of students’ exposure to the real job markets and lack of students’ soft skills
[3]. Recent study has also revealed that there was a mismatch between graduates’ soft skill
competencies and employees requirements, which is likely to be the most sought reason for the high
unemployment issues among graduates in ICT field [4].
Due to the fact that soft skills have become increasingly important in determining the quality of
graduates, MOE has highlighted seven soft skills requirements that need to be achieved by all
graduates as they finished their studies. It is aimed to equip graduates with skills that can help to
ensure their survival in the real job markets. The seven soft skills that need to be embedded in all
curriculum offered in all high academic institutions in Malaysia are critical thinking and problemsolving skills, communication skills, teamwork skills, values, professionalism and morality,
information management and life-long learning, entrepreneurial skills and leadership skills [5][6].
Most of these soft skills are assessed through summative or formative assessments that are normally
conducted in the classrooms. Outdoor activities such as training, educational program or
motivational camp are rarely being discussed as a medium to enhance the students’ soft skills. This
paper intends to investigate the impact of outdoor activities in enhancing the soft skills among
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Computer Science students. To study that, a motivational camp was conducted to 38 selected
Diploma of Computer Science students from UniversitiTeknologi MARA (UiTM) Perlis.
Background of study
Soft skills can be described as intra-personal and inter-personal skills that areimportant for personal
development, social participation and workplace success [7]. Soft skills such as entrepreneurial,
communication or ability to work and adapt with multi-disciplinary team are skills that can be
learned or developed through suitable training efforts and can be combined to achieve complex
outcomes [7]. For ICT graduates, although all the seven soft skillshighlighted by MOE are
important, however, there are few skills thatmost likely to be favored by most ICT employees.
Among the soft skills preferred by the employees are the critical thinking and problem-solving
skills, communication skills, teamwork and information management skills [3][4][8].
Some of the soft skills such as the critical thinking and problem-solving skills can be measured
through summative assessment such as tests or final examinations [7]. Meanwhile, the other soft
skills such as communication and teamwork can only be measured through the formative
assessment such as peer evaluations for group projects, oral and visual presentations or
collaborative activities in community project [9].Outdoor programs such as training program,
educational or motivational camp can also be used as a medium to enhance the students’ soft skills.
A study suggests, outdoor programs provide a positive impact on soft skills among the participants
[4].
An educational camp that was organized by Universiti Sultan ZainalAbidin (UNISZA), Malaysia
has also showed positive improvements towards students’ communication, leadership, creativity
and critical thinking skills in learning English [10]. The 2-weeks educational camp held for TESL
students was filled with varieties of indoor and outdoor activities such as language enhancing
activities through arts and music. Meanwhile, the assessments of the soft skills were being treated
as group-based and task-based, which reflected both individuals and groupsoft skills’ enhancements
[10].
The lack of empirical studies that link the enhancements of soft skills among ICT students through
motivational camp has sparked the motivation of this study. Therefore, this paper intends to
investigate the impact of outdoor activities in enhancing the soft skills among Computer Science
students.
Materials and Methods
The section discusses the methods use in this study.
Selection of participants.
Thirty-eight students comprises of male and female students from Diploma in Computer Science
were selected to participate in the two-day motivational camp held in Bukit Ayer Resort, Perlis,
Malaysia based on their CGPA ranging from 2.50 until 3.40 point. The reason behind the selection
that was based on their academic meritsis to allow the low achievers to be actively participating
with their high achievers’ friends, with the aimed to encourage better learning experiences, hence,
improving their soft skills as well.
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Soft-skills self-assessment survey: Pre-camp.
Before the motivational camp started, all the participants were asked to complete a soft-skills selfassessment survey where they will perform self-evaluation on their own learning skills which are
the critical thinking and problem-solving skills, communication skills, teamwork and information
management skills. Later, the survey results were saved and analyzed by the lecturer to measure the
students’ soft skills competencies before they engaged with the camp’s activities.
Activities in the Motivational Camp.
There were two types of activities held throughout the motivational camp, which includes indoor
and outdoor activities. For the indoor activities, the participants were divided into groups, where
each group consists of 7 to 8 person. For individual task; “Kawanku”, participants were randomly
paired and each of them need to interview their pair. They need to know the pair’s full name, family
backgrounds, ambition, hometown, hobby and other details. Next, they need to draw all of the
information on mahjong paper using only symbols and graphics without the use of text and
numbers. This activity intended to boost their creativity and communication skills as they also need
to present their drawings to the audience to see either the audience can relate to their drawings or
not.All of their presentations were recorded and previewed to them so that they can analyze their
own presentation style.
Figure 1: Pairing Task: “Kawanku”
For the group task; “Syarikatku”, each group need to create their own company, provide their
company name, vision, mission, organization chart and products or services they are offering. They
also need to design and draw their company logo and everything must be written properly and must
be well presented to the audience. They were given 2 hours to complete their work during and after
the lunch break.Their presentation was recorded and showed to them after several sessions.
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Figure 2: Group Task: “Syarikatku”
For the outdoor activities, there were 3 activities involved, 1) “ProjekMesra”, 2) Spider Web, and 3)
Moonlight Sonata. “ProjekMesra” involved a project that demands each group to design and plan a
map to reach a destination. Spider Web involved a rope trap that should be overcome by each of the
group members.They can pass through the rope as many time as they can but the marks will be
given only if neither of them touch the ring of the rope, but if they did, their marks will be zero
again.Therefore, a good planning and strategies need to be done to make sure they did not lose their
marks.
Moonlight Sonata involved night tracking where each of the participants will be brought at one
station and they need to find their way to another station one by one. Afterwards they will move to
the next station in smaller groups and later together in a big group. They will need to complete 3
missions on their way to Hadyai and Bangkok to meet with the mayor and present their findings.
This session will completely test their bravery, critical thinking and communication skills in order
to complete all of the missions.
Figure 3: “Projek Mesra” and Spider Web activities
Finally, after all of the sessions are completed, participants are requested to do a reflection session
where each of them need to visualize, recall and talk about their experiences, benefits and lesson
that they have received throughout this program. The program is known as learning through
experience, they faced challengingsituations, obstacles and they have to confront it in a good way or
they will lose their marks, marks are calculated as company profit or loss.
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Figure 4: Reflection Session
Soft-skills self-assessment survey: Post-camp.
At the end of the motivational camp, all the participants were asked to complete another round of
soft-skills self-assessment survey. The results were also being saved and analyzed by the lecturer.
Both pre-camp and post-camp survey results on students’ soft skills were then compared to see
whether there are any enhancements on the students’ soft skills or otherwise. All data were being
analyzed using descriptive analysis and paired samples t-test in SPSS 17.0.
This section discusses the results obtained from both of the pre-camp and post-camp soft skills selfassessment survey.
Soft skills enhancements
As mentioned in the previous section, the students were asked to perform self-assessment on five
major soft skills required by the ICT employee as depicted in Table 1.
Table 1: Pre-camp vs Post-camp soft skills self-assessment results
Pre-camp Results
(N=38)
Soft Skills
S
A
gree
Information
Management
Critical
Thinking Skills
Problemsolving Skills
Teamwork
Skills
Communication
Skills
Post-camp
results(N=38)
trongly
Agree
2
6.32%
5
1
7
1
3
5
6
1
3
.63
7
.89%
0
3
.21
0
.74
3
2
0
.80
4
.18
1
5.79%
0
.75
.89
8.95%
6
0.53%
3
2
6
0
.67
.92
3.68%
0.53%
3
2
4
S
td Dev
.92
3.68%
4.74%
.71
1
4
0
M
ean
8.42%
4.74%
.77
trongly
Agree
5
0
3
5
.26%
gree
5.26%
.80
.05
A
0
.78
.11
.26%
0.53%
3
.21
.89%
5.79%
5.79%
ean
.26%
3.16%
S
M
S
td Dev
0
.61
3
.92
0
.63
As shown in Table 1, all of the five major soft skills suggest improvements after the students
engaged in the activities held in the motivational camp. Teamwork skills have showed thehighest
improvement where out of 38 participants, 28.95% of them strongly agreed that their teamwork
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skills have improved, which is 23.69% higher than the pre-camp result, with the mean score of 4.18.
Meanwhile, critical thinking and problem-solving skills have also showed promising improvements
with the post-camp mean scores are 3.92 and 3.89, respectively.
Information management skills have also improved after the motivational camp with the percentage
of strongly agreed for post-camp result is 18.42%, 13.16% higher from the pre-camp result, with the
mean score of 3.92. Nevertheless, 15.79% of the students were also strongly agreed that their
communication skills have improved after the motivational camp, with the mean score of 3.92 for
the post-camp survey result.
Afurther analysis using paired samples t-test was conducted to investigate the impact of
motivational camp on student’s soft skills(pre-camp and post-camp). Result from the analysis
suggests there was a significant difference in the scores for pre-camp and post camp; with
conditions that the p –value is 0.0001, significant at p<0.05. This suggests that the activities
planned and executed during the motivational camp have helped the students to enhance their
information management skills, critical thinking and problem-solving skills, teamwork as well as
the communication skills.
Conclusion
Soft skills continue to be the important requirements demanded by most of the ICT employees these
days. Some the important soft skills for ICT graduates are the communication, teamwork, critical
thinking and problem-solving skills as well as information management skills. Motivational camp
has been seen as a potential effort in helping students to achieve and enhance these skills. The idea
of organizing a motivational camp for Computer Science students in UiTM Perlis is to provide a
platform for the students to be more interactive and communicative with their friends with different
academic achievements. Meanwhile, the indoor and outdoor activities planned and executed during
the motivational camp were aimed to encourage groups’ collaborations and at the same time
challenge their critical thinking, problem-solving and information management skills.Result from
the soft skills self-assessment surveyssuggests that the motivational camp activities have imposed
positive impacts towards students’ soft skills. Future programs will involve different types of soft
skills’ enhancements activities such as the academic trips, ICT carnival or computer-competency
competitions for the students in Computer Science studies.
References
[1]
Z.Saeeid, Unemployment rate higher in February,The Star Online(April 24, 2015). Retrieved
from http://www.thestar.com.my/Business/Business-News/2015/04/24/Unemployment-ratehigher-in-February-in-Malaysia/?style=biz
[2]
KementerianPendidikan Malaysia,Laporan SKPG 1,Retrieved on 29 April 2015 from
http://graduan.moe.gov.my/skpg-report/
[3]
K. Ramakrishnan and N. M.Yasin,Employment issues among Malaysian Information and
Communication Technologies (ICT) graduates: A case study,African Journal of Business
Management Vol. 5(26), 28 October, 2011, pp. 10855-10861.
[4] F. Hairi, M. N. A. Toee and W.Razzaly,Employers’ perception on soft skills of graduates: A
study of Intel Elite Soft Skill Training, Int. Conference on Teaching & Learning in Higher
Education (ICTLHE), 2011, pp. 1-8.
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[5] M. G. Mohayidin, T. Suandi, G. Mustapha, M. M. Konting, N.Kamaruddin, N. A. Man, A.
Adam and S. N. Abdullah,Implementation of outcome-based education in Universiti Putra
Malaysia: A focus on students’ learning outcomes, International Education Studies, Vol 1 (4),
2008, pp. 147-160.
[6] S. M. Shariff, Z. J. Johan and N. A. Jamil, Assessment of project management skills and
learning outcomes in students’ projects. Procedia-Social &Behavioural Sciences 90, 2013, pp.
745-754.
[7] M. Welsh, M. Stewart, A. Mearns, K.Kechagias, D. Papadopoulou, E. Agapidou, I. Kalivas, P.
Ananiadis, P. Waglund, E. M. Jonsson, L. Norling, T. Rask, S. Luca, V.Dragan, C. Iuga, S.
Plompen, D. Snippert, P. Tepstra, P. Hupkes and J. Botke, Introduction to soft skills and generic
competencies, in: K.Kechagias (Ed.), Teaching and Assessing Soft Skills, 1st Second Chance
School of Thessaloniki (Neopolis), Thessaloniki, 2011, pp. 27 – 51.
[8] A. Suhaimi,S. A. Sukiman, Z. Ismail, Z. and N. Amin,Skills needed by IT graduates as
perceived by Malaysian IT professionals, Int. Conference on Management, Economics and
Finance (ICMEF), 2012.
[9] J. Dodge, 25 quick formative assessments for a differentiated classroom, in: J. Davis-Swing
(Ed.), Scholastic Teaching Resources, Scholastic Inc, New York, 2009.
[10] N. S. Ismail and I. M.Tahir, English camp activities: A strategy to enhance students’ English
proficiency. Studies in Literature and Language, Vol 2 (3), 2011, pp. 61-72.
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A Study on Learners Readiness for e-Learning in Malaysia
Ahmad Yusri Dak1, a,Saadiah Yahya2,b and Lailatul Mastura Abdul 3,c
1
2
Malaysia Institute of Transport(MITRANS), UiTM Shah Alam, Selangor, Malaysia
3
Post Graduate School of Bussiness, Open Universiti, Malaysia
a
[email protected], [email protected], c [email protected]
Keywords: e-learning, online learners, learning management system.
Abstract. A growing number of public and private universities throughout Malaysia are deploying
e-learning methodologies either to offer academic programs via distance or to support their fulltime on-campus learner. Many organizations are also beginning to adopt e-learning for the training
of their human resources. Proper study of learners’ readiness for online learning can greatly assist in
aligning users’ expectation and organizations’ vision and mission which leads to the success of elearning implementation. The readiness factors include the technological readiness, economic
readiness, human resource readiness, content readiness, educational readiness, entrepreneurial
readiness, culture readiness, leadership readiness and learner readiness. This study looks into the
readiness of learners in Malaysia for e-learning programs. Through an empirical investigation
undertaken using 111 individuals from the public, the data analysis has shown that the learners in
Malaysia are ready to accept e-learning. However, e-learning programs must be integrated with
supporting efforts to assist e-learners succeed in their quest for e-learning experience. Some of the
pertinent supports are variation of delivery and collaborative tools, user-friendliness of the on-line
learning management system (LMS), active instructors’ involvement in the LMS and flexibility of
support system.
Introduction
E-Learning is a general term used to refer to computer-enhanced learning. In many respects, it is
commonly associated with the field of advanced learning technology (ALT), which deals with both
the technologies and associated methodologies in learning using networked and/or multimedia
technologies [1]. [2] defines e-learning as “the delivery of a learning, training or education program
by electronic means”[2]. He stresses that e-learning involves the use of a computer or electronic
device (e.g. mobile phone) in some way to provide training, educational or learning material.
Distance education however, provides the base for e-learning’s development. E-learning can be “on
demand”. It overcomes timing, attendance and travel difficulties.
E-learning has not been limited to institutions of higher education but rather extends to many
private sector organizations which use Internet to deliver[3]. In the European Union only about 20%
of e-learning products are produced within the common market. Developments in Internet and
multimedia technologies are the basic enabler of e-learning, with content, technologies and services
being identified as the three key sectors of the e-learning industry [4]. It is forecast that market for
on-line learning is growing nearly 60 million users in 2013 to 200 million users in 2018 with mobile
learning contribute about 60% of e-learning environment[5]. According to e-learning Market
Trends & Forecast 2014 - 2016 report[6] stated that worldwide e-learning market will show fast and
significant growth over the next three years with the highest growth rate is in Asia at 17.3%,
followed by Eastern Europe, Africa, and Latin America at 16.9%, 15.2%, and 14.6%, respective.
Several factors contribute to the success of the e-learning ranging from sufficient ICT infrastructure
for excellent e-learning platform, strategic plan, support, environment, technology, financial and
learners’ readiness[7].
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Aims of the Study
This study is trying to investigate the characteristics of online learners that contribute to their
success in the online learning environment; that define their readiness to enroll, participate and
complete online courses. This leads to the following research questions and their associated
binomial hypotheses.
Question 1: Is the depth in computer and technology skills required for success in e-learning?
Question 2: Is the ability to manage time efficiently a pre-requisite to enrolling in online courses?
Question 3: Are
learners required to possess high level of self-discipline to be successful in e-learning?
Question 4: Is motivation is an important skill that learners need for success in online classes?
Question 5: Is being autonomous is crucial for success in e-learning?
Question 6: Is the ability to communicate efficiently and fluently in an online environment is
critical requirements to be successful in an online education?
Ho1:
Ho2:
Ho3:
Ho4:
Ho5:
Ho6:
p (the probability of those agree with learner’s readiness is dependent on the depth of their
computer/technology skills) = q (the probability of those disagree with learner’s readiness
is dependent on the depth of their computer/technology skills) = 0.5
p (the probability of those agree with learner’s readiness is dependent on their ability to
manage their time efficiently) = q (the probability of those disagree with learner’s
readiness is dependent on their ability to manage their time efficiently) = 0.5
p (the probability of those agree with self-discipline is a contributing factor to learner
readiness and success in online learning) = q (the probability of those disagree with selfdiscipline is a contributing factor to learner readiness and success in online learning) = 0.5
p (the probability of those agree with motivation is contributing to the learner readiness for
e-learning) = q (the probability of those disagree with motivation is contributing to the
learner readiness for e-learning) = 0.5
p (the probability of those agree with learners requires anatomy to be successful in online
environment) = q (the probability of those disagree with learners requires anatomy to be
successful in online environment) = 0.5
p (the probability of those agree with learners’ readiness is dependent on their ability to
communicate efficiently and fluently online) = q (the probability of those disagree with
learners’ readiness is dependent on their ability to communicate efficiently and fluently
online ) = 0.5
The population of the study was targeted at the public living in Kuala Lumpur, Malaysia. This was
mainly due to the better cost of living in Kuala Lumpur facilitating access to personal computers be
it at home, workplace or cyber cafes with wired or wireless broadband Internet access. The
obtained sample was self-selected convenience sampling comprising all individuals who were
selected to complete the research surveys. They are those already enrolled in an online course at
higher institutions or have experience in e-learning environment surround Kuala Lumpur city.
Data Collections
Survey participants were asked to respond to questions relating to age, gender, marital status,
whether they have children at home and employment status. Respondents ranged in age from 22 to
above 31 years old. Of the 111 respondents, 42 (37.8%) are between the ages of 22 and 30 years,
with twenty 69 (62.2%) are between the ages 31 and above. None of the respondents (0%) are
between the ages 21 and below. Male and female respondents were almost equally balanced. Of the
111 respondents, 57 (51.4%) were female; 54 (48.6%) were male. These results are consistent with
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the research done by [8], who found approximately equal participation by male and female and
average age around 25 years old.
The demographic survey inquired about the marital status of the respondents. Those who are
married made up 73% of the group. Those who are not married (either single or previously married)
comprised 27% of the group. Approximately two-thirds of the participants in this study reported
having children at home, represented 70.3% of the population. The remaining 29.7% of the
population are without children at home. The demographic data revealed that the total population is
employed. All of the respondents are employed.
Table 1: Demographic Characteristics of Respondents (N=111)
Characteristics
Number
Percentage
21and below
22 – 30 years
31 and above
0
42
69
0
37.8
62.2
Female
Male
57
54
51.4
48.6
Yes
No
81
30
73.0
27.0
Yes
No
78
33
70.3
29.7
Yes
No
111
0
100
0
Age
Gender
Married
Children at home
Working
The Findings Of The Research
The analysis shows that, α value is 0.00 which is less than 0.05 values. Therefore, Ho1 to Ho6
should be rejected. The descriptive statistics further confirmed that the agreed group has higher
respond than the disagreed group for all the six hypotheses. Therefore we have enough evidence to
say that learner’s readiness for e-learning in Malaysia is dependent on their: computer/technology
skills; ability to manage time efficiently; self-discipline; motivation; anatomy to be successful in
online environment; and ability to communicate efficiently and fluently online. The Cronbach
alpha reliability coefficient for the variables based on the 111 responses to the questionnaire was
calculated to be 0.815. Hence, the data can be considered reliable.
Discussion
The core characteristics that students must hold for success in e-learning must be taken into account
during the development of an online readiness assessment tool that would in turn effectively assess
the readiness of students prior to embarking in online learning. The focus of this study is limited to
the six characteristics that have the most effect on the readiness for online learning. They are (a)
computer/technology skills, (b) the ability to manage time efficiently, (c) self-discipline, (d)
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motivation, (e) anatomy and (f) ability to communicate efficiently and fluently online. Based on the
identified characteristics, hypotheses were derived.
In examining general respondent readiness along gender lines, it was discovered that, there were no
significant differences in the readiness among females and males. Based on the respond from 111
participants, the learners readiness for the e-learning experience are gender balanced and above 22
years old. These results are consistent with those of [8] and , who found approximately equal
participation by males and females and an average age of 25 years. The demographics of the study
population revealed that age of the participants, marital and employment status were skewed
towards the higher values. The findings also revealed that all respondents are employed and 78 of
the 81 respondents who are married have children living at home. This suggests that the population
for the study had a considerable level of maturity. Generally speaking, the respondents tend to be
older, married with families and much more ready for e-learning experience.
Conclusion
Research suggests that understanding the factors influencing readiness may provide a mean of
predicting the extent to which a potential participant is ready to enroll in online courses and be
successful in the online environment. Therefore, this study looks at the factors that can improve
learners’ readiness for e-learning. These core characteristics that students must hold for success in
e-learning must be taken into account during the development of an online readiness assessment
tool that would in turn effectively assess the readiness of students prior to embarking the online
learning. The findings from this research could lead to the development of a valid and useful online
learners’ readiness assessment tool for Malaysian users of internet-based courses. Students that are
ready for the online experience are necessary to the future of such ventures since they are more
likely to finish their learning, repeat the experience and recommend it to others.
In this study, six core learners characteristics were identified which are then used as variables in the
study questionnaire. To achieve this objective, 300 individuals who are already enrolled in an online
learning course at higher institutions or organizations or have experience in e-learning environment
were invited to respond to a “Learners’ readiness for e-learning in Malaysia Questionnaire.” The
sample for the survey was conveniently selected from the identified population. These individuals
were offered the opportunity to complete an online form sent through the e-mail or a paper format
from the researcher. Adjusting to non-respond individuals, the overall response rate was 111
(37%). Almost all responds were answered to the agreed grouped.
Within the readiness factors, almost all respondents are ready for the online environment, and that a
deficiency in any of the readiness items can be a reason for learners not being successful in the
online environment. All respondents are very competent technologically and possess significant
computer skills for their smooth maneuver in the online environment. Almost all of the respondents
are competent in reading and writing. They are able to understand and express their thoughts in
writing. They are good time managers with high motivation. 40% reported having difficulties in
finding time to study each week. The fact that they are good time managers and have the possibility
to change their daily schedule in such a way to fit with their study requirements, make it possible to
solve the inadequacy in their study time. A flexible e-learning program and an appropriate time
management from e-learners will be ideal to solve the lack of time required from learners to study.
Additionally from this research finding, it was noted that the respondents possess a certain degree of
self-discipline and independence. 97.3% respondents are self-motivated with good time
management and over 94% are able to complete assigned work by the required dates. 91% are able
to understand and learn on their own while 75.5% prefer traditional class for effective learning.
91% said they prefer listening to lectures to better retain information. Almost all prefer interacting
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with other learners. This is an indication of their ability to be flexible in the type of learning
experience they encounter, and to value both the face-to-face and the virtual experience. The results
of this study indicate that learners’ awareness of their computer/technology skills, lifestyle, study
habits and learning preference can assist them in determining if they are ready for online learning.
The assessment of readiness for online learning conducted with the sample was informative in
several ways. First, since most (over 90%) of the respondents scored in the highest range for
readiness on the survey, there was a clear indication that they should be able to successfully
complete web-based courses provided they make some adjustments in their personal and
professional schedules. This high percentage of scorers is an indication on readiness to embark and
be successful in online learning.
A second observation regarding the assessment of readiness for the learners is that according to the
scores on the survey, readiness for online learning is dependent on the need for basic computer
skills, the ability to navigate the Internet, the knowledge to perform email functions, selfdiscipline/self-motivation, the ability to work independently/appropriately manage time and good
online communication skills. The issue of readiness as compared to gender differences was a third
informative aspect of the research process conducted. The results from the sample revealed that
there is no significant difference in how each gender tested for readiness.
A fourth observation among the respondents in determining their readiness for online learning using
the survey is that their motivation to learn amid other life responsibilities make them good
candidates for web-based education. Their scores on the test indicate some level of readiness, even
though they are employed with many other commitments. Their motivation for learning has been
evidenced by their commitment to allocate 4 -5 hours a week for study. Whether that motivation has
been internal or external, the respondents demonstrate tenacity in balancing varied life demands
while pursuing online courses. Some have to make adjustments to their schedule to make time for
study and complete assignments on time. The respondents’ profile as adult learners has to face the
challenge of managing their pursuit of educational training while dealing with other life challenges.
An online readiness assessment that effectively measures these characteristics, traits, and skills
would be valuable for success in e-learning. Additionally the assessment tool accompanied by an
improvement plan would increase learners’ readiness for the online environment.
This study has shown that learners in Malaysia are self-directed, highly motivated, and selfdisciplined. Notably, they are able to work independently and stay on task, and present a fairly
competence in reading and writing. The learners are competent technologically, very confident
about using computer, working with files, and having access and navigating in the internet, and
possess basic computer skills. The factors that decrease the level of readiness of the learners for
successful e-learning experience are self-motivation and time management. Few do not have the
self-motivation and necessary required hours for e-learning and do not manage their time
appropriately. However, a flexible e-learning program that also allow for course delay will be ideal
to solve the lack of time to study and the inability to submit assigned work by the dateline. Elearning programs must also comprise online lectures with video conferencing and virtual forums
where learners can interact, share their ideas and experiences which would provide an option
learners either to study on their own or interacting with other students and experts such as their
lecturers, tutors etc.
In summary, the learners in Malaysia are ready to accept e-learning programs. However, e-learning
programs must address some issues to help e-learners succeed in their quest for e-learning
experience. The e-learning programs must be able to regulate the learners study through a variety of
delivery tools, user-friendliness, active instructors and flexibility in courses delay.
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References
[1]
“http://en.wikipedia.org/wiki/E-learning.” [Online]. Available:
http://en.wikipedia.org/wiki/E-learning. [Accessed: 16-Feb-2015].
[2]
D. Stockley, “Learning and Development Information Guide,” 2003. [Online]. Available:
http://derekstockley.com.au/learning/development-overview-h.html.
[3]
J. Stephenson, “A review of research and practice in e-learning in the workplace and
proposals for its effective use,” in Proceedings from the Annual Meeting of the American
Educational Research Association, April 21-25, 2003, Chicago, IL, 2003.
[4]
A. Nagy, “The Impact of E-Learning, E-Content: Technologies and Perspectives for the
European Market.,” Springer-Verlag, pp.79-96, 2005.
[5]
Educational Technology Infographics, “Top 10 eLearning Trends For 2015 Infographic,”
2015. [Online]. Available: http://elearninginfographics.com/top-10-elearning-trends-2015infographic/. [Accessed: 16-Feb-2015].
[6]
Docebo, “E-Learning Market Trends & Forecast 2014 - 2016 Report,” 2014.
[7]
S. a. S. L. E. T. and S. C, “New technologies for teaching and learning : Challenges for
higher learning institutions in developing countries,” Int. J. Educ. Dev. Using Inf. Commun.
Technol., vol. Vol. 3, pp. 57–67, 2007.
[8]
C. Sikora, A.C. &Carroll, “A profile of participation in distance education,” 2003.
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Database Course Issues in
Bachelor of Information Technology Program
Nor Azzyati Binti Hashim1,a
1
a
[email protected]
Keywords: Database, Database Management System, Information Technology, Curriculum,
Restructuring.
Abstract. This paper addresses the issues of teaching and learning database course that have been
problematic for students and are likely to affect the Information Technology (IT) program at large.
Major contributing factors are on how database course should be delivered to the students as the
students’ backgrounds are varied. Weak foundation of database concepts is detrimental since
database is a core course in IT curriculum. Therefore, firm grasp of database concepts, designs and
skills become vital since it has close binding with the development of database management system
and other subsequent courses, particularly involving system development. This paper analyzes the
problems in teaching and learning database course and discusses ways to minimize them with
proposed restructuring of database course and program structure.
Introduction
Bachelor of IT (CS240) program is offered at Universiti Teknologi MARA (UiTM). Currently, the
CS240 program is only available at UiTM Shah Alam and UiTM Perlis. Diploma and matriculation
students from various disciplines are eligible to enroll in this program. For matriculation students,
they enter the program from Semester 1 while other diploma students either enter in Semester 1 or 2
depending on transfer credits approval. Students with Diploma of Computer Science from UiTM,
with transfer credits, enter the program straight to Semester 3.
Generally, CS240 students can be categorized into two groups. The first group is students who
earned Diploma of Computer Science from UiTM. The second group is students from other
diploma programs from UiTM or other institutions such as polytechnics as well as students from
matriculation centers. The groups are labeled as CS students and non-CS students respectively. CS
students study at UiTM Shah Alam while non-CS students study the program at UiTM Perlis.
The core of an IT curriculum for undergraduate degree program consists of Programming,
Networking, Human Computer Interaction, Database and Web System [1]. As one of the core
courses in IT curriculum, three of the most important basic concepts, designs and skills in database
topics that should be grasped by the IT students are Relational Data Modeling with Entity
Relationship Diagram (ERD), Normalization and Structured Query Language (SQL) [2, 3]. The
important objective of the database course is to balance between the database’s concepts and
designs with practical application of database by analyzing real world case study [4, 5].
In IT curriculum of CS240 program, database course is officially introduced in Semester 3. The
database course name is known as Database Management System (DBMS). Several issues arise on
how to deliver database topics in DBMS course because the students have different knowledge and
skills regarding database concepts and applications due to extremely varied disciplines background.
In addition, the curriculum of the database course seems to give advantage to CS students rather
than to non-CS students. By analyzing the issues, this paper describes the problems that initially led
to propose the possible restructuring in the database course and the program structure.
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Database Course Content
Topics that are covered in DBMS course content is based on ITS472 course syllabus. Table 1 shows
ITS472 parts with its associated topics. This course is divided into five parts which are basic
concepts (database environment), design concepts (relational data modeling with ERD and
normalization), advanced design (SQL), advanced database concepts (transaction management,
distributed DBMS and data warehouse) and emerging technologies.
Table 1: ITS472 DBMS Course Content
I.
II.
Part
BASIC CONCEPTS
DESIGN CONCEPTS
III.
IV.
ADVANCED DESIGN
ADVANCED CONCEPTS AND
DESIGN
V.
EMERGING TECHNOLOGIES
Topic
Database Environments
Relational Data Modeling with ERD
Normalization
SQL
Transaction Management
Distributed DBMS
Data Warehouse
Emerging Technologies
Upon taking ITS472, the CS240 program students are expected to already have acquired some
knowledge about database from Part 1, 2 and/or 3 in preceding courses. Review on these parts in
ITS472 course is still essential since the parts comprise of three important database topics which are
Relational Data Modeling with ERD (Database Modeling), Normalization and SQL. In addition,
understanding of those important topics is needed for course project which is to develop practical
application of database management system based on real world case study.
The Problem
Since the background of the students is extremely varied, scheme of work (SOW) and student
learning time (SLT) sheets from related courses are scrutinized to analyze the problem. Besides
that, students’ grades are also examined. Teaching and learning the DBMS course became quite
challenging due to the following issues:
1. Different acquired knowledge on Database Modeling and Normalization topics between
CS students and non-CS students.
For CS students, the knowledge about database modeling, normalization and SQL was acquired
when attending Introduction to Database Management Systems (ITS232) course during
Semester 3 Diploma of Computer Science. Then, they learnt about system development in a
dedicated course known as Information Systems Development (ITS332) which is taken in the
following semester. For non-CS students, they were introduced both to the concepts of database
and system development when taking Fundamentals of Information System Development
(ITS411) course in Semester 1 CS240 program.
Based on lecture hours on preceding courses, CS students have greater exposure for having to
learn database modeling for 8 hours and 6 hours for normalization. Non-CS students only have
the chance to study database modeling and normalization for 4 hours each. The comparison of
lecture hours between ITS232 and ITS411 is tabulated in Table 2.
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Table 2: Comparison between ITS232 and ITS411 Lecture Hours on Database Modeling and
Normalization Topics
ITS232 Lecture Hours
ITS411 Lecture Hours
Topic
(CS Students)
(Non-CS Students)
Database Modeling
8
4
Normalization
6
4
TOTAL LECTURE HOURS
14
8
CS students have added advantage because ITS232 course is exclusively focusing on database
and ITS332 on system development. As for non-CS students, they are in tougher situation to
learn both about database and system development in a single course of ITS411 which could
become one of the contributing factors of lower grasp on database topics among them.
2. Most non-CS students have no exposure of SQL.
ITS472 lab is exclusively dedicated to learn skills of SQL using Oracle. Most non-CS students,
especially matriculation students have to do hands-on SQL lab practices without having any pre
knowledge about SQL. Referring to Table 3 about comparison between ITS232 and ITS411 lab
hours, once again CS students are one step ahead because they have been exposed to SQL for 22
hours in ITS232 lab. Most non-CS students have no knowledge of SQL because it is not
included in ITS411 lab or even introduced in any preceding courses of CS240 program. Thus,
the course design for ITS472 lab and program structure becomes another factor that makes nonCS students seem difficult to understand SQL topic because of no exposure on the topic.
SQL
Table 3: Comparison between ITS232 and ITS411 Lab Hours on SQL Topic
Topic
ITS232 Lab Hours
ITS411 Lab Hours
(CS Students)
(Non-CS Students)
22
0
3. Lack of course project experience on database for non-CS students.
ITS472 is a course that is designed to provide students with the opportunity to blend the three
important database topics into practical applications by examining real world case study through
course project. In the course project, students must develop database application systems using
Oracle. Oracle is DBMS software that revolves mainly around SQL.
Table 4: The Application of Database Topics in Course Project from Preceding Courses for
CS Students and Non-CS Students
CS Students
Non-CS Students
Course Code
ITS232
ITS332
ITS411
Course
Construct queries Design and develop an Demonstrate the information
Objective
in SQL
information system using system
using
relational
relational databases
databases
Related Topics
SQL
SDLC
SDLC
Database Modeling
Database Modeling
Normalization
Normalization
Software Skills IBM DB2
Not defined
Microsoft Access
Table 4 above shows the application of database topics in course project from preceding courses
between CS students and non-CS students. Obviously, CS students have more experience in
doing database course project because they extensively did course project about SQL using IBM
DB2 in ITS232 course. On top of that, in the subsequent ITS332 course, they adopted System
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Development Life Cycle (SDLC) phases in developing information system from real world case
study by integrating the system with relational database system. Fortunately, they were already
exposed to database especially SQL when doing ITS332 course projects. In contrast, non-CS
students learnt about database, system development and have experience on database course
project only once in ITS411 course. Furthermore, they did not have practice on SQL skills
beforehand that are crucial in practical applications using Oracle for ITS472 course project.
Lack of course project experiences in database as well as in SQL creates another contributing
factor of database course issues.
4. Lower performance among non-CS students.
Fig. 1: Comparison of ITS472 Grades between Non-CS Groups and CS Group
Figure 1 shows that the students’ grades for non-CS students (Group 1 and 2) are lower than CS
students (Group 3). For grade A to B, 50% from Group 1, nearly 45% from Group 2 and almost
70% from Group 3. For grade B- to C, 50% from Group 1 and Group 2 and about 30% from Group
3. For about nearly 5% students from Group 2 has to repeat the course. Non-CS groups have lower
percentage of students that get grade A to B, higher percentage of students that get grade B- to C
and have students who have to repeat the course when compared with CS students.
The Proposed Solution
The author had taught database course for Diploma of Computer Science students as well as for
other diploma programs for two years. At present, the author is serving the CS240 program and has
taught ITS472 course for almost two years. In addition, the author is currently teaching ITS411
course. Through her teaching experiences, observation and a list of problems listed in the previous
section, the author would like to propose solutions to minimize the problems in teaching and
learning the database course among non-CS students. Thus, helping students to learn and grasp
better. The proposed solutions involve minor restructuring of database course and IT program as
listed below:
1. Restructuring of database course.
The review of database modeling and normalization topics should be maintained to recap what
the students have learnt in preceding course. Students should be given with more in-class and
off-class exercises on Database Modeling and Normalization. This could minimize the
problem that arises from the first issue. The SQL concepts should be taught to the students
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before they start the lab practice. The first week of at least two hours of lab session should
start with SQL theoretical chapter from the textbook. Then, only in the following weeks of the
lab the introduction to Oracle begins followed by all the lab practices in the subsequent weeks.
This action could reduce the problem from the second issue. Lab practices in lab sessions
primarily focus on Data Definition Language and Data Manipulation Language of SQL. In the
middle of the semester, two to four hours of lab sessions should be allocated to brief students
on how to develop applications using Oracle for them to have some basics to explore further.
These lab sessions are important for the development of course project. This could solve the
problem from the third issue. Nevertheless, the action of restructuring database course might
require less important lab practices to be removed from the SOW list.
2. Restructuring of IT program.
Preceding course involving the database topics is ITS411 course. In the new CS240 curriculum,
this course is offered in Semester 1. In contrast, according to the old program curriculum, this
course is offered in Semester 2. Perhaps, the ITS411 course could revert back to be offered in
Semester 2 for many reasons. Firstly, students should be made first comfortable with IT core
curriculum which is IT Fundamentals and Programming Fundamentals in Semester 1 before
introducing to them other core curriculum like database and system development. Secondly, it is
not suitable for students to investigate and develop their first real world practical applications
for the course project in Semester 1 because students are still in the process of adapting with the
university surrounding and nearby local community that would make them harder to find
suitable organizations for case study. Thirdly and most importantly, the ITS411 course should
be introduced in Semester 2 as a continuous bridge to ITS472 in Semester 3. It is observed that
when students enter database course class, they have forgotten mostly what they have learnt
because there is a long gap of one semester between both related courses.
In the restructuring of the database course, the proposed solutions will not only be beneficial to nonCS students but also to CS students because they might have forgotten the database topics for quite
some time since attending diploma programs. In general, it is hoped that the proposed solutions
could lead to the betterment of learning and improved course grades among students of IT bachelor
program. Indeed, high expectation to comprehend strong foundation of database concepts, designs
and skills are crucial since it is needed in subsequent courses, especially in courses that involve
system development such as web development, final year project and industrial training.
References
[1]
ACM SIGITE Association for Computing Machinery’s Special Interest Group for IT
Education, IT Model Curriculum, (2008).
[2]
Frederick Springsteel, Mary Ann Robbert, Catherine Riccardo, The next decade of the
database course: Three decades speak to the next, SIGCSE Technical Symposium on
Computer Science Education, (2000), Copyright ACM, 41-45.
[3]
Mary Ann Robbert, Ming Wang, Mario Guimaraes, Martha E. Myers, The database course:
What must be taught, SIGCSE Bulletin Proceedings of 31st SIGCSE Technical Symposium on
Computer Science Education, (2000), 403-404.
[4]
Deborah Dunn, Database systems and Oracle: Experiences and lessons learned, Proceedings
of the 2005 ASCUE Conference, (2005), 99-102.
[5]
Jeanne M Baugh, A first course in database management, Proceedings of ISECON, (2004),
12-13.
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IT subject for non-IT students: Are They Really Concerned About It?
Abdul Hapes Mohammed1, a, Nurul Diana bt Mohamed Iqbal2, b
1
Faculty of Computer and Mathematical Sciences, Universiti Teknologi Mara Perlis, 02600 Arau,
Perlis, MALAYSIA
2
Faculty of Applied Sciences, Universiti Teknologi Mara Perlis, 02600 Arau, Perlis, MALAYSIA
a


Keywords: Information Technology (IT), student’s perception, student’s acceptance,
eLearning, computer subject
Abstract
This paper combines a few case studies studying the perception of student towards Information
Technology (IT) when it is incorporated either directly or indirectly into their syllabus whereby the
focus is particularly on students of different courses apart from IT. With the rapid development of
IT, this issue is essential to be highlighted in order to study how IT impacts their life as students.
For all the case studies researched, the methodology used for each research is the survey method, in
which a series of questionnaire was distributed according to the different parameters studied in each
of the cases. Nevertheless, it is found that their perception in IT is closely related to their
acceptance.
Introduction
According to [1] most universities has sought to using IT, or rather eLearning as a solution in an
environment of rapid change especially with the emergence of the Internet. In spite of this, for a
successful implementation of this, it is important to review students’ perception as the attitude of
the end user towards the application of IT is one of the major factors in executing this [1]. Apart
from this the other predictive factors involved is age, gender, previous acceptance of computers,
technology acceptance and individual learning styles which effects the acceptance and perception
students towards IT [1]. To determine this, a prior study done by Davis, Bagozzi and Warsaw
(1998) came up with TAM, which is the Technology Acceptance Model. In this model, perceived
usefulness and perceived ease of use are among the major factors influencing students’ acceptance.
These are the several parameters or guidelines set and used when doing the research though they are
not rigid, and vary differently from one study to the other. Whilst, there is also people who
question the significance of incorporating IT as a formal education in the university. Some feel that
an over reliance on IT is being imposed, hence calling it to be ‘second rate education’ [2]. There is
one study which addresses this issue explicitly. In [3] of the important reason as to why IT is
incorporated into students’ syllabus is that, apart from being the complementary subject for all
courses, it is shown to promote and diversify creativity in students. Generally, creativity can be
defined as the capability to generate new ideas which are astonishing yet distinct apart from also
being beneficial in any means possible [3]. This is applicable to any fields such as science, art,
politics or anything else for that matter when putting forth all cases of creativity [3]. The studies on
creativity in regards to IT became apparent in the 1950s due to the breakneck development of
Computer Science and digital technologies [3]. This created more awareness in the incorporation of
IT in students’ life.
Enhancing creativity is one importance of IT. The other can be largely seen in a working
environment especially in the healthcare field. This is because IT skills are beneficial to both
patients and nurses [2]. In fact, it is proven when IT is used to its best, it has a big impact on the
outcomes of patient care as it opens rooms for nurses to access pathology results as part of the
diagnostic information, documentation of patient care, apart from allowing them to rapidly search
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for the best attainable research to acquaint their practice and back up their clinical decisions with
solid proof [2]. This has become increasingly common since the 1990s, as it provides flexibility and
online delivery modes, apart from providing access to innovative learning resources [2]. However,
many concerns can be aroused through the implementation of IT into educational system and
practice as firstly students must be confident and competent in using IT. Added to the fact that each
student’s experience, attitude and preferences towards this matter is diverse and cannot be pin point
to only one. Equity is another concern when IT is implemented directly into students’ life as they
would require things like an update software and sufficient internet bandwidth to be able to utilize
the IT atmosphere effectively [2]. Also, in 2002, The National Review of Nursing Education sees
the competency in IT as an essential for better functioning of nurses and hence recognizing online
education as an important approach [2].
Case study
A lot of extensive research has been done to study student’s perception and acceptance towards IT
when incorporated directly into their syllabus or indirectly by the distribution of tasks and
assignments. Based on a study conducted by [4] it is found that only a minority of 21.8% students
revealed that they needed formal training in the usage of a computer. However, on the other hand, a
large majority of 89% of students believe that they are able to complete all the assigned tasks
provided with an access to the computer. A vast majority of 70.7% expressed that they are able to
do efficient presentation with the help of IT. Apart from that, in this study it is also stated that most
students uses IT for personal activities more actively than for academic reason [4] Overall, this
particular study also revealed that a large majority of 91.4% students acknowledges their
dependency on IT to ease their learning process apart from promoting self-directed learning [4].
When looking into another study conducted by [5] on hospitality students, they have chosen all final
year students as their subjects. This is because they have had more exposure to digital tools
throughout their learning process. This study conducted in the UK, UAE and Switzerland to
confirm if the geographical barrier influences the student’s perception. Though all informally
incorporated as a subject through assignments assigned, most students do not seem to exhibit any
difficulty in executing them as they are able to explore it on their own, hence not seeing a necessity
for IT being a thought as a formal subject as the focus is to develop students into autonomous
learners [5]. Autonomous learners are known to indirectly enhance and develop their creativity
skills more.
The next case study was conducted using undergraduate medical students and health sciences
students, whereby to see if their studying habits created a biased attitude towards the incorporation
of IT into their daily life. However, the study concluded that these two factors does not intercept
one another but are independent of one another. Based on the survey conducted from a total of 113
students, 5.3% are placed as experts followed by 83.2% of them being intermediates and 11.5% of
them falls into the novice category [6]. As most of them become more dependent on IT in aiding
their learning, so has their acceptance towards it [6]. The following study conducted by [2] is
focused on nursing students, whereby their perception of its relevance to clinical practice was
studied. IT is essential in nursing practice to ensure that future graduates are ‘work ready’ and most
importantly sufficiently prepared to utilize it in the advancing technological healthcare atmosphere.
IT has the capability to allow both effective and fast communication of information, supporting the
educational process along the way. When mentioning competency in IT. According to [2] IT
competency is referred to as the ability to function with information system, networks, software,
and web application through the use of computers and other technology. In the same study
conducted by [2], a cross sectional survey was conducted using 1500 nursing students from three
different universities, where the numerical rating scale was used to represent their level of relevance
of IT in nursing practice. The results are as shown in Table 1 below.
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Table 1: Perceived relevance if IT to clinical practice
Scale
Frequency
Percentage (%)
1= not at all relevant
4
0.42
2= not very relevant
7
0.73
3= unsure
251
26.26
4= somewhat relevant
365
38.18
5=extremely relevant
329
34.41
From this quantitative data, only 956 students had completed the survey in which a total of 72.59%
students perceiving IT to be in the relevant category. Only a minority of 1.15% do not see the
relevance of IT, while the remaining 26.26% are unsure of what they perceive towards IT. Also, the
same methodology, which is survey was used, in another study done by [1] where the questionnaire
was organized around in four sections, that are, a) Identification data, b) perceptions on e-learning
c) Learning, training and/or personal and professional development in non-formal and informal
environments d) Learning in university. The first questionnaire is thought crucial is because it is
believed that their perception towards IT in educational context is based on their experience and
expertise in the subject. Good experience leads to confirmation towards the subject, and poor
experiences leads to avoidance and resentment to some extent[1].It is found that the experience
these students have with IT is quite fascinating.
Though not stated with an exact figure, [1] state that there was a high ownership to digital devices,
applications and services. 98.11% of them claim to have a medium and advanced expertise in using
either a computer or a laptop. 96.52% acknowledges the same level of skill in Internet usage.
Discussion
Majority of the students do not resent or oppose the incorporation of IT into their daily lives. This is
because, in the world where globalization is augmenting, most of them acknowledge IT as a
medium or an aid in assisting them either in their tasks, assignments, or in learning itself. A vast
number of them too have no difficulty in using the computer as most have been previously exposed
to it. Therefore, when discussing computer skills, many fall into the intermediate category and only
a handful are poorly skilled. In terms of workplace, IT has definitely proven to be of great
assistance especially in the healthcare field, making it more efficient, safe and manageable. Hence,
a few government reports have argued that IT competency is important from the start of the
educational level to ensure the functioning of nurses in their workplace [2] But, before this can be
sorted out, there are major issues that have to be addressed first before IT can be incorporated into
the students’ curricular. According to [2] this includes attitude, confidence level and their IT
competency itself. Where confidence is concerned, it is important to highlight that about 40%-50%
students lack confidence in using the MSWord applications or computer in general [2]. This creates
problems for most of the students whom are required to complete any of their task or assignment or
presentations using this application. Also, a student’s emotion too greatly affects their perception
towards IT. Whilst majority of the students expresses a certain level of confidence in their ability to
use IT, a few expresses angst and concern as they find it difficult to deal with [2]. These kinds of
unpleasant experiences, impacts their progress negatively whether in or out of class. The feeling of
angst or anxiety have been reported to delay the learning process and proven true in a study by [2].
Also, these negative feelings build resentment towards IT in the process. Nevertheless, it is never
impossible for non IT students to embrace IT. First of all, these students in different fields must
fully understand, how IT is related to their field and the importance of it in respective fields. Apart
from that, a support or help group should be developed to help those minority students whom are
struggling in using IT as part of their daily life. Their access to IT resources should also be made
more readily available as not all of them are able to withstand the cost of owning these gadgets.
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Conclusion
The present case studies revealed that majority students have a good perception on IT as it eases
their lives. In spite of that, a handful still requires guidance in accepting and using IT. It is also
evident that most study are performed on a small scale basis with limitations, hence, limiting
generalisability. Also, the reliability and validity of some results can be questioned with the
different parameters set with the different questionnaire distributed.
After all, it all depends on both parties to find the best way in utilizing IT in their studies. Students
need to enhance IT skills to assist them in completing their tasks and the lecturers need to find the
best way to teach these non-IT students according to the student’s background such as nursing,
sport, banking or any other fields.
References
[1]
A. Popovici and C. Mironov, "Students’ perception on using eLearning technologies " ProcediaSocial and Behavioral Sciences, vol. 180, pp. 1514-1519, 2015.
[2]
T. levett-Jones, et al., "Exploring the information and communication technology competence and
confidence of nursing students and their perception of its relevance to clinical practice," Nurse
Education Today, vol. 29 pp. 612-616, 2009.
[3]
C. Zhou, et al., "Students’ perceptions of creativity in learning Information Technology (IT) in
project groups," Computers in Human Behaviour, vol. 41, pp. 454-463, 2014.
[4]
A. M. Mohamed, et al., "Dental Students’ Attitude and Perceptions towards ICT Resources and
Skills," Procedia Social and Behavioral Sciences, vol. 18, pp. 400-403, 2011.
[5]
A. Ali, et al., "Hospitality students’ perception of digital tools for learning and sustainable
development," Journal of Hospitality, Leisure, Sport & Tourism Education, vol. 15 pp. 1-10, 2014.
[6]
M.parai, et al., "Students’ perception of technology-assisted learning in undergraduate medical
education- A survey," The Social Science Journal vol. 52, pp. 78-82, 2015.
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Creating S-Diagram for Writing Literature Review
Rafiza Ruslan1, a and Suria Haron2,b
1
UiTM Perlis, Malaysia
2
UiTM Pulau Pinang, Malaysia
a
Keywords: research writing, literature review, mind-mapping, schematic diagram
Abstract. Diagram can serve as a visual input facility in writing literature review (LR). This paper
introduces S-Diagram as a technique for organizing LR which is based on the specification of a
research work. The specification of the research work mainly focuses on two parts: issues or
problem of the research; and possible solutions for that particular research. This paper provides an
overview of S-Diagram and also a brief discussion on how this technique can be applied to students
in writing their academic reports.
Introduction
Literature review carries most heavy weight especially in writing research proposal. In
reviewing literature, there are a few crucial things need to be identified such as research area, topic,
problem, gap, literature, scope and strategy or methodology. Students need to do the searching,
categorizing, arranging, selecting, skimming and re-arranging the related informations. These
processes are very tedious if there is no efficient and proper technique being implemented.
Currrently, students tend to simply and bluntly write LR from the sources without placing it in
a right flow or with no relationship. Lack of understanding the whole research will result to poor
writing amongst students. In addition, reading and writing is not a habit for them. As a result, the
proposal and final report they produced are in a ‘poor shape‘. With a poor shape of report,
supervisors and reviewers have difficulties to evaluate the reports. There are a lot of academic
writing books and articles published. However, the materials are hard to be followed by the novice
researchers such as students.
The objective of this study is to provide an overview of S-Diagram. This paper intends to provide
an overview of S-Diagram and also discusses how it can be applied as a learning aid for students to
organize their thoughts and ideas efficiently for their LR.
The rest of this paper is structured as follows: The next section discusses the background of study.
The model of the new technique is described in the case study section. Last section gives a brief
discussion and a conclusion.
The Background of Study
S-Diagram can be described as a visual type of learning technique that is to extent inappropriate to
the complexities of the subject matter. This diagram is a simplified representation of thoughts and
ideas related to the research work. People say, ‘when you draw links, you see things‘.
Seeing, listening, touching things and moving are a natural part of learning. Seeing or visualizing
things in different forms can make a big difference. Visualization involved the use of diagrams,
modeling, graphic, video and text as well. Example of visual type of learning technique includes
mind-maps, schematic diagram, and semantic diagram. According to Arnheim [1], “The visual
medium is so enormously superior because it offers structural equivalents to all characteristics of
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objects, events and relations”. Visual and layout can contribute to the effectiveness of a piece of
writing [2].
S-Diagram is a great way for students to write and organize their ideas down and fast enough to
allow comprehension. Beside for organizing thought and ideas in LR, S-Diagram can also help the
reader to relates the solutions and research problem stated in chapter one. S-Diagram has been
applied widely, for instance in organizing documents in a PhD thesis [3].
Case Study
A group of fifteen final year students was selected to implement this technique. Before
implementing S-Diagram, they need to know some basic knowledge of their research such as the
topic, research question, method and resources and the end product. They need to sketch what are
the issues related tu the problem on the left side of the diagram and possible solutions at the right
side as shown in Figure 1.
Research Topic
Issues and
Problems
Solutions
Related
Conclusion
Figure 1: Initial model of S-Diagram
Currently, most students utilize the mind mapping technique in the initial stage. They need to do
information searching by reading, understanding and writing. Before start writing, they will draw
the information gathered in a few mind maps. From a paper to another paper, then they will produce
several mind maps after categorizing, arranging, selecting and skimming. When they want to write
in LR, they need to relate the issue or problem with the proposed solution from the generated mind
maps. Here, they need to use S-Diagram to organize the whole research. Finally, they need to draw
a conclusion.
These processes of searching, categorizing, arranging, selecting, skimming and re-arranging will
take few modifications on the diagram. Students could practice using creative thinking to improve
the diagram based on their understanding. Figure 2 and Figure 3 shows the examples of the SDiagram produced by students.
Discussion and Conclusion
This paper has presented S-Diagram and how it can be applied as an aid to help student improve LR
in their research work. Initial observation suggests, the proposed technique may contribute in
students writing skills. S-Diagram enhances student capability in doing research and to resolve the
difficulties of structuring LR in reports. We will investigate the students and lecturers acceptance by
carry out a proper investigation in the future.
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Figure 2: An example of a S-Diagram [3]
Figure 3: An example of a S-Diagram produced by student
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References
[1]
R. Arnhelm, Visual Thinking. Berkeley, CA, University of California Press, 1997.
[2]
L. Baines, A Teacher’s Guide to Multisensory Learning: Improving Literacy by Engaging the
Senses, Association for Supervision and Curriculum Development (ASCD), Alexandria, USA,
2008.
[3]
S. Haron, Development of Service Performance Index for Urban Bus Operation Using the
TRANSQUAL Model, Ph.D thesis, USM, 2012.
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ELISA: E-Learning Integrated Short Announcement
Mohammad Hafiz bin Ismail
Faculty of Computer & Mathematical Sciences
Universiti Teknologi MARA
02600 Arau, Perlis, MALAYSIA
Keywords: e-learning, learning, messaging, LMS, announcement, mobile, MTProto
Abstract. This paper discussed the reason and motivation behind the proposed implementation of
the E-Learning announcement system in UiTM Perlis Moodle-based LMS. Several protocols were
considered in proposing the implement, however only MTProto chosen because of its welldocumented open protocol, low-cost implementation and is widely available across different mobile
platform. The planned implementation would utilize Moodle Message Output framework in order to
maximize compatibility with existing modules and class activities. Potential future works in the
implementation includes integration of automated Telegram bot for providing marks and grade
feedback and real-time online class discussion using Telegram MTProto protocol.
Introduction
E-learning has long being use as a platform to facilitate learning experience among the instructors
and learners through electronic medium. E-Learning is most often associated with distance learning
or non-face to face learning with the use of the internet and a portable access point such as remote
computers and mobile devices [1]. The software that provides E-learning functionality is known as
Learning Management System (LMS).
LMS enables instructors to post notes, assignments quizzes for the learners to access remotely,
usually away from classroom. The learners on the other hand are able to download necessary
learning materials from e-learning system as well as to take part in learning activities that are
traditionally performed in a classroom such as quizzes, online test, assignment submission, virtual
presentation and forums [2].
In ideal situation, any communication between instructors and learners regarding learning objects
and activities should be coordinated by the LMS, where the learners can get feedback, information
and announcement whenever there are new materials or activities posted on the LMS [3]. Most
open-source LMS surveyed by this study (aTutor, eFront, OpenOLAT, Sakai and Moodle) has
implemented notification system through the use of email to alert learners whenever there are new
materials updated on the LMS.
However, in places like in UiTM Perlis, the learners have faced difficulties in being alerted when
new materials have been uploaded on the LMS. Instead, the learners would resort to relying on the
instructors or their class representatives in informing them regarding online class activities. The
problem stems from two causes; the network firewall spam prevention policy that blocks email
ports from being accessible from LMS and the learners couldn’t access the notification sent by
email in a timely manner.
The purpose of this paper is to outline the proposed solution to enable instant notification and
announcement to be sent to learners whenever there are changes in their LMS module.
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The Learning Management System
UiTM Perlis primarily uses i-Learn Portal, a proprietary LMS developed and maintained by the iLearn Center in UiTM Shah Alam [4]. The current production release of i-Learn 2.0 and the i-Learn
3.0 Beta release seems not to implement any type of external notification except for the internal
messaging system where users have to log into i-Learn in order to access the notification message.
Instructors and lecturers in UiTM Perlis also have the freedom to choose freely available
alternatives to supplement i-Learn, among them are Padlet, Stormboard, Google Drive and Pearson
Openclass. However these tools have their own shortcomings, as all of them does not integrate
learners database natively and most of them have limited functionality compared to a fully-fledged
LMS.
The alternative LMS being offered to supplement i-Learn is UiTM Perlis E-Learn, a Moodle-based
LMS installed within the campus network and is only available for limited staff member and
students as it used for E-learning based research [5]. The Moodle-based system offers the option of
sending notification through email or Jabber messaging protocol whenever the learners or
instructors have performed certain actions on the learning materials, quizzes, assignments or
sending messages.
Message Outputs
The mechanism which enables Moodle to send out messages, announcement and notification is
known as “Message Outputs”, as shown in Figure 1. At the time of this writing, Moodle 2.8.6 and
2.9.0 offers four types of message outputs and they are: Popup Notification, Jabber Messages,
Email and Mobile Notification [6]. The description of each of message outputs is outlined on Table
1.
Figure 1: Moodle Message Output Settings
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Table 1: Type of Moodle Message Output
No
1
2
Type
Popup Notification
Description
Internal notification system,
displayed as popup or embedded
message within the Moodle LMS
Jabber Message
Uses XMPP or Jabber Instant
Messaging Protocol.
This setup requires a Jabber server
and learners must install Jabber
Instant Messengers on their
computers or mobile device.
Weakness
The notification is internal to
LMS. Learners have to log into
Moodle with a personal
computer in order to read
notification.
Require additional Instant
Messaging client. Not
convenient for learners to
install Instant messaging client
solely to receive notification
from Moodle.
Maintaining additional XMPP
server is costly.
Firewall policies in UiTM
Perlis prevent the use of
XMPP protocol.
3
4
Email
Google Cloud
Messaging Mobile
Push Notifications
Notification are sent through email
as registered by learners.
Push notification sent to mobile
device through Google Cloud
Messaging system.
Firewall policies in UiTM
Perlis prevent the use of Email
Message Output.
Notification sent through email
frequently overlooked by
learners and occasionally
filtered by spam prevention
system.
Require Airnotifier registration
and server setup.
Users also are required to
install Airnotifier on their
mobile device.
Prohibitive Cost of installing
and maintaining Airnotifier
server.
The candidate alternative to the default Message Outputs offered by Moodle are Short Messaging
System (SMS) and phone-based Instant Messaging. Although it is convenient to be used within the
scope of Moodle LMS, the use of SMS has to be ruled out because of the cost associated with
sending each announcement. The phone-based Instant Messaging is chosen because of its
widespread use among mobile device users.
For this study, Telegram is chosen among other phone-based Instant Messaging platform as its
protocol is well documented and the developers has made the implementation open together with
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open source library [7]. Other phone-based Instant Messaging surveyed for this study (Whatsapp,
Line, WeChat and Tango) either do not offer protocol documentation or (in case of WhatsApp)
actively discouraged 3rd party implementation of their protocol.
Besides being well-documented, Telegram also has the advantage of synchronizing its database
with the learners’ phone number, which simplifies the process of matching learner’s information
with UiTM Perlis Moodle-based LMS.
Proposed Implementation
Based on this study, it is proposed that the Telegram Protocol (known as MTProto) [8] should be
integrated as part of Moodle Message Outputs module. The short announcement module
implementation is divided into four phases as shown on Figure 2.
Figure 2: Short announcement implementation in Moodle Message Module using MTProto
The Telegram MTProto messaging protocol requires unique registration in which client will be
given a unique key to access Telegram API. The API call is then integrated into Message Output
module through a set of messaging framework as defined by Moodle. The Telegram MTProto
integration with Moodle Message module will be done with a combination of PHP and telegram-cli,
a Telegram CLI client for Unix.
Future Works & Conclusion
Participants of Learning Management System (LMS) would certainly benefit from having a fast and
reliable messaging system that delivers feedback on E-Learning activities. However, the common
method of sending these announcements and feedback through internal popup notification and
email is not sufficiently prompt enough to alert learners nowadays who prefers to rely on mobile
devices. Additionally, the use of email as a medium for messaging might not be suitable for some
educational institutions (in this case, UiTM Perlis) which impose aggressive email filtering policy
to avoid email spamming abuse.
Thus, the Telegram MTProto protocol is chosen as it is able to satisfy the learners’ need of getting
prompt announcement delivered to their mobile device and also because it is well-documented with
numerous reference implementations. An outline of future works in this area includes an
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implementation of automated Telegram Bot, which enables learners to check their grades or marks
through Telegram without properly logging into the Moodle-based LMS, as well as E-Learning
Chatroom implementation, which enable instructors-learners discussion using Telegram protocol.
References
[1] T. Govindasamy, Successful implementation of e-learning: Pedagogical considerations,“ The
Internet and Higher Education, Bd. 4, Nr. 3, pp. 287-299, 2001.
[2] J. Ismail,The design of an e-learning system: Beyond the hype,“ The Internet and Higher
Education, Bd. 4, Nr. 3, pp. 329-336., 2001.
[3] C. Virginio, M. Cellario und M. Porta, Perspectives and challenges in e-learning: towards
natural interaction paradigms,“ Journal of Visual Languages & Computing, Bd. 15, Nr. 5, pp.
333-345, 2004.
[4] i-Learn Center, Universiti Teknologi MARA, i-Learn,“ 2015. [Online]. Available: http://ilearn.uitm.edu.my/v2/. [Accessed: 30 June 2015].
[5] FSKM, UiTM Perlis, E-Learn UiTM Perlis,“ 2015. [Online]. Available:
http://www.perlis.uitm.edu.my/elearn/. [Accessed: 30 June 2015].
[6] Moodle Pty Ltd, Moodle Messaging Settings,“ 2015. [Online]. Available:
https://docs.moodle.org/29/en/Messaging_settings. [Accessed: 30 June 2015].
[7] Telegram Messenger LLP, Telegram Messenger,“ 2015. [Online]. Available:
http://telegram.org/. [Accessed: 30 June 2015].
[8] T.
M.
LLP,
Proto
Mobile
Protocol,“
2015.
[Online].
Available:
https://core.telegram.org/mtproto. [Accessed: 30 June 2015].
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Framework Based Web Application Development Course for
Bachelor Degree
Khairul Anwar Sedek1,a, Azmi Abu Seman2,b
1,2
a
Keywords: Computer Science Education, Web Application Development, Framework
Abstract.Working environment in Web application area demands computer professionals know
how to create and maintain Web application systems for managing information and communicating
with customers. This paper proposed Web application development course syllabus which was
designed to expose students to the latest techniques and technologies in developing Web application
system. The objectives are to study the current issues and technologies and to formulate the right
teaching and learning approach using an enhanced Web application development syllabus. This will
produce student with the right knowledge skill as need byindustries. The proposed syllabus includes
new Web technologies introduced in lecture contents besides self-exploring by the students. The
most important contents in the lecture will be practices in the laboratory work as exercises,
assignments and a project. Student need to enhance assignment work for the development of a real
world Web application in terms of functionality, quality, and adaptation of new Web application
technologies. At the end, this paper expects a better learning outcome and can be applied in any
Web application development areas. Furthermore, it also meets the standard and requirement of
effective Web application system.
Introduction
According to Connallen[1], Web application is Web system (Web server, network, HTTP, browser)
in which user input (navigation and data input) effects the state of the business. Web application is
also known as Web-based application, Internet application, online application, and electronic
application. The common term found in literature is Web application. Basically, Web application is
distributed client-server application that consists of Web browser as client and a Web server. People
gain many benefits from the advancement of Web technologies.
The world of Web application development has experienced a great deal of change over the past
decade and many educators struggle to craft course syllabus in this area that cover not only the
relatively stable essentials but also address the dynamics of change in web development [2].
Today's environment demands that computer professionals know how to create and maintain Web
applications for managing information and communicating with customers. The proposed course
syllabus of Web application development is designed to expose students to the development of Web
application system in business environments.
The objective of this paper is to propose new course syllabus for Web Technology and
Application (ICT600) development in University Teknologi MARA. Currently, this course is
offered as core course forBachelor of Information Technology (Hons). Previously, this course is
called Dynamic Web Application Development (CSC574). The old syllabus course content includes
HTML, client-side scripting using Java Script and server-side scripting using ASP. It focusses on
programming language syntax. The new course syllabus is designed to provide student with the
right teaching approach on Web application development in terms of Web application components,
development techniques, and related technologies involved.
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A systematic methodology used in this study divided into several steps:
 Identify state-of-the-art Web application development methods and technologies.
 Identify the weaknesses in teaching and learning of Web application development.
 Identify the requirements of effective and efficient Web application.
 Develops teaching and learning approach based on learning outcome of Web application.
 Proposed new course syllabus.
Performance quality attributes for client-server Web architecture, distributed Web architecture
and service-oriented architecture are reliability, usability, security, availability, scalability,
maintainability, performance, reusability, and interoperability [3]. These quality attributes should
improve Web application. Lu and Yeung [4] has proposed a comprehensive framework for effective
commercial Web application development based on their prior research in hypermedia and
human‐computer interfaces. The framework regards Web application development as a special type
of software development project. The use of the framework results in more effective commercial
Web application development.
Figure 5: A framework for effective Web application [4]
Trends in Web application development
The process and functionality of Web application development have evolved along with the rapid
growth of technology and devices. Many new techniques in web applicationdevelopment have been
adapted and incessant flow of different trends has been followed in this particular aspect. Every
year changes are observed in the trends of web application development process due to increasing
demand from users. Rich Internet Applications (RIAs) are widely adopted Web applications that
add richer interaction, presentation and client-side computation capabilities of desktop applications
to the Web [5].
Cloud computing has recently emerged as a compelling trend for managing and delivering
services over the Internet. The rise of cloud computing is rapidly changing the landscape of
information technology, and ultimately turning the long-held promise of utility computing into a
reality [6]. Meanwhile, the Internet of Things (IoT) is another emerging trend. It has been defined
as a proposed development of the Internet in which everyday objects has network connectivity,
allowing them to send and receive data. Managing efficiency, personalized web application
functionalities and economic cost of monitoring systems can be further enhanced with designing
and developing a web application based on Internet of Things (IoT) and cloud computing. The
integration of IoT and cloud computing is called as the CloudIoT paradigm[7].
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Issues in teaching and learning of Web application Development
Teaching and learning Web application development faces a number of issues and problems by
educators and students. Cunliffe[8] states that Web application development may faces the
following hurdles :
1. Platform independent networked delivery
2. Blend of elements. Web site design can be seen as a blend of three elements: content, visual
appearance, and usability;
3. Diverse user population. The potential user population is worldwide, embracing a wide
variety of cultural conventions, languages and so on;
4. Lack of clear model of user behaviour. The way in which users use the Web has not been
thoroughly investigated;
5. The wide range and variable quality of guidance available
6. Preparation of future technologies and trends in Web application.
Teaching Web application development in undergraduate Computer Science (CS) courses is a
difficult task because there is a gap between the students’ experiences and the reality in the
industry[9]. This gap is due to several aspects such as the syllabus of the courses, complexity of the
assignments, the framework used, the infrastructure and the environment at the University.
Unlike other computing courses, which tend to have fairly established syllabus and teaching
approaches, Web application development as a topic area has a multitude of different syllabus
approaches. Most educators tend to focus on teaching the particularities of a given technology stack.
That is, most web application development courses spend most of the course time teaching HTML,
CSS, PHP/ASP.NET/Python, and other technologies[2]. Adams [10] also found that educators who
wish to teach Web application development will immediately face many challenges such as choice
of topics, choice of text, and pedagogy.
Related Work in Web application Teaching Techniques
Given the prevalence of Web applications, it is important for educators to include the principles and
technologies associated with Web application development in undergraduate course syllabus.
Mudigonda and Buerck[11] shared their experiences in developing and implementing a course in
Web application development using freely-available technologies and learning materials such as
Eclipse IDE and Google App Engine. The courses are designed in an accelerated format which took
only 8 weeks to finish the syllabus.
Chung and McLane [12] proposed Active Learning Environment in Computing (ALEC), to
enhance the understanding of Web application course through the strong hands-on practices of the
students. These approaches have shown a good result where students can smoothly understand the
course materials without having the sharp learning curve when studying the Java-related
technologies such as JavaScript, JSP, JavaBean, and JDBC.
Course Outcome Approach Based on Web Application Framework Development
The paper proposed Web application development course based on the development of Web
application framework. The purposed is to provide student with core Web application development
technologies and fundamental framework of Web application. It covers theories and practices of
Web application development.
Table 3 presents the components techniques and related technology in order to develop effective
Web application.
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Table 3. Required Web application components, techniques and related technology to develop
effective Web application.
Component
Techniques approach
Web technology
Core Web application
technology
Definition, usage of related Web
technology
Web application quality
attributes
Common functional requirements
Quality attributes
Client-side scripting
Using common Client-side script
Web design
Creating Web page, templates,
themes and styles.
Navigation design.
Using common Server-side
programming script
Database connectivity
CRUD operation
Drill-down data page
Data navigation
Web form
Input validation
Output generation
Multimedia
Authentication, Authorization,
Personalization, OWASP
MVC
Layered-architecture
Functional testing
Usability testing
Performance testing
Security testing
Server-side
Database access
Web input and output
Security
Web application
architecture
Web application testing
TCP/IP, WWW, HTTP,
HTML, Client-script, Web
architecture, Web client, Web
Server, Web service, SOA.
Usability, availability, security,
interoperability, reliability and
performance.
HTML, XHTML, HTML5,
JavaScript, CSS
XHTML, HTML5, CSS, Web
template
PHP, JSP, Python, .Net
SQL, XML, JSON.
MySQL, JDBC, Database
connection driver.
HTML Form
HTML5 Form
AJAX
JQuery
Session management, Cookies,
HTTPS, SSL, Encryption
JSP, JSF, PHP, Web
application framework
Model review
JMeter performance testing
Using Security guideline
Penetration testing
Proposed Approach for Web Application Coursework
The proposed should be able to achieve the following learning outcomes:
i.
Understand the Web application technologies, architectures, and development principles.
ii. Demonstrate the capability to design and develop effective and efficient Web application
iii. Evaluate the quality Web application.
Due to wide variety of Web application technologies and methods, we proposed to design this
course based on common components in general Web application with enhancement to the latest of
technology at the final project. It is impossible for student to learn all the technologies and
development approach in a single course therefore a general Web application based on framework
is more suitable. The course can develop the capability of student in the basic of Web application
development. It is designed towardsdevelopment of effective Web application. The technologies for
Web keep updating very fast thus it is important to prepare the student to be able to apply and adapt
new technology in their current project. From the basic, they need to apply whatever new Web
technology in their Web application project such as AJAX, Web service, and cloud based
application. As a result, student should be able to develop other type of Web application such as ecommerce, e-government, e-business, and e-learning.
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Based on the required components, technique and technology for Web application development
as presented in the Table 1, this paper proposed the following scheme of work. Table 2 presents the
scheme of work. The lecture contents are integrated with Lab work where the most important
contents in the lecture will be practices in the laboratory work as exercises, assignments and project.
Web application
Component
Core web application
technology
Table 1: Scheme of work
Syllabus contents
Lab activities
Web technology
Web application quality
attributes
Web design
Web application
characteristics and attributes
Web application design
Server-side
Web input and output
Server-side scripting
Web form and information
Database access
Web application database
Web application errors
and Security
Web application errors and
debugging
Web application security
Web application
architecture
Web application architecture
Create basic infrastructure of Web
application deployment and
development.
Find the most quality Web application
and identify their quality.
Create Web page including template,
home page, about page, navigation
using HTML, CSS and IDE.
Create a Web page using HTML5,
CSS and JavaScript
Create a Web page using PHP/JSP
Create a Form based on given
problems.
Form validation.
Create Web page to display
information.
Create connection to database.
Create CRUD operation.
Create drill-down page.
Input validation.
Using OWASP guideline.
Create login page.
Access control using RBAC.
Create Web application using MVC
design pattern.
Using Web application penetration and
security testing tools.
The paper proposed four individual assignments as the following:
 Assignment 1: Create a basic home page
 Assignment 2: Login and user registration
 Assignment 3: CRUD operation.
 Assignment 4: Personalized page.
In group project, students need to form a group of project consists of three to four students. They
need to enhance assignment work for the development of a framework of Web application. The
project team need to enhanced in terms of functionality, quality, and apply new Web application
technologies such as AJAX, JQuery, HTML5, and Web service. The project integrates all
components developed during the assignment to be a basic Web application framework. Then, the
framework is used to develop a Web application according to the title of project.This approach will
save student time to create a complete Web application in a project because they do not need to
develop from scratch. Thus, the assignment should include creating a basic component of Web
application such as site theme and template, form handling and processing, database connection and
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transaction processing and security. The project must be tested in term performance and security.
They learn evaluating Web application performance using JMeter and Web application security
testing using OWASP Zed Attack Proxy (ZAP). The project should be able to be used as foundation
or framework to development other Web application such as e-government, e-commerce, and ebusiness system.
Conclusion
This paper expects to achieve better learning outcomes in the following areas:
 Can be applied in any Web application development.
 Can be easily extended to more functionality.
 Meet the requirement of effective Web application.
 Meet the standard of Web application: HTML5, OWASP, and integration standard.
At the end student should be able to fulfill industry needs to produce satisfied quality of Web
application. This course is the design for development of basic Web application. In order to provide
more skillful Web developers they need to enroll in more advanced level Web application
development such asWeb application security, Web engineering, and special Web application topics
such as service oriented architecture (SOA), Cloud-based Web application and Internet of things.
References
[1] J. Conallen, Building Web applications with UML. Addison-Wesley Longman Publishing Co.,
Inc., 2002.
[2] C. S. Miller and R. Connolly, “Introduction to the Special Issue on Web Development,” Trans.
Comput. Educ., vol. 15, no. 1, pp. 1:1–1:5, Mar. 2015.
[3] R. Nagendra, “Performance evaluation in web architectures,” Oriental Jurnal of Computer
Science and Technology, vol. 7, no. 1, 2014.
[4] M. Lu and W. Yeung, “A framework for effective commercial Web application development,”
Internet Research, vol. 8, no. 2, pp. 166–173, May 1998.
[5] P. Fraternali, G. Rossi, and F. Sánchez-Figueroa, “Rich Internet Applications,” IEEE Internet
Computing, vol. 14, no. 3, pp. 9–12, May 2010.
[6] Q. Zhang, L. Cheng, and R. Boutaba, “Cloud computing: state-of-the-art and research
challenges,” J Internet ServAppl, vol. 1, no. 1, pp. 7–18, Apr. 2010.
[7] A. Botta, W. de Donato, V. Persico, and A. Pescape, “On the Integration of Cloud Computing
and Internet of Things,” in 2014 International Conference on Future Internet of Things and
Cloud (FiCloud), 2014, pp. 23–30.
[8] Daniel Cunliffe, “Developing usable Web sites – a review and model,” Internet Research, vol.
10, no. 4, pp. 295–308, Oct. 2000.
[9] E. C. de Almeida, M. D. D. Fabro, and F. Sluzarski, “Teaching Web Application
Development: A Case Study in a Computer Science Course,” Informatics in Education-An
International Journal, no. Vol11_1, pp. 29–44, 2012.
[10] D. R. Adams, “Integration Early: A New Approach to Teaching Web Application
Development,” J. Comput. Sci. Coll., vol. 23, no. 1, pp. 97–104, Oct. 2007.
[11] S. Mudigonda and J. Buerck, “The Design of an Undergraduate Web Application
Development Course Using Free Technologies and Learning Materials,” J. Comput. Sci. Coll.,
vol. 27, no. 5, pp. 131–139, May 2012.
[12] W. S. Chung and D. McLane, “Developing and Enhancing a Client/Server Programming for
Internet Applications Course,” J. Comput. Sci. Coll., vol. 18, no. 2, pp. 79–91, Dec. 2002.
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Analisis Keberkesanan Kem Pemantapan dan Motivasi Dalam
Meningkatkan Prestasi Akademik Pelajar di UiTM Perlis
Iman Hazwam Abd Halim1,a, Syafnidar Abdul Halim2, Tajul Rosli Razak3, Muhammad Nabil Fikri
Jamaluddin4, Muhamad Arif Hashim5, Mohd Faris Mohd Fuzi6
1,2,3,4,5,6
Fakulti Sains Komputer dan Matematik
a
hazwam688 @perlis.uitm.edu.my
Kata Kunci: Motivasi, Prestasi Akademik, GPA, CGPA, Ilmu Pengetahuan.
Abstrak.
Seramai 25 orang pelajar Ijazah Sarjana Muda daripada beberapa program Sains Komputer telah
dipilih untuk menyertai program Kem Pemantapan dan Motivasi. Para pelajar yang terpilih adalah
daripada kalangan mereka yang lemah dalam pencapaian akademik, terutamanya subjek-subjek
sains komputer. Beberapa faktor kelemahan yang dikenal pasti di kalangan para pelajar antaranya
adalah kurang keyakinan diri, tidak bergaul dengan pelajar yang lebih baik akademiknya, tiada
semangat untuk belajar dan tiada kemahiran komunikasi yang berkesan. Berdasarkan faktor-faktor
yang telah dikenalpasti ini, mendorong para pensyarah Jabatan Sains Komputer untuk mengadakan
Kem Pemantapan dan Motivasi, khusus untuk memperbaiki dan meningkatkan pencapaian
akademik mereka. Program tiga hari dua malam ini telah dijalankan di Kem Bendang Man, Sik,
Kedah. Pelbagai aktiviti telah dijalankan antaranya trek hutan, flying fox, abseiling, kayak, aktiviti
air, sukaneka, ujian IQ dan pembentangan berkumpulan. Penilaian keberkesanan untuk program ini
dilakukan dengan membandingkan pencapaian semasa dan selepas program ini dilaksanakan. Hasil
daripada penilaian ini mendapati, terdapat lebih daripada 60% daripada kalangan peserta telah
menunjukkan perubahan ketara terhadap keputusan akademik mereka. Ini menunjukkan bahawa
program ini terbukti berkesan dalam membantu para pelajar meningkatkan prestasi akademik
mereka.
Pengenalan
Kem pemantapan dan motivasi ini adalah salah satu inisiatif Jabatan Sains Komputer bagi
membantu para pelajar untuk meningkatkan prestasi akademik mereka yang agak lemah
terutamanya dalam subjek-subjek sains komputer. Peserta-peserta yang terlibat adalah terdiri
daripada 25 orang pelajar Ijazah Sarjana Muda (CS220, CS225, CS240, CS245, CS251) dari Fakulti
Sains Komputer dan Matematik (FSKM) UiTM Perlis yang mendapat CGPA 2.5 ke bawah.
Motivasi boleh didefinisikan sebagai tahap usaha seseorang itu sanggup dikembangkan untuk
mencapai matlamat yang tertentu [1]. Berdasarkan kepada kajian dan pemerhatian, didapati bahawa
para pelajar dari UiTM Perlis yang mendapat CGPA 2.5 ke bawah pada kebiasaannya akan
mengalami masalah tahap penurunan motivasi yang agak membimbangkan.
Melalui aktiviti ini, diharapkan pelajar yang terlibat dapat meningkatkan tahap jati diri serta
bersemangat untuk memperbaiki tahap prestasi akademik masing-masing.
Pernyataan Masalah
Sebahagian pelajar yang mempunyai masalah akademik telah dikenal pasti pada setiap
awalsemester berdasarkan pencapaian pelajar pada semester lepas. Beberapa sebab utama yang
menyebabkan masalah akademik ini adalah rasa kurang yakin pada diri sendiri, mereka merasakan
diri lemah dan tidak layak untuk bergaul dengan pelajar yang cemerlang didalam akademik. Hal ini
akan menyebabkan semangat untuk belajar berkurangan dan akan menyebabkan kurang daya saing
ISBN : 978-1-329-35874-4
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dengan pelajar lain. Antara sebab lain pula adalah kemahiran komunikasi yang tidak begitu baik
menyebabkan para pelajar ini malu untuk bertanyakan sesuatu kepada para pensyarah ataupun rakan
sebaya.
Objektif Kem Pemantapan dan Motivasi
Objektif utama kem pemantapan dan motivasi ini adalah bagi membantu mahasasiwa dalam
usahameningkatkan prestasi akademik dari beberapa aspek. Objektif kem pemantapan ini adalah
seperti berikut :
I.
Memberi taklimat dan pendedahan kepada pelajar mengenai pengisian dan hala tuju
sebenar semua Program Ijazah Sarjana Muda (CS220, CS225, CS240, CS245, CS251) yang
ditawarkan oleh Fakulti Sains Komputer dan Matematik.
II.
Memberi motivasi kepada pelajar serta pendedahan kepada teknik komunikasi, cara
pengurusan masa dan teknik belajar yang lebih berkesan.
III.
Meningkatkan tahap keyakinan diri para pelajar dalam membentuk moral dan
keterampilan diri pelajar di dalam bidang teknologi maklumat.
Kaedah Perlaksanan Kem Pemantapan dan Motivasi
Kem ini dilakukan di luar dari persekitaran UiTM Perlis iaitu di Kem Bendang Man, Sik, Kedah
dengan tujuan untuk melaksanakan modul pemantapan dan motivasi dalam persekitaran yang
berbeza kepada pelajar. Kem ini mempunyai beberapa elemen penting dan terbukti berkesan di
dalam membantu meningkatkan prestasi akademik pelajar. Kem ini mempunyai intipatinya yang
tersendiri kerana iamengasimilasikan unsur-unsur ICT ke dalam setiap aktiviti yang dijalankan.
Kaedah pelaksanaan kem ini terdiri daripada beberapa fasa iaitu :
I.
Penerangan Semula Hala Tuju Kursus Yang Di Ambil
Pada fasa yang pertama, program ini telah memfokuskan kepada usaha untuk
mengembalikan semula fokus pelajar terhadap hala tuju mereka dalam Kursus Ijazah
Sarjana Muda Teknologi Maklumat yang mereka ambil di UiTM Perlis.
Gambarajah 1 menunjukkan sesi perkongsian ilmu yang telah dijalankan bagi mencapai
objektif yang pertama iaitu menyalurkan kesedaran kepada mahasiswa mengenai halatuju
kerjaya pada masa hadapan berdasarkan apa yang mereka belajar. Ini kerana pada peringkat
awal, daya pemikiran kognitif mahasiswa masih lagi berada pada tahap yang rendah [2].
Oleh itu, pada sesi ini para mahasiswa telah didedahkan semula dengan matlamat utama
mereka dalam mengikuti program ijazah sarjana muda di dalam bidang ICT.
Melalui fasa ini juga, mahasiswa juga telah ditunjukkan semula kaedah belajar yang
sepatutnya mereka amalkan. Mereka juga telah didedahkan kembali dengan kaedah Masa
Pembelajaran Pelajar (Student Learning Time) yang sepatutnya diamalkan oleh setiap
pelajar yang menuntut di UiTM.
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Gambarajah 1: Sesi perkongsian ilmu oleh panel jemputan.
II.
Menimbulkan semula rasa tanggungjawab sebagai seorang mahasiswa
Pada fasa yang kedua pula, program ini ingin memupuk semula para pelajar untuk sentiasa
mengamalkan rasa tanggungjawab sebagai seorang mahasiswa yang terbaik dalam segala
hal.
Gambarajah 2 menunjukan salah satu aktiviti yang dilakukan oleh pelajar bagi memupuk
semula semangat tanggungjawab mahasiswa. Ini penting kerana semangat ini dapat di
aplikasikan juga di dalam pembelajaran mereka dan seterusnya dapat meningkatkan prestasi
akademik mereka.
Gambarajah 2: Sesi perbentangan ahli kumpulan oleh ketua kumpulan
III.
Meningkatkan rasa yakin diri di dalam diri para mahasiswa
Kurangnya keyakinan diri di dalam diri mahasiswa ini dapat memberi kesan yang negatif di
dalam pembelajaran mereka. Hal ini kerana mereka merasakan rendah diri dan malu untuk
bertanya kepada pensyarah dan pelajar lain jika mereka mempunyai masalah dalam
pembelajaran [3].
Bagi fasa yang ketiga, program kem ini menumpukan kepada aktiviti yang akan
meningkatkan lagi tahap keyakinan pelajar dalam menghadapi masalah dalam pembelajaran
mereka. Beberapa aktiviti yang mencabar telah dilaksanakan sepanjang aktiviti ini
berlangsung. Di antara aktiviti-aktiviti tersebut adalah seperti aktiviti pengembaraan trek
hutan, ‘flying fox’, abseiling, berkayak dan juga ‘water confidence’. Semasa perlaksanaan
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aktiviti ini, kebanyakkan pelajar tidak berani untuk melakukan aktiviti ini. Dengan bantuan
jurulatih dan pelajar yang lain, mereka dapat melakukan aktiviti ini justeru dapat
meningkatkan keyakinan diri mereka. Kepentingan aktiviti ini juga dapat dipraktik kan
dalam proses pembelajaran mereka di mana dapat membantu menaikkan prestasi akademik
mereka,
Gambarajah 3 adalah salah satu aktiviti yang dilakukan dalam meningkatkan tahap
keyakinan pelajar.
Gambarajah 3: Sesi keyakinan diri di dalam air
Keputusan dan Perbincangan
Bagi membuktikan keberkesanan kaedah seperti yang telah diusulkan, satu aktiviti kem pemantapan
dan motivasi “ICT Experts in The Making” telah dilaksanakan pada 3 September 2014 – 5
September 2014 oleh Fakulti Komputer Sains & Matematik (FSKM), UiTM Perlis. Selepas
berakhirnya aktiviti tersebut, para mahasiswa dan mahasiswi telah kembali mengikuti pengajian
seperti biasa dan pada hujung semester, mereka telah menghadapi peperiksaan akhir dan keputusan
setiap pelajar telah diteliti dan dibandingkan dengan keputusan peperiksaan mereka pada semester
sebelumnya.
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Jadual 1 : Keputusan Pelajar Selepas Menyertai Kem Pemantapan dan Motivasi
Bil
1
2
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18
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MATRIK
2012847238
2012896536
2012421898
2012844164
2012213484
2012221204
2013215622
2013211346
2013844626
2013836344
2013690256
2013839626
2012392605
2012176301
2013447514
2013416424
2013266462
2013297552
2013277034
2013674962
2013688854
2013284884
2013807718
2013659632
2013831858
Sebelum Kem
GPA
CGPA
2
2.49
1.7
2.17
1.9
2.53
2.35
2.45
2.14
2.45
2.44
2.77
2.18
2.7
2.06
2.5
1.98
2.52
1.86
2.29
1.88
2.34
2.04
2.59
2.14
2.46
1.5
2.55
1.9
2.23
2.21
2.69
2.26
2.62
2.05
2.55
2.16
2.52
2
2.58
2.13
2.07
2.21
2.47
2.09
2.22
1.63
1.97
2.03
2.49
SEM. SEMASA
5
5
5
5
5
5
3
3
3
3
3
3
4
5
3
3
3
3
3
3
3
3
3
3
3
Selepas Kem
GPA
CGPA
1
2.22
2.42
2.21
2.72
2.69
2.88
2.52
2.90
2.53
2.45
2.71
3.16
2.88
2.96
2.68
2.85
2.64
2.67
2.43
C/K
C/K
2.9
2.71
2.77
2.55
2.86
2.63
2.42
2.30
2.49
2.62
2.56
2.6
2.6
2.57
2.44
2.49
2.88
2.69
2.41
2.19
2.62
2.52
2.62
2.36
2.38
2.08
2.95
2.66
Jadual 1menunjukkan perbandingan terhadap prestasi akademik pelajar berdasarkan kepada GPA
dan CGPA sebelum dan selepas pelajar menyertai Kem Pemantapan ini. Terdapat lebih daripada
60% daripada kalangan 25 orang pelajar ini telah menunjukkan satu perubahan ketara terhadap
keputusan akademik mereka. Merujuk kepada jadual 1, 9 orang pelajar (bertanda hijau)didapati
telah berjaya melepasi CGPA 2.5 iaitu had prestasi lemah bagi UiTM Perlis. Manakala selebihnya
pelajar yang bertanda kuning telah menunjukkan kemajuan dari segi peningkatan GPA dan CGPA
walaupun masih lagi di bawah paras CGPA 2.5. Hanya seorang sahaja yang menunjukkan
penurunan prestasi manakala seorang lagi telah mengambil cuti khas.
Kesimpulan
Secara umumnya dapatlah disimpulkan bahawa program motivasi masih lagi relevan dan perlu
dilaksanakan terhadap mahasiswa yang mengalami masalah di dalam pembelajaran. Para
mahasiswa yang telah mengikuti program ini telah menunjukkan perkembangan yang agak baik di
dalam keputusan peperiksaaan mereka pada semester yang berikutnya. Ini menunjukkan bahawa
kem ini terbukti berkesan di dalam membantu mahasiswa bagi meningkatkan prestasi akademik
mereka. Diharapkan pada masa hadapan, program kem motivasi ini dapat dilaksanakan kepada
semua bidang atau pun program yang ada di dalam UiTM Perlis ini.
ISBN : 978-1-329-35874-4
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Sumber Rujukan
[1]
Brennen, A.M. (2006). Enhancing students’ motivation. Retrieved March 1, 2007, from
http://www.soencouragement.org/enhancing-students-motivation.htm
[2]
Biehler, Robert F., Snowman, Jack. (1993). Psychology applied to teaching (7th ed.).
Boston: Houghton Mifflin Company.
[3]
N Bakri, NZA Razak, HA Rahman, AHA Khalid. (2012). Punca Prestasi Pembelajaran
Yang Lemah di Kalangan Pelajar Fakulti Pengurusan dan Pembangunan Sumber Manusia,
Universiti Teknologi Malaysia, Skudai, Johor. Jurnal Teknologi 43 (1), 29-44
[4]
Houde, Joseph. (2006). Andragogy and Motivation: An Examination of the Principles of
Andragogy through Two Motivation Theories. Paper presented at the Academy of Human Resource
Development International Conference (AHRD) (Columbus, OH, Feb 22-26, 2006) p90-97 (Symp.
4-3). (ERIC Document Reproduction Service No. ED492652).
ISBN : 978-1-329-35874-4
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A Simple Recommender Engine for
Matching Final-Year Project Student with Supervisor
Mohammad Hafiz Ismail1,a, Tajul Rosli Razak2,, Muhamad Arif Hashim3,
Alif Faisal Ibrahim4
1,2,3,4
a
[email protected] (corresponding author), [email protected]
Keywords: recommender engine, recommender system, Euclidean distance, matching, final year
project
Abstract. This paper discusses a simple recommender engine, which can match final year project
student based on their interests with potential supervisors. The recommender engine is constructed
based on Euclidean distance algorithm. The initial input data for the recommender system is
obtained by distributing questionnaire to final year students and recording their response in CSV
format. The recommender engine is implemented using Java class and application, and result of the
initial tests has shown promises that the project is feasible to be pursued as it has the potential of
solving the problem of final year students in finding their potential supervisors.
Introduction
Final year project (FYP) is one of the requirements to be fulfilled by Bachelor degree students in
FSKM, UiTM Perlis in order to graduate. The final year project is divided into two parts: proposal
and project construction[1]. The proposal part is crucial as students must determine the project
problem area, its significance, scope and objectives. The student may choose his or her own
problem area based on their interests or may consult with a potential supervisor from a pool of
faculty lecturers to determine a suitable problem area. Regardless of the choice, the student may
have to select a supervisor that best match his or her area of interests.
However, as in the current situation, almost all final year students are not familiar with faculty
lecturers and their area of expertise as they are only familiar with lecturers who have taught them in
previous semester. This will largely affect student decision in selecting project title as they may
perceive to have only a limited choice of potential supervisors to pick from and may end up with
project titles that are not aligned with their own interests. Furthermore, the students themselves are
still new with the concept of research may benefit by having discussion with several lecturers to
determine the project area that best suit them.
The situation can be remedied if the students have sufficient information on potential supervisors
and their area of expertise. Additionally, students also can benefit in knowing which potential
supervisors that have similar interests with each other so that the student can focus in selecting
supervisors from a pool of lecturers with similar research interests.
Thus, we proposed a recommender engine for matching FYP students with potential supervisors
according to their area of interests. The system would be able to accept the input from the student,
which gauge their area of interests and return a list of lecturers that best match the student input.
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Background
Recommender System
Recommender systems are software tools and techniques that provide suggestions for users [2].
Recommender System is typically used in decision-making process and provides users with a list of
items that are similar or have relationship with each other. For the purpose of this study, we have
implemented a simple recommender engine to suggest a list of lecturers based on students’ interest.
The recommender engine is implemented using Java class and is designed to be easily integrated
into any types of Java application that uses Java 1.6 specification and later (which includes Android
mobile application). There are several algorithms used in recommender system, but for this
particular study, we chose to use Euclidean distance score to demonstrate our simplified
recommender engine.
Euclidean Distance Score
Euclidean distance is described as a distance between two points which represents variable values
(x1, y1) and (x2, y2) [3]. Euclidean distance is an algorithm that is useful because it is equivalent to
the distance of objects measured in real world [4] . The formula for Euclidean distance is given in
Figure 1, where p is data points, d is the distance function, Sp is the component value of the data
points.
Figure 1: Euclidian distance formula
While frequently represented in two-dimensional or three-dimensional space, Euclidean distance is
also capable of calculating distance within multi-dimensional variables. The Euclidean distance
between points can also be transformed to measure similarity with a simple formula (Figure 2)
Figure 2: Euclidean distance to similarity score conversion formula
Although not required, the conversion to similarity score will give result between 0.0 and 1.0,
where the value near 1.0 represents complete similarity and value near 0.0 represent completely
dissimilar item. This is in contrast with measure distance of distance where the 0.0 represents
similar item and a higher number (unbounded) would represents item that are not similar [5].
Methodology
The methodology for this study is divided into four phases as outlined in Figure 3.
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Figure 3: Recommender engine for matching supervisor methodology
Initial Preparation
In this phase, we have studied gathered the previous and current project titles associated with each
supervisor and established that the titles falls within four general areas: Multimedia, Web
Application, Network, Artificial Intelligence and Mobile Application.
Based on these findings, we have constructed a questionnaire that asks the respondents to rate their
interest in a scale of 1 (least interested) to 5 (most interested) in each area. The respondents are also
required to fill other particulars such as their chosen project titles, supervisors and co-supervisors.
Data Gathering
The questionnaires are distributed among Bachelor in IT and Bachelor in Computer Science
(Netcentric Computing) final year students as the respondents where 51 out of 53 of the
questionnaires are returned. The questionnaires responses are then transferred into Microsoft Excel
sheet, where the data is arranged in rows based on student area of interests and supervisors that they
have chosen.
Data Modeling
A Java class named Lecturer is created to model the data based on the area of interests. The
Lecturer object represents a single supervisor. The data gathered from the previous phase is
transformed into comma separated value format (CSV) and is recorded into a vector of Lecturer
objects. Sample format of the CSV file is shown in Figure 4.
Function to calculate method and similarity between the Lecturer objects is implemented using
Euclidean distance as calculateDistance() and getSimilarity() Java method.
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Figure 4: Sample CSV data
Recommender Engine
The Java class is then implemented as a Java application to create a rudimentary recommender
engine, which accepts rating of each interest area (Multimedia, Web application, Network, Artificial
Intelligence and Mobile Application) and returns a list of recommended lecturers based on interest
of interest.
For example:
Student X, who are strongly interested in Multimedia and Web Application but less inclined
to do a project in Network and Artificial Intelligence wants to find suitable supervisors
would enter the following rating to the recommender engine:
Multimedia – 5.0, Web Application – 4.5, Network – 1.0, AI – 2.5, Mobile Application – 3.0
Based on the student input, the recommender system will return a list of lecturer based on Table 1,
the sample raw data from Java application is shown in Figure 5.
Table 1: Sample Recommender Engine Results
Potential Supervisors
Arzami
Arifah Fasha
Nora Yanti
Hanisah Ahmad
Mohd Nizam Osman
Similarity
44.95
37.62
34.83
32.04
29.21
Figure 5: Sample Raw output from Java application
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Conclusion
In this paper, we have demonstrated a simple recommender engine which can be used for
recommending supervisors to final year project students using Euclidean distance algorithm.
Although it is shown that Euclidean distance seems to achieve the goal for recommending lecturers,
the engine is still far from complete as is only designed as a proof-of-concept. The Euclidean
distance algorithm used in this recommender engine can only determine the differences between
values but could not be used to reliably determine whether a group of Lecturers has consistently
similar interests.
Planned future works for this project includes adding more area-of-interests to cover network sub
area and integrating a better algorithm to handle bias within data. One of the algorithm going to be
implemented in the near future is Pearson correlation algorithm, because it does not rely solely on
differences on value, but rather whether the value in variables is consistent with each other.
References
[1] M. L. Yap, N. Abdul Manaf, W. N. A. Wan Hariri, A. Ahmad, N. Janom, S. Abdul Rahman, A.
S. Abdullah, and N. S. Kamal Bashah, Essentials of Computing Sciences - Project
Administration, 1st ed. Shah Alam, Selangor: Faculty of Computer and Mathematical Sciences.
[2] F. Ricci, L. Rokach, B. Shapira, and P. B. Kantor, Recommender Systems Handbook. Springer,
2010.
[3] A.-L. Jousselme, D. Grenier, and É. Bossé, “A new distance between two bodies of evidence,”
Inf. Fusion, vol. 2, no. 2, pp. 91–101, 2001.
[4] D. G. Bailey, “An efficient euclidean distance transform,” in Combinatorial Image Analysis,
Springer, 2005, pp. 394–408.
[5] H. Shimodaira, “Similarity and recommender systems.” School of Informatics, The University
of Eidenburgh, 21-Jan-2014.
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Walkthrough: Learning Mobile Application at a Glance
Faculty of Computer & Mathematical Sciences
Universiti Teknologi MARA
02600 Arau, Perlis, MALAYSIA
Keywords: Walkthrough, mobile, tutorial, learning, application
Abstract. This paper discussed the problem faced by mobile applications in making them easier to
use. One of the solution to this dilemma is by using walkthrough technique to guide users while
using the application. Three popular techniques has been briefly discussed in this paper: Sliders,
coach marks and context-based tooltip. Each techniques has its own advantage and drawbacks in
terms implementation complexity and ease of understanding by the users.
Introduction
Mobile application usage has been on the rise and has fast becoming a trend. Mobile
application has now capable of performing intricate operation which necessitates it to implement
multiple screen or hand gestures. On the other hand, as the application functionality and interactions
evolved, so does the learning curve required to use it [1][2][3]. However, mobile computing
presents a unique challenge compared to desktop computing as typical mobile phone users are
easily distracted and the limited screen area also poses difficulty for users to read lengthy
instructions on how to use the mobile application.
Thus a simpler method need to be devised in order to simplify the process of learning to use
mobile application and explaining the mobile application functionality to users. The most common
method on the rise for Android and iOS platform is the ‘application walkthrough’ technique which
employs brief hints or messages to users with minimal information[3][4]. The design of ‘application
walkthrough’ has considered mobile user constraints in mind.
This paper discusses several techniques employed in building effective walkthrough in
popular mobile applications. The advantages of each technique will be briefly discussed alongside
with sample screenshot in order to provide better understanding on the differences of walkthrough
implementation.
Types of Application Walkthroughs
Walkthrough are constructed as a way to provide users with clues on how to use mobile
device without burdening users cognitive with full screen instructions. Instead application
walkthrough favored multiple screens with minimal instructions and visual cues such as icons and
arrows. This section discusses commonly used walkthroughs.
Sliders
Sliders is the most common type of mobile application walkthrough, it usually consists of a brief
instructional text or snippets that highlights application features and a simple graphic. The user has
to ‘swipe’ the screen to move on to the next page. Sliders type walkthrough have circular indicator
to show the users progress relative to tutorial content.[5]
Figure 1 and Figure 2 shows example of sliders type walkthrough.
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Figure 1: Airbnb Walkthrough (slider)
Figure 2: The Eatery Walkthrough (slider)
Single Screen Overlay Coach Marks
Popularized by Android Ice Cream Sandwich, coach marks are usually employed to give hints to
first time users of mobile application[5][1][3]. Coach marks consist of screen overlay over the
application user-interface (UI). Coach marks display is delayed until users have reached the relevant
user-interface. The main advantage of coach marks over slide-based walkthrough is users usually
learn the application in context while using the application. Figure 3 and Figure 4 illustrate
implementations of coach marks.
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Figure 3: Coach marks in Discovr application
Figure 3: Coach marks example in Foursquare
Context-based tooltips walkthrough
Context-based tooltips walkthrough is a technique is implemented by having the application
display tooltip when the users is about to perform operation such as entering data, reading
notification or about to delete data[4][5][3]. The context based walkthrough works by popping up a
tooltip near an object that user about to use. Although seems similar, context-based walkthrough
differs from coach marks as it did not use a full screen to display walkthrough. Furthermore,
context-based tooltips is displayed when users is about to perform operations or when users has
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performed an operations. The tooltips are only displayed on the object (text field, button, menu
item) that the user about to use.
The advantage of Context-based walkthrough is users would find the walkthrough easier to
follow as it is tight to the user-context. For example, when user just selected an item, a tooltip will
appear advising the users on how to perform operations on an item such as how to dismiss or copy
it. The disadvantage of context-base walkthrough is its difficulty to implement as the developer
needs to anticipate the users intention based on user context. This means more efforts need to be
expended to perform usability test in order to model the walkthrough based on user-behavior.
Mistakes made during user-behavior modelling may result in the tooltip appearing at inappropriate
time and may confuse users when they are using it, subsequently impairing their user experience.
Conclusion
In this paper, we have described the challenges of ensuring mobile applications are easy to
use for end users. Several walkthrough techniques discussed in paper has its own strengths and
weaknesses depending on targeted users and applications. However, the most useful and
unobtrusive walkthrough utilizes application context which reduces users cognitive load and lessen
learning curve.
.
References
[1] A. C. de Barros, J. Cevada, À. Bayés, S. Alcaine, and B. Mestre, “User-centred design of a
mobile self-management solution for Parkinson’s disease,” in Proceedings of the 12th
International Conference on Mobile and Ubiquitous Multimedia, 2013, p. 23.
[2] J. Danado and F. Paternò, “Puzzle: A mobile application development environment using a
jigsaw metaphor,” J. Vis. Lang. Comput., vol. 25, no. 4, pp. 297–315, 2014.
[3] J. Welinske, Developing User Assistance for Mobile Apps. Lulu. com, 2014.
[4] “Rethinking The Mobile App ‘Walkthrough’ | TechCrunch.” [Online]. Available:
http://techcrunch.com/2012/12/28/rethinking-the-mobile-app-walkthrough/. [Accessed: 12-Jul2015].
[5] “Are UI walkthroughs evil? « Tapity.” [Online]. Available: http://tapity.com/are-uiwalkthroughs-evil/. [Accessed: 30-Jun-2015].
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Authograph
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Authograph
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CCMSE 2015 e-Proceedings

Transcription

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