Cover Image

The Design And Development Of Next Generation Learning Spaces (NGLS) Framework In Teachers’ Pedagogy And Technology Tools

Malaysian education is rapidly moving toward the digitalization and use of technology in teaching and learning. The new norm demonstrates that secondary school teachers also have to move rapidly toward using technology tools as the main platform in teaching and learning. The main research objectives...

Full description

Saved in:
Bibliographic Details
Main Author: Jaya, Sanura
Format: Thesis
Language:English
Published: 2023
Subjects:
L7-991 Education (General)
Online Access:http://eprints.usm.my/60481/1/24%20Pages%20from%20SANURA%20BINTI%20JAYA.pdf
http://eprints.usm.my/60481/
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.usm.eprints.60481
record_format eprints
spelling my.usm.eprints.60481 http://eprints.usm.my/60481/ The Design And Development Of Next Generation Learning Spaces (NGLS) Framework In Teachers’ Pedagogy And Technology Tools Jaya, Sanura L7-991 Education (General) Malaysian education is rapidly moving toward the digitalization and use of technology in teaching and learning. The new norm demonstrates that secondary school teachers also have to move rapidly toward using technology tools as the main platform in teaching and learning. The main research objectives are to design and develop the NGLS framework, known as oPSTi framework. The framework is developed based on the three phases of the Design Development Research (DDR) approach. The Phase 1 findings showed that the teachers need a proper guideline to understand the concept of technology tools in teachers' pedagogy. The Fuzzy Delphi Method (FDM) analyzes the findings in Phase 2 with 13 experts’ consensus. The 11 accepted elements in the objectives construct involved nine elements in learning spaces, eight for pedagogies strategies and activities, 27 for technology tools, and seven for implementing the oPSTi framework. The accepted elements are based on the expert consensus percentage values ranging from 75% to 100%, and the threshold value is lower than 0.2 (d ≤ 0.2). The defuzzification also showed the value of alpha cut α ≥ 0.5 for the ranking of the accepted elements. The Phase 3 findings also illustrated that all the informants agreed with the aspect of learning spaces, pedagogy, and usability of the technology tools in the oPSTi framework. In conclusion, the results showed strong evidence of the framework's usability and support the transition from traditional learning to next generation learning spaces. 2023-04 Thesis NonPeerReviewed application/pdf en http://eprints.usm.my/60481/1/24%20Pages%20from%20SANURA%20BINTI%20JAYA.pdf Jaya, Sanura (2023) The Design And Development Of Next Generation Learning Spaces (NGLS) Framework In Teachers’ Pedagogy And Technology Tools. Masters thesis, Perpustakaan Hamzah Sendut.
institution Universiti Sains Malaysia
building Hamzah Sendut Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Sains Malaysia
content_source USM Institutional Repository
url_provider http://eprints.usm.my/
language English
topic L7-991 Education (General)
spellingShingle L7-991 Education (General)
Jaya, Sanura
The Design And Development Of Next Generation Learning Spaces (NGLS) Framework In Teachers’ Pedagogy And Technology Tools
description Malaysian education is rapidly moving toward the digitalization and use of technology in teaching and learning. The new norm demonstrates that secondary school teachers also have to move rapidly toward using technology tools as the main platform in teaching and learning. The main research objectives are to design and develop the NGLS framework, known as oPSTi framework. The framework is developed based on the three phases of the Design Development Research (DDR) approach. The Phase 1 findings showed that the teachers need a proper guideline to understand the concept of technology tools in teachers' pedagogy. The Fuzzy Delphi Method (FDM) analyzes the findings in Phase 2 with 13 experts’ consensus. The 11 accepted elements in the objectives construct involved nine elements in learning spaces, eight for pedagogies strategies and activities, 27 for technology tools, and seven for implementing the oPSTi framework. The accepted elements are based on the expert consensus percentage values ranging from 75% to 100%, and the threshold value is lower than 0.2 (d ≤ 0.2). The defuzzification also showed the value of alpha cut α ≥ 0.5 for the ranking of the accepted elements. The Phase 3 findings also illustrated that all the informants agreed with the aspect of learning spaces, pedagogy, and usability of the technology tools in the oPSTi framework. In conclusion, the results showed strong evidence of the framework's usability and support the transition from traditional learning to next generation learning spaces.
format Thesis
author Jaya, Sanura
author_facet Jaya, Sanura
author_sort Jaya, Sanura
title The Design And Development Of Next Generation Learning Spaces (NGLS) Framework In Teachers’ Pedagogy And Technology Tools
title_short The Design And Development Of Next Generation Learning Spaces (NGLS) Framework In Teachers’ Pedagogy And Technology Tools
title_full The Design And Development Of Next Generation Learning Spaces (NGLS) Framework In Teachers’ Pedagogy And Technology Tools
title_fullStr The Design And Development Of Next Generation Learning Spaces (NGLS) Framework In Teachers’ Pedagogy And Technology Tools
title_full_unstemmed The Design And Development Of Next Generation Learning Spaces (NGLS) Framework In Teachers’ Pedagogy And Technology Tools
title_sort design and development of next generation learning spaces (ngls) framework in teachers’ pedagogy and technology tools
publishDate 2023
url http://eprints.usm.my/60481/1/24%20Pages%20from%20SANURA%20BINTI%20JAYA.pdf
http://eprints.usm.my/60481/
_version_ 1797907872556777472
score 13.211869

Similar Items