International Journal of
Information and Education Technology

Abstract

To be relevant to the 21st Century Learner’s needs, Taylor’s University (TU), a private university in Malaysia, revamped its curriculum to be learner-centred. The Malaysian Studies 3 (MS3) course aimed to be the exemplar module site for future module site development for learning at scale (L@S). The learners are undergraduate students, taking MS3 as an elective. In the two design experiments, the learner’s experience was examined using a focus group after undergoing a 14-weeks of L@S entirely online in Taylor’s Integrated Moodle eLearning System (TIMeS). This design-case seeks to investigate the learner’s experience of (1) usability and (2) learning. Two prototypes of MS3 were developed and tested. For the tryouts, Cohort 1 as pre-test and Cohort 2 as post-test after implementing the LDS framework model as a tool to guide learning design in the design refinement. In conclusion, the findings showed ‘teacher presence’, and ‘technical issues’ are the two major themes that influence learners’ positive experience. To ensure positive learning experience, course instructors must ensure engagement with learners is purposefully designed. The study contributes to design based implementation research (DBIR) under the umbrella of design and development research (DDR), and the practical problem in a module development project for L@S.