ABSTRACT
The spread of COVID-19 has drastically changed the community's norms or lifestyles, including public or private servants working from home (WFH). WFH also occurs among staff at the school and university. All students and educators were encouraged to continue their teaching and learning sessions online. The lecturers had to continue teaching and learning (T&L) at the university level via e-learning or electronic learning, including calculation courses such as statistics. At UUM, the ‘Statistics for Social Science' course is one of the courses offered for social science students, and it is a compulsory subject. Most students have studied statistics courses in high school, and some are not interested in the calculation course, particularly when it becomes a compulsory course at the university level. University management introduced various methods to ensure the lecturers and students can fulfil their roles in teaching and learning. Therefore, universities introduced DITL through online workshops and training for lecturers and students. This study aims to examine the effectiveness of DITL on students of the 'Statistics for Social Sciences' course during COVID-19. The methods used are descriptive statistics, Pearson correlations, and regression analysis. The results were found moderately effective based on a mean score of 3.53. The Pearson correlation results show a positive and significant relationship between Course Delivery (lecturers' delivery, course assessment, and course content) and DITL. The descriptive analysis result of DITL confirms the results. Based on the result of simple regression analysis, it shows that Internet Speed affects the DITL and H null failure to accept. In conclusion, DITL can be continued during the COVID-19 pandemic as it aligns with the advancement of information and communication technology (ICT). Therefore, ICT in teaching and learning has been implemented as well as possible, even during COVID-19. © 2022, Penerbit Akademia Baru. All rights reserved.
ABSTRACT
Organizing an event requires tedious and repetitive activities. In the aftermath of the Novel Coronavirus 2019 pandemic, the face-to-face event has been replaced by a digital event. One of the events that have been transformed into a digital platform is the innovation exhibition. Event organizer heavily relying on various integrated information system to manage and automate the various process such as registration, submission of the project, jurying, and awards ceremony. Among these activities, the jurying process is considered as the crucial activity that determines the reliability and accuracy of the decision-making process. Therefore, the purpose of this paper is to investigate the roles of information system towards the decision-making approach. A quantitative questionnaire was developed, pre-test, pilot test before actual data collection. The findings were analyzed based on descriptive and inferential analysis using Statistical Package for Social Sciences version 26.
ABSTRACT
The rise of novel coronavirus 2019 has shifted the roles of education industry. Face-to-face have become a distant memory;students and educators are now heavily relying on the digital communication. Application such as Google Meet, Webex, Webinar, Stream Yard, Zoom, and many more have become the new norm among educators and students. However, the sudden dependency on the digital technologies raises a question on the user intention to use this new digital technology. Therefore, the objective of this study is to determine the role of self-efficacy and domain knowledge towards user behavioral intention to use online distance learning. An instrument was developed by adopting to previous instruments and was analyze using Statistical Package for Social Science and SmartPLS for inferential analysis. Findings shows that the exogenous variables are capable to explained between 47.8% to 68.1% of the endogenous variables. © 2021. All Rights Reserved.