An Evaluation of Content Creation for Personalised Learning Using Digital ICT Literacy Module among Aboriginal Students (mLICT-OA)

Year 2019, Volume: 20 Issue: 3, 41 - 58, 01.07.2019

Nor Syazwani Mat Salleh Aidah Abdul Karım Mazzlida Mat Delı Siti Zuraida Abdul Manaf Noor Fazrienee Jz Nun Ramlan Analisa Hamdan

https://doi.org/10.17718/tojde.598218

Cited By: 14

Abstract

ICT in the Malaysian education system serves as a tool to accomplish the National Education Blueprint 2015-2025. Under this blueprint, privileged groups such as the aborigines or Malaysian aboriginals will be given equal opportunity in education. However, a specific classroom teaching method is required to maintain the aboriginal students’ focus and attention on their learning experiences due to their unique paradigm of learning. This study used the Partial Least Square (PLS) and Structural Equation Modelling (SEM) tool to examine the factors influencing personalised learning and digital self-learning ICT literacy module. It also measured the impact of personalised learning and digital ICT literacy module among secondary aboriginal students. This study involved 92 aboriginal students who participated in a transferable skills and ICT programme held in a public university in Malaysia. Results show that personalised learning positively supported the use of a digital ICT literacy module as a teaching and learning approach. Therefore, this study suggests that the digital ICT literacy module is an adaptive educational resource for personalised learning to meet the learning needs of aboriginal students.

Keywords

Aboriginal, Personalised Learning, ICT Module, Learning Style, digital self-learning module

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