ABSTRACT
Technology in teaching and learning is crucial as we are now focusing on 21st Century Learning. Moreover, the Covid-19 pandemic has affected many sectors, including education sectors, where most educators are continuously looking for approach and tools to enhance their teaching deliveries to ensure students can still learn effectively even though most of the classes are currently conducted online. Other than that, students also have problems with their visualization skills when learning engineering drawing, which caused a lack of understanding of the content, thus making it even harder for them to learn in this situation. Technology such as augmented reality is a well-received technology application due to its benefit in enhancing users’ learning experiences, enhancing visualization skills, and supplementing materials more effectively. Thus, this paper aims to describe Augmented Reality Engineering Drawing Apps (AREDApps) development process, a mobile augmented reality apps for orthographic projection topic in engineering drawing subject, highlight the students’ perception when using AREDApps during learning and introduce the engineering drawing learning framework based on AREDApps implementation in the classroom. The result indicates that students were mostly satisfied with augmented reality technology to learn orthographic projection. This is because AREDApps helps them supplement the information that cannot be delivered by using modules or PowerPoint presentation such as the three-dimensional representations of the task given to them. The findings of this paper strengthen the facts that augmented reality is a suitable technology to teach complex technical subjects, which requires supplementary materials that can help students to be able to visualize the task effectively. © 2022, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
ABSTRACT
The purpose of this study was to explore challenges public elementary school teachers faced when conducting emergency remote teaching duringpandemic in Malaysia. The scope of the study was limited to remote teachingwhich was conducted between Mar 2020 and December 2020, when Malaysiagovernment urged an emergency national lockdown to stop the spread of coronavirusin the country. This study adopted qualitative, case study research design.Ten public elementary school teachers were sampled using a purposive samplingmethod. Semi-structured interviews were employed to gain the insights of teachers’challenges in implementation of emergency remote teaching. The data wereanalysed using thematic analysis and a facilitation of Nvivo 12 programme.There were six main themes emerged on teachers’ challenges, which were (1)Directing gateway;(2) Lack of skill and knowledge;(3) Unable to meet all needs;(4) Unable to engage students;(5) Lack of support from parents;and (6) Had noproper guideline. As teachers were the key persons in determining the functionality,effectiveness and development of future remote teaching, hence it was extremelycrucial to listen to teachers’ voices and figure out how these educatorscould be supported in the future to benefit the learners and communities © 2021. International Journal of Emerging Technologies in Learning. All Rights Reserved.