{"id":2068,"date":"2021-08-10T19:45:33","date_gmt":"2021-08-10T11:45:33","guid":{"rendered":"https:\/\/people.utm.my\/zaida\/?page_id=2068"},"modified":"2021-08-11T00:36:44","modified_gmt":"2021-08-10T16:36:44","slug":"research-in-lnt","status":"publish","type":"page","link":"https:\/\/people.utm.my\/zaida\/research\/research-in-lnt\/","title":{"rendered":"Research in LnT"},"content":{"rendered":"\n
\"\"<\/a><\/figure><\/div>\n\n\n\n

List of Research Instruments:<\/strong> <\/p>\n\n\n\n

Quantitative Research<\/p>\n\n\n

    \n
  1. ARCS Model of Instructional Design<\/a><\/li>\n
  2. Validation of the Instructional Materials Motivation Survey (IMMS) in a self-directed instructional setting aimed at working with technology<\/a><\/li>\n
  3. A Questionnaire-based Approach on Technology Acceptance Model (TAM) for Mobile Digital Game-based Learning<\/a><\/li>\n
  4. Students\u2019 and Lecturers\u2019 Perspective on the Implementation of Online Learning in Dental Education due to SARS-CoV-2 (COVID-19): a Cross-sectional Study<\/a><\/li>\n
  5. Adaptability to a Sudden Transition to Online Learning During the Covid-19 Pandemic: Understanding the Challenges for Students <\/a><\/li>\n
  6. COVID-19 Student Stress Questionnaire: Development and Validation of a Questionnaire to Evaluate Students’ Stressors Related to the Coronavirus Pandemic Lockdown<\/a><\/li>\n
  7. Questionnaire second edition – IAU global survey on the Impact of Covid-19 on Higher Education<\/a><\/li>\n
  8. A Tool to Capture Learning Experiences During Covid 19: The PISA Global Crises Questionnaire Module<\/a><\/li>\n
  9. A Global Student Survey “Impacts of the COVID-19 Pandemic on Life of Higher Education Students – Methodological Framework<\/a><\/li>\n
  10. Student Perspective of Classroom and Distance Learning During COVID-19 Pandemic in Undergraduate Dental Study Program Universitas Indonesia<\/a><\/li>\n
  11. Evaluation of Students’Attitude and Emotions Towards the Sudden Closure of Schools During the COVID-19 Pandemic: A Cross-Sectional Study<\/a><\/li>\n
  12. Students’ Perception of Online Learning During the COVID-19 Pandemic : A Survey of Polish Medical Students<\/a><\/li>\n
  13. Teachers’ Perception of Online Learning During Pandemic COVID-19<\/a><\/li>\n
  14. Case Studies – Some Examples of Questionnaires in Higher Education<\/a><\/li>\n
  15. \n
    Effective Strategies for Integrating E-learning in Problem-based Learning for Engineering and Technical Education<\/a><\/div>\n<\/li>\n
  16. Promoting Problem-based Learning (PBL) in Engineering Courses at the Universiti Teknologi Malaysia<\/a><\/li>\n<\/ol>\n

    Qualitative Research<\/p>\n

      \n
    1. Visual Inspection of Sequential Data: A Research Instrument for Qualitative Data Analysis<\/a><\/li>\n<\/ol>\n

      General<\/p>\n

        \n
      1. 53 Questions to Ask Students, Families and Staff During the Pandemic<\/a><\/li>\n
      2. Field work I: selecting the instrument for data collection<\/a><\/li>\n
      3. Coronavirus, Education Research and Education: Relevant AERA Journal Articles<\/a><\/li>\n<\/ol>\n

        Visualising Survey Results Using Infographic<\/p>\n

          \n
        1. How to Visualise Survey Results Using Infographics<\/a><\/li>\n
        2. How to Visualise Qualitative Data<\/a><\/li>\n
        3. 7 Ways to Display Qualitative Data<\/a><\/li>\n<\/ol>\n\n\n

          <\/p>\n","protected":false},"excerpt":{"rendered":"

          List of Research Instruments: Quantitative Research ARCS Model of Instructional Design Validation of the Instructional Materials Motivation Survey (IMMS) in a self-directed instructional setting aimed at working with technology A Questionnaire-based Approach on Technology Acceptance Model (TAM) for Mobile Digital … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":846,"featured_media":0,"parent":710,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2068","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/people.utm.my\/zaida\/wp-json\/wp\/v2\/pages\/2068","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/people.utm.my\/zaida\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/people.utm.my\/zaida\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/people.utm.my\/zaida\/wp-json\/wp\/v2\/users\/846"}],"replies":[{"embeddable":true,"href":"https:\/\/people.utm.my\/zaida\/wp-json\/wp\/v2\/comments?post=2068"}],"version-history":[{"count":45,"href":"https:\/\/people.utm.my\/zaida\/wp-json\/wp\/v2\/pages\/2068\/revisions"}],"predecessor-version":[{"id":2238,"href":"https:\/\/people.utm.my\/zaida\/wp-json\/wp\/v2\/pages\/2068\/revisions\/2238"}],"up":[{"embeddable":true,"href":"https:\/\/people.utm.my\/zaida\/wp-json\/wp\/v2\/pages\/710"}],"wp:attachment":[{"href":"https:\/\/people.utm.my\/zaida\/wp-json\/wp\/v2\/media?parent=2068"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}