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The purpose of this study is to evaluate the implementation of the LMS among the pilot schools. The implication of the study will help the Educational Technology Division to improve the LMS before they could implement it throughout all public schools in Malaysia. The methodology used in this study is data analyze using activity report in Moodle and also informal interveiws with the teacher that involved in this project. The result shows that the student are ready for self-paced learning and the teaching and learning method that integrates with technology has to change based on the suitablity of the content. The school that will implement LMS later, need to be well equipped with the suitable infrustrucrure such as hardware, software and maintainance and support. Ministry of Education with collaboration with MAMPU and Educational Technology Division should plan thoroughly before the implemnetation to all schools in Malaysia.
E-learning in Malaysian school started since 1972 with the introduction of educational radio and television broadcasting to schools. It has grown rapidly after the launched of the Smart School in 1997. E-learning is defined as any type of mediation tools of learning using electronic media like the Internet, CD-ROM, DVD, mobile phones and others (Husnayati Hussin, Fatimah Bunyarit & Ramlah Hussein, 2009). Students are learning through e-learning system will experience a significant learning when the system is flexible, easily accessible, organized and designed to provide learning environments (Khan, 2003). Web-portals such as MySchoolNet, BestariNet, MyGFL are examples of e-learning developed by the Ministry of Education (MOE) to support teaching and learning in the classroom (Rohana Abd Rahman).
Recently, MOE in collaboration with The Malaysia Administrative Modernization and Management Planning Unit (MAMPU) has expanded the pilot project for Learning Management System using Moodle application from three schools in 2004 to 50 schools in 2009. This project was being handled by Educational Technology Division, MOE. The objectives of this project are to prepare an e-learning infrastructure in public schools, easy access and usebility of MOE's teaching and learning materials to schools such as Teaching CD Courseware that was developed by the Curriculum Develepment Center (CDC) and also to support government intention to wider the Open Source Software (OSS) usage among government agencies.
Moodle is an acronym for Modular Object-Oriented Dynamic Learning Environmentis. It is an open source software package for producing internet-based and online courses. It is a free web application that allows educators to creatively manage their content in an online learning environment. LMS provides some build-in interactive activities such as Quizes, Questionnaire, Chat, Forum, Wiki and others. It also has the ability to provide some space for the students to upload their assignment and the educators can easily track the student's progress within a seconds. It is to enhance teaching and learning and at the same time to integrate technology in the classroom. It provides spaces for the students to collaborate online and at the same time, can developed student's self paced learning (Liu, 2009). Using LMS, it will change the teacher's role from being a teacher to a facilitator, hence simplifying the teacher's task (Wahyu Idrus & Yahya Buntat).
MOE targeted to implement LMS to 10,000 schools in Malaysia after this pilot project finish in 2013. Thus, the objective of this study is to evaluate the implementation of the LMS among the pilot schools. The implication of the study will help the Educational Technology Division to improve the LMS before they could implement it throughout all public schools in Malaysia.
Some informal interview was conducted with two teachers that involved in this project. They had presented during the Malaysian Government Open Source Software Conference 2010 (MyGOSSCON) in Putrajaya International Convention Center (PICC) on the 2nd of November 2010. Other than that, the evaluation data comes from the observation from the report analysis through central server in Educational Technology Division.
The pilot schools received hardware, software, helpdesk for maintainance and support from MAMPU. Each school received 20 personal computer (PC) that eqquiped with Ubuntu operating system, a Suse Linux server, a printer and a scanner. Internet and Local Area Network also provided for this school in order to carry out this project. The training was organised by Educational Technology Division according to the region and each school has to send 2 teacher (one for the LMS admin, the other for the content management trainer) to this training. Each school was hoped to develop their own LMS using central server they will have to develop the content management for each subject in the school. Even though the pilot project starts in March 2009 but the training session for the schools only given early of this year. This statement was confirmed by one of the presenter in the MyGOSSCON 2010.
The result is divided into 2 section. The first section is about the analysis data from the activity report from the central server and the second section is the informal interview conducted, basically from the persepective of the teacher who implemented the LMS in school.
The data collected is analysed at the national level, categortised by the school type, school group, district and subject division. Figure 1 below shows the distribution of the pilot schools based on the school type and state.
Sekolah Menengah (SM)
Sekolah Menengah Teknik (SMT)
Sekolah Menengah Kebangsaan Agama (SMKA)
Sekolah Menengah (Sains)
WP Kuala Lumpur/WP Putrajaya/Selangor
Figure 1: Distribution table of LMS pilot schools17
Based on the above table, the total figure for this project is 45 schools. This figure shows in the main portal in Sistem Pengurusan Pembelajaran. Terengganu's schools dominated the project by 26 over 45 schools. The choices of the pilot school is the decision between MOE and MAMPU.
Activities since 11 months agoFigure 2 below shows the evaluation by national level.
Figure 2: Evaluation by national level
Based on the figure above, SMK Seri Puteri is the active school using this LMS in teaching and learning more than 40,000 over activities since 11 months ago. One of the reason is that SMK Seri Puteri is a cluster school where the the niche area for the cluster school is ICT. It is proven at SMK Seri Puteri, that ICT Literacy more than 27,200 activities and ICT Literacy Form 2 more than 13,600 activities recorded the highest rate as shown in Figure 3 below.
Activities since 11 months ago
Figure 3: Activities in LMS SMK Seri Puteri
Figure 4: Evaluation by school type
Activities since 11 months agoBased on the table above, Bahasa Melayu panel in SK Batu 29 in Terengganu is actively involved compared with the other secondary schools. It is something new to introduce the language teaching and learning using integrated technology.
Figure 5: Evaluation by subject
According to the central server, the most subject that being used in LMS is Tingkatan 4 Ekonomi Asas and followed by Tasawwur Islam for the form 4 both recorded more than 16,800 activities. This is proven that the teacher already know that eventually all subject can be taught using technology for teaching and learning especially via Internet. Neither the students nor the teacher can find resources and information about the subject in Internet.
The second section is where the informal interview being conducted. When asked about how the teachers' feeling when using the LMS, the answer is that all teachers feel very grateful and the teacher having fun creating their own lesson in the LMS. Using computers as a learning tool facilitate the teaches in their teaching process
On the question whether is it hard for the students to adapt with the new environment? The teachers responded that the students are readily equipped with the self-paced learning. They enjoy learning and the teacher enjoyed creating content/lesson.
The benefit of using LMS in school has been proven when the nation was under the threat of a H1N1 disease. During the worst case scenario, one of the schools was closed for a week because to contained the spread of the virus. LMS was then used as an alternative teaching tool to resume the education syllabus as home. It substitutes the teaching and learning process in school to the student's house. So, the student can learn anywhere and anytime.
Based on the results above, a lot of infrastructure work had to be done before the implementation could be rolled out to the other 10,000 schools in Malaysia. This pilot project is well equipped with the hardware, software, the maintenance and the support needed for this project to go as plan. But, what happen when the 10,000 schools didn't get the same equipment or infrastructure as the pilot project? The infrastructure in the school should be ready for this kind of learning to be held. Furthermore, the readiness of the teacher to use technology in the classroom should be taken into account. Most of the teachers especially the senior teachers were reluctant to use technology in the classroom probably because it is not viable for them to learn the technology and at the same time to use the technology for teaching purposes.
With this study, it can be concluded that the students are ready for the new technology to come and they would be ready to explore new avenues with technology. It was also proven that self-paced learning is more enjoyable than force learning. Nowadays, formal education is not only gained at a formal place like school but it can also be at done home. The use of technology could make subjects that are deemed to be boring such as history and languages to be more interesting. Teachers need to find the appropriate way integrate the technology in the teaching to make the subject interesting and engrossing to the students. E-learning will grow more rapidly than we ever know if we didn't try to catch up with the advancement of the technology, we will be left behind.