Conference Presentations by alimatu saadia yussiff
2016 3rd International Conference On Computer And Information Sciences (ICCOINS), 2016
Even though the effectiveness of e-collaboration has
been empirically confirmed, some researchers... more Even though the effectiveness of e-collaboration has
been empirically confirmed, some researchers and educators
still find it a challenge in leading to meaningful learning
outcomes. The main goal of this study is to explore the
relationship between e-collaborative learning experience and
students learning outcomes with moderating and mediating
effects of social, teaching and cognitive presences. The study
intends to investigate whether e-collaborative learning
experience with social, teaching and cognitive presences as the
mediator and moderator constructs are predictors of students
learning outcomes. The Community of Inquiry (CoI) survey
instrument, collaborative learning questionnaire and pre-testpost-
test questions were used to collect data through an
experimental research design involving 60 students. The results
show that the constructs of the hypothesized model are reliable
and valid. The results from structural equation modeling also
demonstrated that e-collaborative learning experience strongly
predict learning outcomes indirectly through the mediating
and moderating effects of the three presences.
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2015 International Symposium on Mathematical Sciences and Computing Research (iSMSC), 2015
Electronic collaboration can provide the
environments for educators and learners to connect
elect... more Electronic collaboration can provide the
environments for educators and learners to connect
electronically via the Internet to study together, communicate
discuss, and to exchange information and resources from
anywhere, anytime and in any place. However, despite the
progress registered in the use of e-collaboration system as
educational tools through the incorporation of constructivism
learning theories and its related didactics in higher educational
institution, the approach has not yet been successfully
transferred to the classroom. More importantly, there are still
misconceptions among researchers regarding students
achieving authentic learning from online interaction and
collaboration. In an attempt to close this gap, a framework was
developed to assist in the design, development and
implementation of e-collaboration in a higher education
institution. The framework addresses the development process
of e-collaboration content, approaches for e-collaboration,
pedagogical didactics, learning theories, and roles of users in ecollaboration.
In an attempt to validate the framework, an ecollaboration
system named ‘Teach, Learn, and Research Ecollaboration
System’ (TELERECS), was developed and
experimentally implemented in a classroom context. An
experimental research design based on control and
experimental groups, pre/post-test and usability survey were
used to validate the framework. The results revealed that there
is significant difference between the post-test mean scores of
the experimental and control groups. In addition, there is
moderate, positive monotonic correlation between easy to use
and post-test-scores; and between useful for team work and
post-test-score for the experimental group. These imply that
the framework offers a promising basis for meaningful
learning. Future work includes a further exploration and
validation of the framework and comparing results.
Bookmarks Related papers MentionsView impact
2014 3rd International Conference on User Science and Engineering (i-USEr), 2014
Current e-learning environment do not adequately
support collaboration among students and between... more Current e-learning environment do not adequately
support collaboration among students and between students and
lecturers. This paper presents the design principles, prototype
design and heuristic evaluation of teach, learn and research
(TELEREC) e-collaboration environment for higher educational
institutions. The objectives are to investigate existing design
principles and didactics for e-collaboration to ascertain a realistic
option for designing and developing an e-collaboration
environments; second, to report on the implementation of the
prototype design using a blended learning approach; and finally, to
conduct formative assessment and experts’ evaluation of the
system. The methodological approach followed a design research
approach which also integrates the values and practices of iterative
development as well as user-centered design activities. The results
of the study suggest that TELEREC e-collaboration environment
support important usability elements such as navigability,
consistency, efficiency, attractiveness, visibility and controllability
as discussed in the findings.
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Computer and Information Sciences (ICCOINS), 2014 International Conference , 2014
E-collaboration environment through social media
technologies is a promising pedagogical approach... more E-collaboration environment through social media
technologies is a promising pedagogical approach for teaching,
learning and research. It will support student-to-student,
student-to-lecturer, and student-to-content interaction and
collaboration in a higher educational institution. Despite these
benefits, many educators are still reluctant to start
experimenting or using it. Drawing on current developments in
social media software, a literature review on online collaborative
teaching and learning, theories of learning, basic concepts, as
well as action research using social media technologies, this paper
reviewed and described eight existing frameworks for ecollaboration
and five learning theories using nine and four
criteria respectively. Following an analysis of the frameworks
and learning theories, a conceptual framework for effective ecollaboration
and the didactic enhancement is proposed for
higher educational institutions with support for planning, design,
development, implementation and evaluation of such an
environment. The findings, conclusions and implications for
future research in this area are further provided.
Bookmarks Related papers MentionsView impact
IEEE Conference on e-Learning, e-Management and e-Services, 2013
Even though many Higher Educational
Institutions (HEIs) have started exploring the use of Social ... more Even though many Higher Educational
Institutions (HEIs) have started exploring the use of Social Media
Technologies (SMTs) such as instructional blogging, wikis for
collaborative content creation and podcasting for video and
recording of instructional elements for teaching and learning,
there has been little adoption and use of SMTs in the
context of Malaysia higher educational institutions. The
aim of this research is to establish current educators’ and
learners’ contexts, practices, attitudes and prospects for the use
of SMTs in teaching, learning and research within HEIs using
Universiti Teknologi PETRONAS (UTP) as a case study. The
research was conducted using a mixed-method approach to
investigate the use of SMT and the main findings are presented.
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Papers by alimatu saadia yussiff
Computer Science and Information Technologies, Jul 1, 2024
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AIP conference proceedings, 2023
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International Journal of Advanced Corporate Learning (iJAC)
Information Communication Technology (ICT) is advancing with rapid development aimed at offering ... more Information Communication Technology (ICT) is advancing with rapid development aimed at offering quality education among learners to ensure satisfaction as well as convenience. With the devastating effects of Coronavirus, many institutions are relying on e-learning technologies to carry out both administrative and academic activities to promote social distancing as well as curb the spread of the novel coronavirus. E-learning allows students from different geographical locations to learn as if in the classroom through the internet; providing tools that enhance effective teaching and learning. The question we ask is: are e-learning platforms performing as expected? To find out the answer to this question, an analysis of the factors identified to have affected implementation utilizing the IS implementation framework within two HEIs in Ghana is outlined in other to enable the identification of similarities and differences to be done.
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Lecture notes in networks and systems, Oct 14, 2022
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University of Cape Coast, 2013
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2015 International Symposium on Mathematical Sciences and Computing Research (iSMSC), 2015
Electronic collaboration can provide the environments for educators and learners to connect elect... more Electronic collaboration can provide the environments for educators and learners to connect electronically via the Internet to study together, communicate discuss, and to exchange information and resources from anywhere, anytime and in any place. However, despite the progress registered in the use of e-collaboration system as educational tools through the incorporation of constructivism learning theories and its related didactics in higher educational institution, the approach has not yet been successfully transferred to the classroom. More importantly, there are still misconceptions among researchers regarding students achieving authentic learning from online interaction and collaboration. In an attempt to close this gap, a framework was developed to assist in the design, development and implementation of e-collaboration in a higher education institution. The framework addresses the development process of e-collaboration content, approaches for e-collaboration, pedagogical didactics, learning theories, and roles of users in e-collaboration. In an attempt to validate the framework, an e-collaboration system named `Teach, Learn, and Research E-collaboration System' (TELERECS), was developed and experimentally implemented in a classroom context. An experimental research design based on control and experimental groups, pre/post-test and usability survey were used to validate the framework. The results revealed that there is significant difference between the post-test mean scores of the experimental and control groups. In addition, there is moderate, positive monotonic correlation between easy to use and post-test-scores; and between useful for team work and post-test-score for the experimental group. These imply that the framework offers a promising basis for meaningful learning. Future work includes a further exploration and validation of the framework and comparing results.
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2016 3rd International Conference on Computer and Information Sciences (ICCOINS), 2016
Even though the effectiveness of e-collaboration has been empirically confirmed, some researchers... more Even though the effectiveness of e-collaboration has been empirically confirmed, some researchers and educators still find it a challenge in leading to meaningful learning outcomes. The main goal of this study is to explore the relationship between e-collaborative learning experience and students learning outcomes with moderating and mediating effects of social, teaching and cognitive presences. The study intends to investigate whether e-collaborative learning experience with social, teaching and cognitive presences as the mediator and moderator constructs are predictors of students learning outcomes. The Community of Inquiry (CoI) survey instrument, collaborative learning questionnaire and pre-test-post-test questions were used to collect data through an experimental research design involving 60 students. The results show that the constructs of the hypothesized model are reliable and valid. The results from structural equation modeling also demonstrated that e-collaborative learning experience strongly predict learning outcomes indirectly through the mediating and moderating effects of the three presences.
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Proceedings of the International HCI and UX Conference in Indonesia, 2015
Electronic Collaboration environments can be used to facilitate collaborative teaching, learning ... more Electronic Collaboration environments can be used to facilitate collaborative teaching, learning and research environment. However, the current e-learning in higher educational institutions is not facilitating these activities. Hence the proposed e-collaborative system entitled Teach, learn and Research Collaboration System (TELERECS). A total of 30 undergraduate students undertaking introduction to business information system course participated in this study for two months. The objectives of the study were to evaluate the feasibility of the instruments and to evaluate students' perceptions regarding the usability and effectiveness of the system. The methodology employed multiple methods of data collection, including individual and team assessment through activities logs, instructor's personal observation as well as experimental and control group survey using pre-test and post-test. The findings show that the system is a usable and effective environment for e-collaboration. The results of the pre-test and post-test also indicated that there are significant difference between the mean scores of the experimental and control groups.
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2014 3rd International Conference on User Science and Engineering (i-USEr), 2014
Current e-learning environment do not adequately support collaboration among students and between... more Current e-learning environment do not adequately support collaboration among students and between students and lecturers. This paper presents the design principles, prototype design and heuristic evaluation of teach, learn and research (TELEREC) e-collaboration environment for higher educational institutions. The objectives are to investigate existing design principles and didactics for e-collaboration to ascertain a realistic option for designing and developing an e-collaboration environments; second, to report on the implementation of the prototype design using a blended learning approach; and finally, to conduct formative assessment and experts' evaluation of the system. The methodological approach followed a design research approach which also integrates the values and practices of iterative development as well as user-centered design activities. The results of the study suggest that TELEREC e-collaboration environment support important usability elements such as navigability, consistency, efficiency, attractiveness, visibility and controllability as discussed in the findings.
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2014 International Conference on Computer and Information Sciences (ICCOINS), 2014
ABSTRACT E-collaboration environment through social media technologies is a promising pedagogical... more ABSTRACT E-collaboration environment through social media technologies is a promising pedagogical approach for teaching, learning and research. It will support student-to-student, student-to-lecturer, and student-to-content interaction and collaboration in a higher educational institution. Despite these benefits, many educators are still reluctant to start experimenting or using it. Drawing on current developments in social media software, a literature review on online collaborative teaching and learning, theories of learning, basic concepts, as well as action research using social media technologies, this paper reviewed and described eight existing frameworks for e-collaboration and five learning theories using nine and four criteria respectively. Following an analysis of the frameworks and learning theories, a conceptual framework for effective e-collaboration and the didactic enhancement is proposed for higher educational institutions with support for planning, design, development, implementation and evaluation of such an environment. The findings, conclusions and implications for future research in this area are further provided.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
The three elements of the Community of Inquiry (CoI) Model which is known as teaching, social and... more The three elements of the Community of Inquiry (CoI) Model which is known as teaching, social and cognitive presences can lead to successful educational experiences in a computer mediated online environment. However, current research has shown mixed-findings and little empirical evidences in supporting these elements leads to deep and meaningful learning outcomes. This study aims at investigating the relationships among students’ perceptions of CoI elements, effectiveness for teamwork and students learning outcomes through pre-post-tests. Experimental research design consisting of experimental and control groups were conducted through the use of an e-collaboration environment and traditional-in-class-collaboration respectively by the two groups. Data was collected using CoI and effectiveness questionnaires, pre-test and post-test questions. The results from multiple regression and correlation analyses show that the values of the Pearson’s correlation of five variables, R and R are p...
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The need to implement and adopt web 2.0 technologies into teaching and learning is glaring for hi... more The need to implement and adopt web 2.0 technologies into teaching and learning is glaring for higher educational institutions. This is because there are increase numbers of students' vis- a-vis teaching staff, competition for resources, over-crowded classroom, the need for efficient teaching and learning, as well as the need to learn anytime and anywhere. However, it's of no doubt that every technology comes with its menace that users need to be aware of and acquainted with. This call for adequate and efficient security measures, ethical use of web 2.0 tools, as well as ensuring content integrity. This paper is a review of existing literatures on frameworks for e-learning implementation, integration and ensuring content integrity. It also presents the results of a survey of web 2.0 technologies perceived benefits, weaknesses and challenges in teaching and learning within higher educational institutions using Universiti Teknologi PETRONAS (UTP) as a case study.
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This thesis developed and validated a framework for effective e-collaboration and didactics enhan... more This thesis developed and validated a framework for effective e-collaboration and didactics enhancement. Three major problems identified at the onset of this research are; lack of comprehensive framework to serve as a commonly accepted framework for e-collaboration design and usage; gaps between constructivist online instructional design, teaching approaches and actual practices; and lack of social media use for collaboration
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Even though many Higher Educational Institutions (HEIs) have started exploring the use of Social ... more Even though many Higher Educational Institutions (HEIs) have started exploring the use of Social Media Technologies (SMTs) such as instructional blogging, wikis for collaborative content creation and podcasting for video and recording of instructional elements for teaching and learning, there has been little adoption and use of SMTs in the context of Malaysia higher educational institutions. The aim of this research is to establish current educators' and learners' contexts, practices, attitudes and prospects for the use of SMTs in teaching, learning and research within HEIs using Universiti Teknologi PETRONAS (UTP) as a case study. The research was conducted using a mixed-method approach to investigate the use of SMT and the main findings are presented.
Bookmarks Related papers MentionsView impact
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Conference Presentations by alimatu saadia yussiff
been empirically confirmed, some researchers and educators
still find it a challenge in leading to meaningful learning
outcomes. The main goal of this study is to explore the
relationship between e-collaborative learning experience and
students learning outcomes with moderating and mediating
effects of social, teaching and cognitive presences. The study
intends to investigate whether e-collaborative learning
experience with social, teaching and cognitive presences as the
mediator and moderator constructs are predictors of students
learning outcomes. The Community of Inquiry (CoI) survey
instrument, collaborative learning questionnaire and pre-testpost-
test questions were used to collect data through an
experimental research design involving 60 students. The results
show that the constructs of the hypothesized model are reliable
and valid. The results from structural equation modeling also
demonstrated that e-collaborative learning experience strongly
predict learning outcomes indirectly through the mediating
and moderating effects of the three presences.
environments for educators and learners to connect
electronically via the Internet to study together, communicate
discuss, and to exchange information and resources from
anywhere, anytime and in any place. However, despite the
progress registered in the use of e-collaboration system as
educational tools through the incorporation of constructivism
learning theories and its related didactics in higher educational
institution, the approach has not yet been successfully
transferred to the classroom. More importantly, there are still
misconceptions among researchers regarding students
achieving authentic learning from online interaction and
collaboration. In an attempt to close this gap, a framework was
developed to assist in the design, development and
implementation of e-collaboration in a higher education
institution. The framework addresses the development process
of e-collaboration content, approaches for e-collaboration,
pedagogical didactics, learning theories, and roles of users in ecollaboration.
In an attempt to validate the framework, an ecollaboration
system named ‘Teach, Learn, and Research Ecollaboration
System’ (TELERECS), was developed and
experimentally implemented in a classroom context. An
experimental research design based on control and
experimental groups, pre/post-test and usability survey were
used to validate the framework. The results revealed that there
is significant difference between the post-test mean scores of
the experimental and control groups. In addition, there is
moderate, positive monotonic correlation between easy to use
and post-test-scores; and between useful for team work and
post-test-score for the experimental group. These imply that
the framework offers a promising basis for meaningful
learning. Future work includes a further exploration and
validation of the framework and comparing results.
support collaboration among students and between students and
lecturers. This paper presents the design principles, prototype
design and heuristic evaluation of teach, learn and research
(TELEREC) e-collaboration environment for higher educational
institutions. The objectives are to investigate existing design
principles and didactics for e-collaboration to ascertain a realistic
option for designing and developing an e-collaboration
environments; second, to report on the implementation of the
prototype design using a blended learning approach; and finally, to
conduct formative assessment and experts’ evaluation of the
system. The methodological approach followed a design research
approach which also integrates the values and practices of iterative
development as well as user-centered design activities. The results
of the study suggest that TELEREC e-collaboration environment
support important usability elements such as navigability,
consistency, efficiency, attractiveness, visibility and controllability
as discussed in the findings.
technologies is a promising pedagogical approach for teaching,
learning and research. It will support student-to-student,
student-to-lecturer, and student-to-content interaction and
collaboration in a higher educational institution. Despite these
benefits, many educators are still reluctant to start
experimenting or using it. Drawing on current developments in
social media software, a literature review on online collaborative
teaching and learning, theories of learning, basic concepts, as
well as action research using social media technologies, this paper
reviewed and described eight existing frameworks for ecollaboration
and five learning theories using nine and four
criteria respectively. Following an analysis of the frameworks
and learning theories, a conceptual framework for effective ecollaboration
and the didactic enhancement is proposed for
higher educational institutions with support for planning, design,
development, implementation and evaluation of such an
environment. The findings, conclusions and implications for
future research in this area are further provided.
Institutions (HEIs) have started exploring the use of Social Media
Technologies (SMTs) such as instructional blogging, wikis for
collaborative content creation and podcasting for video and
recording of instructional elements for teaching and learning,
there has been little adoption and use of SMTs in the
context of Malaysia higher educational institutions. The
aim of this research is to establish current educators’ and
learners’ contexts, practices, attitudes and prospects for the use
of SMTs in teaching, learning and research within HEIs using
Universiti Teknologi PETRONAS (UTP) as a case study. The
research was conducted using a mixed-method approach to
investigate the use of SMT and the main findings are presented.
Papers by alimatu saadia yussiff
been empirically confirmed, some researchers and educators
still find it a challenge in leading to meaningful learning
outcomes. The main goal of this study is to explore the
relationship between e-collaborative learning experience and
students learning outcomes with moderating and mediating
effects of social, teaching and cognitive presences. The study
intends to investigate whether e-collaborative learning
experience with social, teaching and cognitive presences as the
mediator and moderator constructs are predictors of students
learning outcomes. The Community of Inquiry (CoI) survey
instrument, collaborative learning questionnaire and pre-testpost-
test questions were used to collect data through an
experimental research design involving 60 students. The results
show that the constructs of the hypothesized model are reliable
and valid. The results from structural equation modeling also
demonstrated that e-collaborative learning experience strongly
predict learning outcomes indirectly through the mediating
and moderating effects of the three presences.
environments for educators and learners to connect
electronically via the Internet to study together, communicate
discuss, and to exchange information and resources from
anywhere, anytime and in any place. However, despite the
progress registered in the use of e-collaboration system as
educational tools through the incorporation of constructivism
learning theories and its related didactics in higher educational
institution, the approach has not yet been successfully
transferred to the classroom. More importantly, there are still
misconceptions among researchers regarding students
achieving authentic learning from online interaction and
collaboration. In an attempt to close this gap, a framework was
developed to assist in the design, development and
implementation of e-collaboration in a higher education
institution. The framework addresses the development process
of e-collaboration content, approaches for e-collaboration,
pedagogical didactics, learning theories, and roles of users in ecollaboration.
In an attempt to validate the framework, an ecollaboration
system named ‘Teach, Learn, and Research Ecollaboration
System’ (TELERECS), was developed and
experimentally implemented in a classroom context. An
experimental research design based on control and
experimental groups, pre/post-test and usability survey were
used to validate the framework. The results revealed that there
is significant difference between the post-test mean scores of
the experimental and control groups. In addition, there is
moderate, positive monotonic correlation between easy to use
and post-test-scores; and between useful for team work and
post-test-score for the experimental group. These imply that
the framework offers a promising basis for meaningful
learning. Future work includes a further exploration and
validation of the framework and comparing results.
support collaboration among students and between students and
lecturers. This paper presents the design principles, prototype
design and heuristic evaluation of teach, learn and research
(TELEREC) e-collaboration environment for higher educational
institutions. The objectives are to investigate existing design
principles and didactics for e-collaboration to ascertain a realistic
option for designing and developing an e-collaboration
environments; second, to report on the implementation of the
prototype design using a blended learning approach; and finally, to
conduct formative assessment and experts’ evaluation of the
system. The methodological approach followed a design research
approach which also integrates the values and practices of iterative
development as well as user-centered design activities. The results
of the study suggest that TELEREC e-collaboration environment
support important usability elements such as navigability,
consistency, efficiency, attractiveness, visibility and controllability
as discussed in the findings.
technologies is a promising pedagogical approach for teaching,
learning and research. It will support student-to-student,
student-to-lecturer, and student-to-content interaction and
collaboration in a higher educational institution. Despite these
benefits, many educators are still reluctant to start
experimenting or using it. Drawing on current developments in
social media software, a literature review on online collaborative
teaching and learning, theories of learning, basic concepts, as
well as action research using social media technologies, this paper
reviewed and described eight existing frameworks for ecollaboration
and five learning theories using nine and four
criteria respectively. Following an analysis of the frameworks
and learning theories, a conceptual framework for effective ecollaboration
and the didactic enhancement is proposed for
higher educational institutions with support for planning, design,
development, implementation and evaluation of such an
environment. The findings, conclusions and implications for
future research in this area are further provided.
Institutions (HEIs) have started exploring the use of Social Media
Technologies (SMTs) such as instructional blogging, wikis for
collaborative content creation and podcasting for video and
recording of instructional elements for teaching and learning,
there has been little adoption and use of SMTs in the
context of Malaysia higher educational institutions. The
aim of this research is to establish current educators’ and
learners’ contexts, practices, attitudes and prospects for the use
of SMTs in teaching, learning and research within HEIs using
Universiti Teknologi PETRONAS (UTP) as a case study. The
research was conducted using a mixed-method approach to
investigate the use of SMT and the main findings are presented.