Nur Farhinaa Othman
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Nur Farhinaa Othman
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Nur Farhinaa, Othman
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  • Publication
    The role of the instructor in the online classroom
    ( 2023-12-21)
    Nurul Naimah Rose
    ;
    Aida Shakila Ishak
    ;
    Nazifah Hamidun
    ;
    Faten Khalida Khalid
    ;
    Nur Farhinaa Othman
    This chapter is about the role of instructors in the online classroom particularly in Malaysian higher education. This chapter will focus on two important points, which are the redefining instructors in virtual education and the four main role of instructors in virtual education: the pedagogical role, the social role, the managerial role, and the technical role. Understanding the true role of the instructor in online classes aids in the transition between the classroom and online learning. Instructors play a more significant role in online courses than they do in traditional ones in many ways. They can adjust more easily and settle into a new environment by being aware of what the students and the online environment expect from the teachers. The requirement for instructors to facilitate an online course through a wide range of perspectives or roles is highlighted by the complexity of the online environment.
      1
  • Publication
    The analysis of course and teaching evaluation for language classes during COVID-19 pandemic
    ( 2021-06)
    Yuziana Yasin
    ;
    Harshita Aini Haroon
    ;
    Noriha Basir
    ;
    Rongdara Rochanahasadin
    ;
    Mohd Azrizal Mohd Salleh
    ;
    Nur Farhinaa Othman
    The need for educational innovation to train educators to teach online is becoming more critical as online learning in higher education has increasingly grown over the past decade. Some researchers have suggested that teachers need a radical shift in their approach to teaching as they move from traditional to online classrooms. The COVID-19 pandemic has affected students and lecturers in higher education institutions, as well as teaching-learning processes, leading to the inevitable acceptance and implementation of online teaching and learning. Coping with online teaching challenges provides an opportunity for the lecturers to work as a team in empowering each other to deliver lessons online. In this study, four key considerations of online teaching and learning which are learning tools, pedagogy, assistance for learners and administration (CoL, 2020) were used as a guideline in designing the course content for, and delivery of Preparatory English course. This paper will discuss the students’ overall course evaluation and teaching evaluation of two lecturers who taught the course. One hundred sixteen engineering and technology students participated in this study between Week 1 to Week 6 (face to face classes) and Week 7 to Week 14 (online classes). A quantitative method was used to assess the lecturers’ teaching performance, based on students’ course and teaching evaluation. The study revealed the success of the course delivery and teaching evaluation with students’ rating of the two at 93.9% and 94.5% respectively. The study supports Vygotsky’s social constructivism theory which claims that a person has not only a set of abilities but also a set of potential skills that can be realised if given the proper guidance from others. The results of this study help us to understand that a proper key considerations of online learning have played positive impact towards students’ evaluation results.
      1  11
  • Publication
    Drama technique: an effective way to facilitate students’ language acquisition
    ( 2020-12)
    Afifah Hanani Yusuf
    ;
    Loo Shih Min
    ;
    Nabilasha Manokaran
    ;
    Nur Farhinaa Othman
    ;
    Juliana Ahmad
    Educators need to be creative in finding a new approach to motivate students to learn language. The process of teaching and learning needs to be compatible with students’ interest in order to encourage them to acquire language effectively. It is quite challenging for educators to find an appropriate method or teaching strategy that would alleviate students’ motivation to participate actively in teaching and learning process due to the nature of learner-centered approach that is widely adapted in education nowadays. This study mainly intends to explore the promising outcome of strengthening students’ speaking skills by integrating drama as part of the learning activities. Drama technique is undoubtedly one of the most convincing ways which is believed to build students’ confidence in the language thus improve their speaking ability. For this particular study, a group of international students from Nakhon Pathom Rajabhat University (NPRU) are selected to give their feedback on the drama activity that was conducted in class during the Communicative English Course organized by UniMAP. The group of students were given an opportunity to share their thoughts and views throughout the implementation of drama activity held in class. Based on the students’ response, the answers have been analyzed thoroughly and it was found that students have positive and optimistic point of view about incorporating drama to increase their level of confidence in acquiring language which consequently contribute to improving their capability in language skills such as speaking, listening, reading and writing more confidently in English.
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