USING AN OPEN SOURCE SOFTWARE TO DESIGN AND DEVELOP AN ONLINE LEARNING MATERIAL IN EDUCATION MANAGEMENT AND LEADERSHIP NORAZAH MOHD NORDIN SHAM IBRAHIM MOHD IZHAM HAMZAH ZAMRI MAHAMOD MOHAMED AMIN EMBI Faculty of Education Universiti Kebangsaan Malaysia (UKM) 43600 Bangi, Selangor MALAYSIA
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Abstract: This study aims to investigate the use of e-learning among future school heads in education management and leadership. The study was conducted in two phases. The first phase focused on developing an e-learning system using open source software - Moodle. This phase emphasized on the processes involved in designing and developing the e-learning prototype called E-Headship. The second phase evaluated participants‟ suitability in becoming future school leaders and managers through the use of NPQH (National Professional Qualification for Headship) programme. It was then evaluated in terms of e-learning content, knowledge, usage, skills and cognitive level. Employing an experimental post-test design, this study analyzed participants‟ respond towards the materials uploaded using the e-Headship prototype. Sixty (60) participants from Institut Aminudin Baki (IAB) - an institute for training school administrators took part in the study. The data were analyzed using descriptive statistic focusing on reporting of the results in percentile, means, standard deviation and frequency. As it compared the results of two groups, a simple T-test was also performed. The results reveal that e-Headship has succeeded in promoting teaching and learning strategies to a higher degree. It is hoped that the use of such prototype will help the education institution in designing and developing better programmes that could benefit the participants at large. Key-Words: - open source, education, leadership, management, learning management system, school administrators
1 Introduction The development in information technology has now moved from the first wave that emphasises on computer technical skills to the second wave which focuses on the application and management aspects [1]. The second wave in online learning technology emphasises more on the administration and management of information technology. In other words, online learning explains how man manages technology in their daily lives. Ready-made software and system are abundant in today‟s market but the problem remains: how are developing countries use the available software with a budget that fits their pockets? A study has found out that FLOSS (Free Libre Open Source System) is very potential in using open source system and also has contributed to the education system [4]. A research in Bhutan
discovered that poor developing countries have to fork out a substantial amount of their GDP to obtain legal licence and original software [4]. Based on the research mentioned, profit is not the main factor in developing open source software. Only 13% of open source users use it to gain profit. Most designers and software users agree that between 70% to 78% use open source based on social principle which is knowledge sharing and learning and developing new skills. Therefore, choosing to operate on open source is a wise decision for non-profit government and non-government agencies. The main challenge in online technology applications in education management and administration is adapting matters which are related to educational administration policy of a country, pedagogical approaches and learning theories. The understanding of using technology in management and administration are mostly geared towards the uses of technology in industrial management and not in education. This inevitably call for an effort in developing the technology for online learning that adapt pedagogical approaches and embrace learning theories. In this scenario, there is a need to involve experts in the education field to select the content materials. Research shows that the use of open source in education can benefit the education field. Educators and webmasters could design and mould it in accordance to the needs of the institution. Thus, this paper discusses the design and the development of online learning using open source software in the field of education management and administration, which has also taken into consideration the pedagogy and theories of learning. The software is called E-Headship and uses the open source platform of Moodle (Modular Object Oriented Development Environment), a flexible system used by individual or organization in executing an online learning. 2 Background of open source (MOODLE) and its relevance to the study The development and advancement in technology accelerates in Europe and America. The existence of Microsoft which revolutionised computer software is a mark of that advancement. There is no doubt that computer system designers made a great fortune from their work and gained massive popularity. However, not all system designers design for profit. Moodle which was developed by Martin Dougiamas is one of the examples of software which does not operate on profit that emphasises on online learning. Martin Dougiamas is an educationist who has cleverly combined the pedagogical knowledge of education and computer technology together which enriches the education of the 21st century. From Moodle, individuals or organizations are given the permission to download the software free of charge and the downloading comes with license [11]. The system is equipped with all aspects of online learning such as the ability to store learning resources, communication and activities that centred on certain learning topics. The interesting features of Moodle includes downloading and sharing of documents, developing content in HTML, forum or discussions, quizzes, grading, formatted questionnaire, writing journals and other features which are seen as important to the development of online learning. The programme, Curriculum, Technology and Education Reform (CTER) that was executed by College of Education, The University of Illinois in 1998 uses Moodle [5]. The programme has successfully produced post graduates who mastered three areas of education: curriculum, technology and reformation in education. The findings encompassed that most in-service teachers gave favourable feedback towards the online learning programme. The CTER programme combines various teaching methods that could promote learners acquisition of knowledge. Another advantage that was brought in by online learning is the fact that it has changed the society‟s perception on lifelong learning. Online learning has allowed learners to learn in a virtual world. This, in turn has increased the number of diploma holders as well as those who try to get a degree while working. It has also increased the number of professionals who gained a second degree. This proves that online learning is widely accepted [8]. Although initially the online learning is viewed as any other method of learning, the perception is gradually changing. Many countries see this as an alternative mode in developing and training their human resource. Furthermore, ICT is seen as a „push factor‟ that could solve many educational problems across the countries in the world [6].
3 Conceptual framework of E-Headship This section details the conceptual framework of the design and development of e-learning for management and school leaderships, E-Headship. The process of designing, developing, implementation and evaluation of E-Headship is based on the model of Holistic Cycle [7] and web development model for education [9]. However, this paper focuses only on the design and development process. This research uses an open source system, Moodle that can be used by many operating systems (OS) such as Macintosh OSX, Windows XP and Linux. During the design process of E-Headship, the researcher ensured that every technical aspect such as the registration process, the main menu, updating content materials, links and arrangement, graphic and user guide are user friendly and learner centred. In setting up the e-Headship format, the researcher used Dreamweaver and changed the php configuration system which are used in Moodle. In terms of content, the researcher uploaded lecture notes using Microsoft PowerPoint, Microsoft Word and Flash. The objectives of this paper are as follows: Objective 1: How to develop e-Headship, an e-learning prototypes using Moodle open source system for the basic and intermediate course of NPQH? Objective 2: To what extent are the usage of e-Headship among course participants of Basic and Intermediate course of NPQH based on the following components: i. ii. iii. iv. v.
e-Headship accessment Registration process of e-Headship Accessing e-Headship content materials Interactivity Uses of forum, quizzes and discussions in e-Headship
4 Findings The research findings are as follows: 3.1 Design of e-Headship interface In this research, the interface menu system used is based on the system of open source Moodle. Amendments were made to suit the needs of the course as well as to adhere to the suggestions made by the experts of this system. Figure 1 shows the design of the e-Headship interface.
Figure 1
The Interface Menu of E-Headship
Table 1 (a) Data distribution of controlled group and treatment in relation to the online learning access process. BIL ITEM 94 e-Headship is user friendly. 95 96 97 98 99
e-Headship module is easy to use. Access for e-Headship is smooth and fast. e-Headship is easy to access e-Headship has clear instructions. e-Headship has easy to understand usage guide.
Control Treatment Control Treatment Control Treatment Control Treatment Control Treatment Control Treatment
N 30 30 30 30 30 30 30 30
Mean 1.80 4.03 1.97 4.17 1.80 4.03 1.77 4.10 1.80 4.07 1.87 4.10
Std-Deviation .714 .414 .615 .379 .714 .615 .626 .481 .714 .521 .730 .548
Based on Table 1 (a) , the findings show a high mean for the treatment group, the group that uses eHeadship. Respondents agree that e-Headship is user friendly (mean 4.03), the menu system which is easy to use (mean 4.17), quick access (mean 4.03), clear instructions (mean 4.07). 3.2 E-Headship Registration System Open Source System, Moodle is equipped with registration system to ensure that the recorded information system and participants data are well kept. Figure 2 shows the registration system of EHeadship that was developed using Moodle format. It takes into account the safety features as well as users‟ information accessing this system.
Figure 2
Registration system of E-Headship
Table 2(a) The distribution data of controlled group and treatment group in relation to the online learning registration process BIL ITEM 100 e-Headship registration system uses easy to understand instructions. 101 e-Headship registration system does not require high skill technology. 102 e-Headship registration system is user friendly. 103 e-Headship registration system is simple and easy to acquire. 104 e-Headship registration system is smooth running. 105 e-Headship registration system is effective and quick to access.
N
Mean 1.80 4.07
Std-Deviation .761 .583
Control Treatment
1.80 3.97
.610 .615
Control Treatment Control Treatment Control Treatment Control Treatment Treatment
2.10 4.03 1.97 4.00 1.90 4.13 1.97 4.03 4.10
.662 .556 .615 .587 .607 .507 .615 .490 .548
Control Treatment
30
Table 2(a) shows a high mean for the treatment group using the e-Headship registration system. Respondents agree that the registration system was easy to understand (mean 4.07), does not need high technology skills (mean 3.97), user-friendly (mean 4.03), simple and easy to use (mean 4.00), efficient (mean 4.13), effective and quick to access (mean 4.03) and the registration system uses more than one language (mean 4.10). 3.3 The Development of E-Headship Content The teaching and learning content of e-Headship is one of the most important aspects in the development of the site. The content must adhere to the needs of the target group and in line with the courses covered in the education management and leadership. Figure 3 shows the list of courses in eHeadship.
Figure 3: The list of courses in E-Headship
Table 3 Distribution of controlled group and treatment group in relation to the e-Headship learning content. BIL ITEM
Control
107
e-Headship content is develeoped to suit my level of knowledge. e-Headship content can increase self motivation towards learning. e-Headship content requires minimum time to access. e-Headship content developed matches the objectives of the course. e-Headship content increase my understanding of the subject matter. e-Headship content uses technology that suits my skill level. e-Headship content provides links to online information. e-Headship content is organized systematically.
108 109 110 111 112
113 114
115
e-Headship content diversify learning methodology.
Khi-Sqr
Treatment Control Treatment Control Treatment Control Treatment Control Treatment Control Treatment Control
MeanRank 1.93 4.00 2.03 4.17 1.87 4.03 1.90 4.07 1.93 4.13 1.97 4.17
Treatment Control Treatment Control
1.87 4.10 1.90 4.13
.681 .403 .607 .434
1.83 4.13
.699 .507
my Treatmeant Control
N
.785 .371 .615 .531 .730 .490 .712 .450 .691 .434 .680 .461
Table 3 shows a high mean for the treatment group that uses e-Headship content. Respondents agree that the content is suitable with the level of knowledge. (mean 4.00), provides self motivation (mean4.17), requires minimum time to acquire (mean 4.03), the content suits the objectives of the course (mean 4.07), increases understanding (mean 4.13), uses appropriate technology (mean 4.17), provides suitable links (mean 4.10), systematically arranged (mean 4.13), and enables diversity of learning methodology.
3.4
Forum, Quiz and Discussions
Communication is an important aspect in building an e-learning system. This is due to the fact that users will not be able to meet face-to-face with the instructor all the time. Users can only meet each other online or electronically. E-Headship is equipped with chatting and messages modes to ensure smooth communication between students, education administrators and instructors. Figure 4 shows the chatting room in E-Headship.
Figure 4: Forum and Messages in E-Headship Table 4(a) Distribution in controlled group and treatment group in relation to the uses of online forum in online learning. BIL ITEM 124 Online forum helps in my learning 125 e-Headship quiz increase my understanding of the subject matter. 126 Discussions in e-Headship help my understanding of a topic.
127
128
129
130
131
Discussions in e-Headship help to increase communication with classmates. Discussions in e-Headship help students exchange information. Discussions in the forum help me in understanding a topic quicker. Forum in e-Headship helps to quicken the information delivery system. Forum, quiz and discussion in e-Headship learning supports my classroom learning
Mean 1.87 4.00 1.90 4.00
Std-Deviation .776 .455 .662 .455
Control Treatment
1.87 4.13
.629 .507
Control Treatment
2.00 4.03
.743 .556
Control Treatment
1.70 4.00
.651 .525
Control Treatment
1.90 4.10
.712 .548
Control Treatment
1.83 4.17
.699 .461
Control Treatment
2.07 4.07
.691 .583
Control Treatment Control Treatment
N 30
Table 4 shows a high mean for e-learning content for the treatment group. Respondents agree that the forum helps in their learning process (mean 4.00), the quizzes incorporated in the forum increase understanding (mean 4.00), the discussion in the forum increase communication (mean 4.03), the discussion in the forum enables exchanges of information (mean 4.00), the discussion in forum increases respondents understanding of subject matters (mean 4.17), e-Headship quiz, forum and discussion can support class-learning (mean 4.03), e-Headship content uses appropriate technology (mean 4.17), eHeadship content is hyperlinked to other related websites (mean 4.10), e-Headship content are arranged systematically (mean 4.13) and e-Headship content enables diversity of learning methodology (mean 4.13).
4 Conclusion Many learning institutions have implemented efficient learning management system from the open source software. The design and development of e-Headship has succeeded in promoting teaching and learning strategies to a higher degree. Research findings on student perception towards e-Headship are encouraging and remain very positive. These findings are parallel with the of research output on the effectiveness of the integration of technology in the teaching and learning process [2], which reveals that web-based learning could increase learning motivation. Therefore opting for open source is in line with the mission of higher learning institutions. By incorporating the theories of learning and teaching strategies, E-Headship has succeeded in enticing and encouraging school administrators to further explore the function of ICT in education. References: [1] Adams, J., and Morgan, G. 2007. “Second generation” e-learning: Characteristics and design principles for supporting management soft-skill development. International journal on elearning. ProQuest Education Journals. Pg.157. [2] Effandi Zakaria, Md. Yusoff Daud dan Norazah Nordin. 2007. Applications of web-based teaching and learning of mathematics education courses. Proceeding of 3rd National Seminar on Education Issues, Universiti Kebangsaan Malaysia, 13-14 February 2007. Esset, Bangi. [3] Gorard, S. dan Selwyn, N. 1999. Switching on the learning society? – Questioning the role of technology in widening participation in life long learning. Journal of education policy, 14 (5),523-534. [4] Ghosh, R.A 2004. Why developing country need to use and create free software (and how it promotes Gross National Happines). Paper presented at Thimphu, Bhutan, April 9 2004. Retrieved from http://flossproject.org Julai 5 2007. [5] Levin, J., Levin, S. R., dan& Waddoups, G. 1999. Multiplicity in learning and teaching: A framework for developing innovative online education. Journal of research on computing in education, 32(2), 256-269. [6] Owen, M.B. 2000. Integrating ICT into education systems: A criterion-based Framework for decision making. Kertas kerja yang di bentangkan a. Dalam International Conference ‘Education & ICT in the New b. Millennium’ at Park Royal Kuala Lumpur, 27-28 October 2000. [7] Norazah Mohd. Nordin. 2002. Development and Effectiveness of mathematics multimedia package based on hybrid approach for secondary smart schools. Unpublished doctoral thesis, Universiti Kebangsaan Malaysia.
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Perrin, M.K. dan Mayhew, D. 2000. The Reality of Designing and Implementing an Internet-based Course Online Journal of Distance Learning Administration, Volume III, Number IV, Winter 2000.
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