Acquired skill assessment and effectiveness model for skill-based e-learning system

• Main Author: Saminathan, Muneswary
• Format: Thesis
• Language: English
• Published: 2021
• Subjects: QA76 Computer software
• Online Access: http://eprints.utm.my/id/eprint/102855/1/MuneswaryMSC2021.pdf.pdf; http://eprints.utm.my/id/eprint/102855/; http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:150709

Learning with a computer-based education system relies heavily on student interaction. Therefore, skill-based E-Learning is also given priority by educators for delivering knowledge and skills to a student. The skill-based E-Learning system is popular in the Technical and Vocational Education and Training (TVET) education sector at present. However, the need for assessment of skill-based E-Learning systems has not been addressed effectively. Issues that often arise during the coordinators' discussion concern the assessment and effectiveness of the skill-based E-Learning system. Moreover, in previous research lower priority has been given to the evaluation of E-Learning and the effectiveness of training programs. These limitations raise some serious concerns on how the skill-based E-Learning system can be assessed in TVET in the future or how the current model evaluation can be fitted to assess a skill-based E-Learning system in terms of effectiveness. This research aims to propose an assessment and effectiveness model for a skill-based E-Learning system called Acquired Skill Assessment and Effectiveness Model for Skill-Based E-Learning Systems (ASKEM). ASKEM was developed with modification from the Kirkpatrick model at the behavioral level to systematically assess the skill-based E-Learning system. The ASKEM model has the potential to assess skill-based E-Learning systems via student-centered learning. The effectiveness of a skill-based E-Learning system was assessed via selective criteria such as satisfaction, learnability, and usefulness to build a deeper and better understanding of human interaction with the system. One group of pre-test and post-test was tested to validate the ASKEM. The result shows that the proposed instrument and techniques gave significant results that made the assessment more effective and provided positive feedback, such as motivation, progress on student achievement, upgraded teaching material, and identification of the most skilled person from the assessment. This research has contributed to the ASKEM model and guidelines in skill assessment and effective model for skill-based E-Learning systems in the TVET education field.