Full Prosiding knovasi 2021 v2

into consideration. The system is intended to prohibit Prosiding K-Novasi 2021
online exam misconduct by preventing students from
copying and pasting answers, recording their browser G. (2020). Scheme for Cheating Prevention in
navigation, and snapping screenshots. Students’ activities Online Exams during Social Distancing. Preprints.
during the exam will be monitored constantly, and Ramu, T., & Arivoli, T. (2013). a Framework of Secure
notifications will be sent to lecturers for further action. Biometric Based Online Exam Authentication: an
the student activities, along with the process of recording Alternative To Traditional Exam. International
video. Journal of Scientific and Engineering Research.
Simpson, E., & Yu, K. (2012). Closer to the Truth:
The system's success will be assessed in two Electronic Records of Academic Dishonesty in an
phases: a development environment and a production Actual Classroom Setting. Ethics and Behavior.
environment. The system will be tested in a development https://doi.org/10.1080/10508422.2012.702514
environment until it is deemed ready to be tested and used
in the Information System production environment in the
National University of Malaysia

CONCLUSION

In summary, using this system, an institution may be able
to increase efficiency while also providing convenience
to students by administering online exams without
compromising examination integrity. By using this
developed system, academician are able to keep track of
their students' conduct during the examination and, as a
result, reduce the amount of data storage of student's
personal computer.

ACKNOWLEDGEMENT

This work was funded and supported by the Universiti
Kebangsaan Malaysia through the Grant PDI -2021-010,

REFERENCES

Mohammad A Sarrayrih & Mohammed Ilyas.
(2013).Arnò, S., Galassi, A., Tommasi, M.,
Saggino, A., & Vittorini, P. (2021). State-of-the-
art of commercial proctoring systems and their use
in academic online exams. International Journal
of Distance Education Technologies.
https://doi.org/10.4018/IJDET.20210401.oa3

Challenges of Online Exam, Performance and problems
for Online University Exam. (2013). International
Journal of Computer Science Issues.

D’Souza, K. A., & Siegfeldt, D. V. (2017). A
Conceptual Framework for Detecting Cheating in
Online and Take-Home Exams. Decision Sciences
Journal of Innovative Education.
https://doi.org/10.1111/dsji.12140

Ilgaz, H., & Afacan Adanır, G. (2020). Providing online
exams for online learners: Does it really matter for
them? Education and Information Technologies.
https://doi.org/10.1007/s10639-019-10020-6

Jung, I. Y., & Yeom, H. Y. (2009). Enhanced security
for online exams using group cryptography. IEEE
Transactions on Education.
https://doi.org/10.1109/TE.2008.928909

Nizam, N. I., Gao, S., Li, M., Mohamed, H., & Wang,

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Prosiding K-Novasi 2021

The Effectiveness of New Teaching Style On The Students’
Performance In Vector Calculus During Movement Control Order

Firdaus Mohamad Hamzah1,9*, Nur Arzilah Ismail2, Muhamad Alias Md Jedi3, Noorhelyna
Razali4, Mohd Haniff Osman5, Haliza Othman6, Noraishikin Zulkarnain7 & Zambri Harun8

1-7Department of Engineering Education, Faculty of Engineering and Built Environment, Universiti Kebangsaan
Malaysia, 43600 UKM Bangi, Selangor, Malaysia

8Department of Mechanical Engineering, Faculty of Engineering and Built Environment, Universiti
Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia

[9] Centre for Engineering Education Research, Faculty of Engineering and Built Environment, Universiti
Kebangsaan Malaysia

* Corresponding author: [email protected]

ABSTRACT

Teaching style becomes more challenging especially during Movement Control Order (MCO) due to Covid-19 pandemic.
Thus, online learning be one of the new teaching styles used during MCO at all educations level. Therefore, to study the
effectiveness of this style, this paper is conduct to explore the effect of the new teaching style on the engineering student’s
performance by determine the difference of overall scores between batches for each program in Vector Calculus (VC) course
with ordinary and new teaching style at Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan
Malaysia (UKM). Nonparametric test is used as Mann Whitney to analyze the difference of the teaching style. The results
show that the achievement of students in VC course could be significantly distinguished by two batches of students with
different teaching and assessment modes. In addition, JKKP program also shows there is no significant difference in overall
scores between batches with different teaching styles.

Keywords: Mann-Whitney Test; Students’ Performance; Teaching Style; Vector Calculus.

INTRODUCTION in Faculty of Engineering and Built Environment
(FKAB), Universiti Kebangsaan Malaysia (UKM) are
Mathematics is an expression of the human mind required to take Vector Calculus (VC) course in the first
reflects the active will, the contemplative reason, and the semester.
desire for aesthetic perfection which the basic elements
are logic and intuition, analysis and construction, Hence, there is a question on the effectiveness of
generality and individuality (Courant & Robbins etal. such a new teaching style on the performance of students.
1996). According to Fennema and Sherman (1977), Since it is important to explore the effect of the new
Mathematics is used and studied in courses other than teaching style on the student’s performance, two
mathematics such as computing, chemistry and physics. objectives are stated here. The first objective is to
Mathematical courses are widely used in almost all determine the difference of overall scores in Vector
educational institutions. Calculus course with ordinary and new teaching style.
Secondly is to determine the difference in overall scores
Most of the universities in Malaysia including between batches with and without new teaching style for
the Universiti Kebangsaan Malaysia (UKM) have moved each of the programs.
forward to a new fully online teaching style and
assessment mode during the Movement Control Order RESULTS AND DISCUSSION
(MCO) due to Covid-19 pandemic. Engineering
Mathematics is a fundamental course for all engineering In comparison among the entire engineering
courses at tertiary level. Students from four different students, batch of 2020 has highest median score than
programmes which are Civil and Structural Engineering 2019. The highest score is 99% and 100% for batch of
(JKA), Mechanical and Materials Engineering (JKMB), 2019 and 2020, respectively whilst the median score for
Chemical and Process Engineering (JKKP) and batch of 2019 and 2020 are 71% and 80%, respectively.
Electrical, Electronic and Systems Engineering (JKEES) Based on the plot, we can also deduce that there are few

338

outliers of lower marks and the distributions are skewed Prosiding K-Novasi 2021
to the left for both batches. The results graphically shows
that the implementation of teaching via online during RUJUKAN
MCO due to Covid-19 pandemic for batch 2020 has
increased the overall results of the students. Courant, R.& Robbins, H. (1996). What is Mathematics?
An elementary approach to ideas and methods.
Mann-Whitney test is conducted to formally Oxford University Press.
determine for any difference in mean score between batch
of 2019 and 2020. The Mann-Whitney U is 116,378 with Fennema, E.& Sherman, J. (1977). Sex-related
p-value is less than 0.05. The results indicate that it is differences in mathematics achievement, spatial
highly likely that the scores are different between the two visualization and affective factors. American
batches. Educational Research Journal, 14(1), 51-71.

There are several outliers observed in almost all
programs for both batches. Some of the students excel in
the Vector Calculus and some of them lie below average.
In comparison between the two batches, students from
similar program in 2020 have highest mean scores as
compared to 2019. Highest mean score is observed among
JKMP followed by JKEES, JKMP and JKA students in
2020. A different pattern is shown in 2019 in which the
highest mean score is among JKEES followed by JKKP,
JKMP and JKA students. It is clearly shown that students
from JKA has the lowest mean score for both batches.

Mann-Whitney test is carried out to formally determine
for any difference in mean score between batch for each
of the programs. The Mann-Whitney U for JKA, JKMP,
JKKP and JKEES are 6494.0, 11339, 3229.5 and 8509,
respectively. The results indicate that it is highly likely
that the mean scores among the students between the two
batches are different for JKA, JKMP and JKEES as the p-
vales are less than 0.05. In contrast, there is no sufficient
evidence that the mean score is similar for JKKP students
between the two batches.

CONCLUSION

The use of statistical means have successfully achieved
the two objectives highlighted in the study. Firstly, the
achievement of students in Vector Calculus course could
be significantly distinguished by two batches of students
with different teaching and assessment modes. Secondly,
there is only one program (JKKP) that has no significant
difference in overall scores between batches with
different teaching styles.

ACKNOWLEDGEMENTS

The authors would like to thank the Universiti
Kebangsaan Malaysia for supporting this work via
research grant, GUP-2020-013 in the effort of improving
the quality of teaching and learning in engineering
education.

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Prosiding K-Novasi 2021

Inter-University Team Teaching in the Chemical Engineering
Programme: Insight into Implementation of the Co-Offering of the

Elective Courses

[1]*Shuhaida Harun, [2]Mohd Razif Harun, [1]Siti Rozaimah Sheikh Abdullah, [1]Masli Irwan
Rosli, [1]Rosiah Rohani, [1]Jarinah Mohd Ali, [2]Mohd Yusof Harun, [1]Nurina Anuar, [2]Suryani

Kamaruddin, [1]Peer Mohamed, [2]Norhafizah Abdullah, [1]Wan Nor Roslam Wan Isahak,
[1]Noorashikin Md Salleh, [2]Faizah Md Yassin

[1] Universiti Kebangsaan Malaysia, [2] Universiti Putra Malaysia

*Corresponding Author email: [email protected]

ABSTRACT

Team-teaching has long been implemented globally in the schools, colleges and universities owing to its benefits and
opportunities for both the teachers/instructors and students. Among the most general type of team-teaching are the interactive
team teaching, rotational format teaching, participant-observer team teaching and team coordination. It is a common scenario
in Malaysia to conduct the team-teaching technique within the same teaching facility such as in secondary schools, colleges,
and universities for effective teaching and learning activities in the class. However, to date, there are not many team-teaching
or collaborative teaching reported particularly among the institutions of higher learning that offer the similar undergraduate
engineering programme. Owing to this gap, a Memorandum of Understanding (MoU) has been signed in 2016 by the seven
universities (7) in the Malaysia Central Zone to boost the inter-university collaboration in the academic and research areas
particularly in utilizing the team-teaching approach by co-offering the course between these universities. This paper aims to
provide the insight into the implementation of the inter-university team-teaching in the co-offered courses of Chemical
Engineering programme between Department of Chemical and Process Engineering, Universiti Kebangsaan Malaysia and
Department of Chemical and Environmental Engineering, Universiti Putra Malaysia

Keywords: Team-teaching, inter-university, chemical engineering.

INTRODUCTION According to Halverson (2021), there several types of
team-teaching, and some of the more general are given
Traditionally, team-teaching refers to a pedagogical below:
technique which can be defined as a group of two or more
teachers/instructors/lectures working together to plan, • Interactive team teaching – two
deliver and evaluate the learning activities in the teachers/instructors present and teach in front of
respective course for the students (Johnson & Lobb, 1959; the class simultaneously.
Davis, 1995; Canaran & Mirici, 2020). Among the
benefits that could be reaped by instructors from this type • Rotational format team teaching –
of teaching method are: (1) it allows for the new, teacher/instructor alternately teaches the class.
innovative, and complementary teaching approach, (2) it This rotational format has a number of variations
provides opportunity for improvement in their teaching depends on the subject matter and the number of
skill and (3) it provides support and avoid problem in solo teachers/instructors involved.
conventional teaching (in the course delivery.
• Participant-observer team teaching – participating
In addition, students also could benefit from this team- teachers/instructors are present together in all the
taught course that includes (1) making the classes more scheduled classes. However, at a time, only one is
interesting and challenging because of the different in “teaching” the class while the rest of the teachers
teaching method, (2) increases the student’s potential participate as the observers which could be the
specifically in the interpersonal skills, communication model learner, observer, panel member, or
skills, analyses and evaluation and finally (3) improve the resource.
student learning outcomes through effective teaching and
learning activities in the respective class (Haiza, 2020; • Team coordination – participating
Halverson, 2021; Yanamandram & Noble, 2006). teachers/instructors arrange and integrate a
curriculum so as to maximize learning and
delivery using paired or linked courses, or an
integrated cluster of independent courses.
Although this team coordination is not necessarily

340

be the team teaching per se, this approach using Prosiding K-Novasi 2021
curriculum-level approach to interdisciplinarity
can help to achieve some of the expected gains of is to boost the inter-university collaboration in the
team teaching. academic and research areas particularly in utilizing the
team-teaching approach by co-offering of the course
In order to fully utilize the best type of team-teaching, between these universities. Internet search on the “co-
several areas have to be considered as shown in Fig. 1 offer” term did not provide any significance meaning.
shows areas to be considered for teachers/instructors to However, in the implemented UKM and UPM
effectively implement the team-teaching technique programme the “co-offer” meant that both universities
(Halverson, 2021). were offering the similar courses where some topics from
one course could complement and enhance the topics in
Planning Type of team- Course and the other course. Owing to the inspiration and benefits
teaching and topic both Universiti Kebangsaan Malaysia (UKM) and
Commitment Universiti Putra Malaysia have agreed to take one step
and support resources Scheduling ahead in the team-teaching approach by co-offering the
similar courses between them.
Areas to
be Hence, this paper aims to provide the insight into
implementation of this team-teaching technique in the
considered selected courses offered in both between Department of
Chemical and Process Engineering, UKM and
Assesment Department of Chemical and Environmental Engineering,
method UPM, beginning from the initiation stage to the
implementation of this maiden programme.
Fig. 1 Areas to be considered prior to team-teaching implementation
RESULT AND DISCUSSION
The utilization of the team-teaching techniques in the
teaching and learning activities must be properly planned The chronology of the UKM and UPM team-teaching
among the available identified resources that include the programme implementation is shown in Fig. 2. It started
teachers/instructors, the students and the institution with the first meeting initiated by the Department of
involved for the chosen type of team teaching. In addition, Chemical and Enviromental Engineering, Faculty of
depending on the type of team-teaching, the suitable Engineering, UPM all the way back on 28 July 2020 to
course and topics, scheduling and frequency of the team- deliberate the scope of team-teaching in the academic
teaching as well as the assessment method have to be collaboration in the Memorandum of Understanding
clearly outlined. The commitment and support of the (MoU) signed in 2016 particularly between UKM and
team-teachers/instructors also is an essential element to UPM. In the effort to understanding the Chemical
ensure the effectiveness and successful of the team- Engineering Programme in both universities, gathering of
teaching approach (Halverson, 2021). the required information such as the programme structure
(curriculum) and course proforma (syllabus) was an
Currently, it is a common scenario to implement this important task to be executed.
team-teaching within the same teaching facility such as in
secondary schools, colleges, and universities in Malaysia. The exchange of essential information such as the
It is conducted by having two or more teachers teaching programme structure (curriculum) and course proforma
the same group of students in the learning institution. (syllabus) was one of the important chronologies in order
However, there are not many team-teaching or to make both UKM and UPM understanding the
collaborative teaching particularly among the institutions requirement in the programme. Once this has been
of higher learning that offer the same undergraduate understanding has been achieved, further planning and
programmes. discussion were conducted between these two universities
to properly identify the appropriate resources and courses
Owing to this gap in the academic collaboration to be team-taught.
among the universities in Malaysia, a Memorandum of
Understanding (MoU) has been signed in 2016 by seven However, due to the current Covid-19 pandemic
(7) universities located in the Central Zone between outbreak in Malaysia, the remaining planning discussions
Selangor and Negeri Sembilan. The main objective of this in two respective meetings, dated 25 August 2020 and 26
MoU is to encourage, develop, accelarate and strengthen February 2021 were conducted online via the Zooms
the collaboration in the academic and research areas Platform. Among the important task achieved in these
among these universities. One of the focusses in this MoU meetings were the strategic planning planing and finalize
the strategy of this maiden team-teaching technique
targeted to be launched in Semester II 20202021 (April to
June 2021). In this programme, it has been agreed that the
type of team-teaching selected was a combination of the

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Prosiding K-Novasi 2021

rotational format and team coordination as shown in Fig. Table 1. Strategies for the UKM and UPM team-teaching programme
3.
Programme Chemical Engineering Programme
Fig. 2 Chronology of the UKM-UPM team-teaching implementation
Semester Semester II 20202021

Dept. Department of Chemical Department of Chemical

Elective and Process Engineering, and Environmental

Course UKM Engineering, UPM

Code: KKKR 5882 Code: ECH 4204

Name:Biopharmaceutical Name: Pharmaceutical

Technology Engineering

Number of Lecturer: 1 Number of Lecturer: 1

Course 1 Topic 1: Topic 1:

Sterility Monitoring Stability Testing of

Pharmaceutical Products,

Topic 2: Topic 2:

Clinical Trials Formulation Study

Code: KKKR 5842 Code: ECH 4202

Name: Bioreactor Name: Bioreactor

Engineering Engineering Design

Course 2 Number of Lecturer: 1 Number of Lecturer: 1

Topic: Topic:

Design of Experiment in Power Requirement for

Bioreactor Bioreactor

Code: KKKR 5952 Code: ECH 4406

Name: Chemical Name: Material Analysis

Course 3 Instrumentation Method Number of Lecturer: 1
Number of Lecturer: 2

Topic: Topic:

XRD FTIR and Chromatography

Rotational Fig. 4 Number of UKM and UPM students and lecturers that
Format participated in the programme

1. Teaching alternately Student’s evaluation (n=50 students) from both
2. Integration of universities on the implementation of the programme
complementary were gathered and analyzed based on the Likert scale (1-
syllabus Strongly disagree, to 5-Strongly agree) to determine the
outcomes of the programme. The evaluation focused (1)
Team the implementation of this team teaching in the co-offered
Coordination courses, and (2) the current course content(s), delivery
and assessment. Fig. 5 summarize the evaluation response
Fig. 3 Type for UKM-UPM team-teaching on the implementation of the programme.

Since the programme was the first ever to be Based on the 50 evaluation response from students,
implemented between the UKM and UPM, based on the 94% of them expressed overall satisfaction on their
exchange programme structure and course proforma from learning experience in this implemented programme,
these two departments, three (3) similar elective courses 88% of the students stated that the implemented
were chosen to be the courses to be team-taught in programme was interesting compared to the normal way
Semester II 20202021, with at most two topics for each of teaching, 94% of the students stated the type or format
course. Table 1 summarize the strategies adopted for this of the programme was sufficient and 84% of the student
UKM and UPM team-teaching programme based on the thought the programme would be best if conducted via
chosen elective courses. physical activities as compared to the online teaching and
learning.
Fig. 4 shows the number of UKM and UPM students
that participated in the programme for each course and
also the number of lecturers involved in the team-
teaching. The maximum limit of student allowed for each
of the course was 30 students. Due to Covid-19 pandemic
outbreak, all planned physical activities such as face-to-
face lectures, lab work and visit had to be replaced with
online lecture only. The assessment of each respective
courses was carried out by the respective student’s
lecturer at the own university.

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Prosiding K-Novasi 2021

Fig. 5 Student evaluation response on the implementation of the Fig. 7 Student evaluation response on the course content, delivery and
programme assessment

Finally, 94% of the students agreed that the programme CONCLUSION
should be continued to the next session. In addition, 72%
of the students indicated different lecturer, teaching style The implementation of this team-teaching technique in
and expertise was one of the most interesting parts the selected courses co-offered in both between
experienced in this programme as shown in Fig. 6. Department of Chemical and Process Engineering, UKM
and Department of Chemical and Environmental
Fig. 6 Most interesting part experienced by student in this programme Engineering, UPM has been successfully dicussed in this
paper, beginning from the discussion at the initiation
Fig. 7 shows the student’s response on the evaluation stage to strategic planning and the implementation of this
of the course content/topic(s), delivery and assessment. In maiden programme. The student response on the
short, 86% of the students thought that the course and evaluation of the programme implementation, course
content increased their interest and improved the learning content, delivery and assessment were successfully
experience, 88% of the students stated that the course and discussed in this paper showing that the programme has
topic(s) from different universities were complementary, shown a good outcome to the student, programme and
useful and gave benefits to them, 94% of the students universities.
indicated that the content fulfilled the course outcomes,
and at least 84% of the students thought the number of ACKNOWLEDGEMENT
topic(s) and the frequency of the class in this programme
should be increased to allow for an effective delivery of The authors would like to thank both Universiti
T & L and improving the student-lecturer interaction. Kebangsan Malaysia and Universiti Putra Malaysia for
Finally, 76% of the students agreed that the assessment collaboration work in this team-teaching programme
method should be partially based on the activities from using the co-offered elective course. The authors would
this programme university rather than individual also like to thank Department of Chemical and Process
programme as what is practiced currently, and most of the Engineering, UKM for sponsoring the participation fee of
students agreed that the programme would be interesting this paper in KNOVASI 2021 under FKB4.
and more meaningful if they were given a team project
with mixed members form both courses and universities. REFERENCES

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Canaran, O., & Mirici, I. (2020). A New Model of Team Teaching for
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Haiza, N. (2020). STRATEGI PENGAJARAN BERPASUKAN
(TEAM TEACHING).

Halverson, T. (2021). Team Teaching: A Brief Summary. Brigham
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Yanamandram, V., & Noble, G. (2006). Student Experiences and
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Class. Journal of University Teaching & Learning Practice.

(n.d.).

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Augmented Reality: Capturing Technical Lecture on Lightboard

[1]*Alias Jedi, [1,2]Abdul Hadi Azman

[1] Department of Mechanical and Manufacturing Engineering, Faculty of Engineering and Built Environment,
Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia

[2] Centre for Engineering Education Research, Faculty of Engineering and Built Environment, Universiti
Kebangsaan Malaysia

*[email protected]

ABSTRACT

This mixed-method study examined the effect of Lightboard on student learning and perceptions in a Flipped Classroom
Model (FCM). The study targeted 110 mechanical engineering undergraduate students at a 2-year in Universiti Kebangsaan
Malaysia. Conventional face to face teaching and learning methods can be empowered through the elements via Virtual
Reality (VR) and Augmented Reality (AR) technique. Lightboard is a device built using acrylic glass where the LED light
will be reflected through the space in the acrylic glass and make the neon ink penetrate the lightboard and hence create a
reality effect on the lightboard. This study was conducted by constructing a lightboard subsequently used in online teaching
with the elements of VR and AR to enhance the learning and teaching process.A lightboard system is consists of a camera,
separate microphone, and a pane of transparent glass that has been mounted vertically, in a frame similar to a movable
chalkboard. The instructor stands and writes on one side of the glass, the camera sits on the opposite side, and the resulting
image is horizontally flipped to create a finished product. The potential of this lightboard will enhance Augmented Reality
in educations’ teaching and learning. Through open broadcast software (OBS), live streaming using lightboard become more
interesting since the online class happened in the real time

Keywords: Lightboard, Argumented Reality, Flipped Clasroom, Online Learning.

INTRODUCTION the help of lightboards. Among the objectives of this
study are: To develop teaching aids called lightboards and
Drawings and equations on whiteboards are common in to implement online teaching and learning using
engineering lectures. These typical props become lightboards along with VR and AR elements.
liabilities when recording lectures for online learning: the
presenter must turn away from the audience to write or RESULT AND DISCUSSION
draw on the board, and the presenter's body often
obscures the material. Because of the pandemic, learning The centerpiece of our Lightboard Studio is a chalkboard-
had to be done in the traditional way online. However, the sized sheet of 10mm thick Starphire architectural glass,
lack of VR and AR features in online learning is a major supported by wood frame. Good lighting for the instructor
drawback. Advancements in digital technologies have was arrayed around the glass. The instructor writes with
changed the traditional classroom and elevated neon markers on the glass, and the writing glows brightly
educational content to new heights. Education systems all due to illumination carried inside the glass pane itself,
across the world, which have been severely impacted by from LED strips on the edges of the pane. The primary
the COVID-19 issue, need to rely on innovation and video camera was mounted perpendicular to the center of
digital resources now more than ever. Educators and the Lightboard, about 20 feet away, viewing the presenter
students can use Augmented Reality (AR) technology to through the glass (Figure 1).
access specialised information outside of time and place.
Augmented reality has been utilised in the classroom, for The image was horizontally flipped using a mirror. A
research in a variety of technical fields, and to assist 50-inch LCD monitor was placed just below the camera,
students with learning (Challenor and Ma, 2019). in direct view of the presenter, to display the live stream
Learning environments based on AR technologies have of the video content being recorded. This afforded the
been already proven effective as an active learning presenter the ability to compose the video content and
method due to their ability to translate the learned content view any merged video streams, such as graphics from a
into long-term memory (Santos et al., 2014). Through PowerPoint slide, in real-time. Figures shows the layout
lightboards, online teaching methods can be strengthened of the studio. Audio, from wireless microphones, and
where the elements of VR and AR can be used easily with video streams are sent to a Blackmagic Design ATEM

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Prosiding K-Novasi 2021

Television Studio Production Switcher, which handles up Fig. 2 Reasearch framework.
to six high-definition (HD) sources. Sources included the
primary and secondary cameras and a computer, which CONCLUSION
was used to display PowerPoint slides and other graphics.
With lightboard, we define digital pedagogy as the study
The online teaching method will be conduct using of how digital technologies via AR and VR can be used
Microsoft Team platform with the help of OBS. Teaching to best effect in teaching and learning.
will be done in two methods using live streaming and
recorded. This teaching method will be implemented in ACKNOWLEDGMENTS
engineering mathematics lecture. In addition, this
teaching method will also be used in technical lecture This work was supported by the Universiti Kebangsaan
This means that these teaching aids will be used for Malaysia [PDI-2021-008].
various courses in the field of technology and science. In
the teaching process using a light board, VR elements will REFERENCES
be used for example 3D geometric shapes displayed
through a projector to the light board.Figure 2 shows the Challenor, J., and Ma, M., 2019. A Review of Augmented
flow of the upcoming reaseach after teaching and learning
session. The effectiveness of online teaching methods Reality Applications for History Education and
using lightboards is measurement by developing the
instruments using metadata analysis. The main purpose is Heritage Visualisation. Multimodal
to look at effectiveness factors that help improve
students’ understanding. The results of the subsequent Technologies and Interaction, 3(2), 39.
metadata analysis will be verified by experts in
instrumentation. The metadata findings of the analysis Santos, M.E.C., Chen, A., Taketomi, T., Yamamoto, G.,
and instrumentation expert validation will be used to
develop the questionnaire questions. These questions will Miyazaki, J., Kato, H., 2014. Augmented
be distributed to students and subsequently analyzed to
study the effectiveness of learning methods. Reality Learning Experiences: Survey of

Fig. 1 Conceptual design for lightboard project. Prototype Design and Evaluation. IEEE Trans.

Learn. Technology, 7, pp. 38–56

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Prosiding K-Novasi 2021

Palaeontology and Micropalaeontology Inventory Database

[1]Azrin Azmi, [1]Mohd Shafeea Leman, [1]Che Aziz Ali, [1]Ramlan Omar, [1]Norbert Simon,
[1]Muhammad Ashahadi Dzulkafli, [1]Marilah Sarman

[1] Program Geologi, Jabatan Sains Bumi dan Alam Sekitar, Fakulti Sains dan Teknologi, Universiti
Kebangsaan Malaysia, 43600 Bangi, Selangor

*Corresponding Author email: [email protected]

ABSTRACT

The limited access to teaching materials during Covid-19 pandemic emphasises the importance of virtual fossils and
microfossil. The discovery of fossils from various outcrops increased the number of fossils stored in the paleontology
laboratory over time. Furthermore, these fossils are non-renewable, fragile and difficult to find; thus data preservation is
essential. A website can be beneficial in a variety of ways, particularly in solving these issues. The fossils will be organised
by groups and the specimens with the best preservation will be chosen for 3D models. The digital database such as 3D
models, images, videos, and descriptions of fossils, will be included in a website for students and public usage. This website
serves as the source of information for online learning, data organisation, data preservataion and data conservation.

Keywords: virtual, fossils, microfossils, database, website.

INTRODUCTION digitization is crucial to overcome data loss
(Knappertsbusch, 2002).
Lab works are important aspect of teaching and learning
process for science-related courses. However, the Covid- As Covid-19 pandemic still unresolve, the need to
19 pandemic caused limitations in learning as the lecture develop our Paleontology and Micropaleontology
had to be delivered solely through an online platform. The website is necessary. The website is essential not only for
challenges in online teaching and learning are particularly online teaching but also for managing and preserving
felt for courses with practical classes (Dukes, 2020; Ortiz, paleontology data.
2020), but Dineshkumar (2020) suggests that online
learning should be sustained so that the learning process RESULTS AND DISCUSSIONS
is not affected during the pandemic.
UKM paleontology lab has hundreds of fossils and
For Palaeontology and Micropalaeontology courses, microfossils originated from all around the world (Figure
students must be able to recognise fossils from various 1). The fossils are either collected from local outcrops or
type of groups, to achieve a thorough understanding of purchased from overseas. The vast amount of these fossils
these courses. Prior pandemic, several paleontologists and microfossils data will be organised into a database
had developed 3D models of microfossils and uploaded to a website. This website is still in its early
(Knappertsbusch, 2002) and virtual fossils (Garwood et stages as the research is still ongoing. However, the aim
al., 2010; Sutton et al., 2017) to enhance comprehension is to ensure most of the fossils are digitalised and included
of fossil morphologies. These methods are very useful for on the website. Groups of fossil and microfossils that will
remote learning too, especially during the Covid-19 be presented on the website are as below:
pandemic. The digitalisation of fossils is vital not just for i) Fossils: Porifera, Cnidaria, Bryozoa, Brachiopoda,
remote learning but according to MacLeod & Guralnick Mollusca (Figure 2), Echinodermata, Arthropoda,
(2000) technology can be used to store, access and present Annelida, Hemichordata, Chordata, and Plantae.
the paleontology data more effectively. For example, ii) Microfossils: Foraminifera, Radiolaria, Ostracoda,
Radiolaria online database known as radiolaria.org has Conodonta, Pollen, and Spores.
been developed by Dolven & Skjerpen (2006) for data
management and data preservation. Hendricks et al. The website will equip with virtual fossils such as
(2015) believe that digitising fossils collections on the photos, videos, 3D models together with detailed
website will help to alleviate the problem on accessibility morphology descriptions. Only few good preservation
to previous hard copy articles. In addition, fossils are non- specimens will be selected to perform 3D images and
renewable, fragile, and difficult to find, thus fossil

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videos, whilst others will be digitalised as 2D images. The Prosiding K-Novasi 2021
primary goal of performing 3D images is to provide the
best possible overview of the fossils. Fig. 2 Extinct Mollusca known as ammonite

The difficulty in accessing teaching materials during CONCLUSION
Covid-19 pandemic made a realisation on the importance
of Paleontology and Micropaleontology website. The Even though this research is still in its early stage, it is
situation worsens as we never developed a digital clear that developing a paleontology website provides
database. The development of the Paleontology website numerous functions beyond online learning, including
is the best solution to these issues. By doing so, the data oganisation, preservation and conservation. The
students can still access the samples even if they are not website will benefit our students and society.
in university physically. Additionally, this website can
reduce students' reliance on abroad websites. The website ACKNOWLEDGEMENT
is not limited to UKM students, but is available to the
public. It is part of an effort to educate the young This research is financial supported by PdP research grant
generation about the history of life and attract their 2021, Universiti Kebangsaan Malaysia.
interest in science.
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