The Use of Online Learning Materials in Teaching History:
Teachers’ Experiences
Shanthini Thevisri Dhanabalan1*, Mohd Mahzan Awang1
1 Faculty of Education, The National University of Malaysia, Bangi, Malaysia
* Corresponding Author: [email protected] Accepted: 15 March 2023 | Published: 31 March 2023
DOI:https://doi.org/10.55057/ijares.2023.5.1.18
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Abstract: Malaysia, a plural societal country which is also known for its richness in multi religion, multicultural and multilingualism for years. Malaysia comprises various ethnic groups and leaving the Bumiputera, Chinese and Indians as the major ones. To remain the element of multiculturalism and the independence that we; Malaysians have gained, History as a subject plays an important role. History is a compulsory subject for all Malaysian students to study and pass in their form five SPM examinations. Therefore, teaching and learning in a classroom should take place in a fun, interesting and meaningful way to attain the student’s full attention and participation to achieve the intended lesson objectives. As students are keener into technology these days, the use of online learning materials plays a vital role in attaining the student’s participation in History classes. Therefore, the aim of this paper is to identify the instructional learning materials available in teaching history, factors that teachers consider in selecting instructional materials and the way teachers present and interpret instructional materials in teaching history. A total of five history teachers all over Malaysia are involved in this descriptive study.
Keywords: History, instructional learning materials, teaching and learning, teacher
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1. Introduction
Malaysia, a plural societal country which is also known for its richness in multi religion, multicultural and multilingualism for years. Malaysia comprises various ethnic groups and leaving the Bumiputera, Chinese and Indians as the major ones. According to the statistics released by Dato’ Sri Dr. Mohd Uzir Mahidin (2020) the current population held in Malaysia estimates about 32.7 million comprising 29.7 millions of citizens and 3.0 million of non- citizens. Estimated percentage of citizens divided by ethnic groups comprises 69.6% of Bumiputera, 22.6% of Chinese, 6.8% of Indians and 1.0% of other ethnic groups. The intermingling of various religious or ethnic groups prove that Malaysia is standing over various cultures and languages in the country. The vitality for everyone in the society to be exposed or at least primarily learn each other’s culture is high, to live in a multicultural country like Malaysia. These intermingling and exposures are the major impacts of tourism in Malaysia which further leads to the development of the global economy. Malaysia is a well-known country for its multiculturalism elements as well.
Multiculturalism, mentioning the word itself gives a sense of what definition the word upholds as it is a blend of two words which are ‘multi’ and ‘culture’. ‘Multi’ is a well-known word by people which means many and ‘culture’ is generally known as a group of people with beliefs
and practices. Aneta (2013) stated that multiculturalism refers to the cultural diversities that comes from the existence of two or more groups in a society where people’s views and practices generate a characteristic sense of a collective identity. She also added that in descriptive terms, multiculturalism is the multiplicity of a community and in normative terms, it is the people’s approval of local multiplicity. Adding on, Philip (2009) stated multiculturalism as a basis maintains that people are shaped in some definitive way by their culture. In short, multiculturalism simply means multiple people with various cultures with sets of policies followed and marginalized by ethnics. On the other hand, multilingualism is another phenomenon that relates to an individual or a society. According to Li (2008) multilingualism refers to any individual who can communicate in more than one language, both active and passive terms. Okal (2014) explained that multilingualism was derived from the Latin words, mainly ‘multi’ as many and ‘lingua’ as language. Multilingualism is the ability of a speaker to express himself or herself in various languages with equal and native like proficiency. It is logical that without a language it would have been a challenge for humans to communicate, express or deliver messages and speech to one another. Relationally, all ethnic groups are believed to have their own language to communicate easily and confidently. The amount of ethnicity around the world is large and so is the language. In short, multilingualism can be stated as multiple sets of language used by the society around the world.
Religion and culture are correlated features; however, they do not uphold any specific definition and the ambiguity in their definitions from different aspects can bring different explanations. As for ethnic, it is always recognized as a part of religion or a group of people from a certain religion. Over the years, many authors or researchers have defined, formed, and elaborated the meaning of ethnic, religion and culture variously. Ethnic was derived from the word ethnos which brings the meaning people or nation. It addresses humans as a unity of people of common culture and language or of common blood or descent (Katarzyna, 2020;
Sam, 2020; Barbara, 2020; Agnieszka, 2020; Liliana, 2020; Magdelena, 2020 & Tomasz, 2020). Religion can be tied to an array of many places in an individuals’ life. Among them would be an individuals’ living, studying and workplace. John (2017) has categorized religion in four elements which are the God(s) and forces in the public square, sacred symbols (re)defining what is real, sacred stories connecting past, present and future and finally a community worshiping and acting together. On the other hand, Nicki (2019) defined culture as a term that refers to a large and diverse set of most intangible aspects of social life. Under the sociologist view, culture belongs to the values, beliefs, systems of language, communication and practices that are commonly shared by the society collectively. Thus, we can bring to a sense that religion includes ethnic; religion and culture are interwoven, and religion is determined by culture, at the same time it influences culture.
To remain the element of multiculturalism and the independence that we; Malaysians have gained, History as a subject plays an important role. Essentially, history is one of the amazing sciences that seeks to foster national consciousness and the need for everyone to contribute to the nation’s building. History education was previously presented in Malay stream schools through classical Malay literature. The British authorities were hesitant to focus on local history in the Malay Peninsula for fear of jeopardising their political and commercial interests. After the country gained independence, the impact of the British curriculum began to wane.
Mahmood, Maharom (2001). The history curriculum in Indian and Chinese schools ended when the 1956 Razak Report was introduced to ensure that a unified curriculum and examinations were introduced in the interest of unity among the people of this country. After World War II, the history curriculum began to emphasise on the racial unity and integration.
However, it was not until 1989 that the Department of Education made history a compulsory
subject and a core subject for all students. Aini Hassan (2008) states that this change was an important change in the philosophy and concept of history teaching and learning in school.
Purpose of the study
The aim of this paper is to identify the instructional materials available in teaching history, factors that teachers consider in selecting instructional materials and the way teachers present and interpret instructional materials in teaching history. Therefore, the following research questions led the study to reach the study's objectives:
i. What are the instructional materials available in the teaching of history?
ii. What factors do teachers consider in the selection of instructional materials in the teaching of history?
iii. How do teachers present and interpret instructional materials in the teaching of history?
2. Literature Review
2.1 Teaching History
First, history has meaning in society because it gives insight into worldly disputes through understanding the past attitudes of people and societies. By uncovering major events, people will understand the events that caused that society to act in this way. It gives humans an excellent understanding of societies by revealing important events that have happened to that society. Studying history improves our decision-making and judgmental skills especially among students. History shows proof of models of fine and accountable citizenship. History conjointly teaches humans a way to learn from the mistakes of others. In addition, learning History helps us perceive modification and social development.
There are various techniques when it comes to teaching History in schools or educational institutions. For instance, the students' historical inquiring skills can be viewed as a teaching approach that brings together new insights into the historical discipline and recent developments in cognitive research, particularly regarding children's historical thinking. This could also indirectly enhance the students' way of living and reflect positively on their daily lives. Moreover, the way a history teacher teaches, will help to shape the teacher’s self- determinations, and develop student excellence (Embi, 2011).
2.2 Use of learning and teaching materials
In the early 2000s teaching only took place in a very traditional teaching and learning method but in the present, it has become easier with the presence of online teaching and learning materials. This has facilitated the teachers' way of teaching in the classroom and the students' way of learning in the classroom as well. As most educators are aware, students have their own learning styles. For instance, in a classroom there will be students with different learning abilities. Karvonen et al. (2018) stated that a suitable material for teaching and learning session should be able to help pupils to adapt it according to their needs and situations.
As an educator, it is a challenge to identify their learning needs and cater a lesson which caters to all students' learning abilities. That is why it is a must for educators to plan their lessons prior to conducting a teaching and learning session. A very well-planned instruction is very necessary, especially in History classes, so that a teacher can get the students full attention and interest in the classroom or else the lesson might get dull and boring. If the lessons are not well planned, they can turn out to be boring and unimpressive lessons. According to (Radford, 2014;
Ramadass, D. D., & Shah, P. M. 2022), if a teacher fails to arouse the student's interest, the
student will become detached during the lesson, lose interest, and most likely interrupt other student's learning in the classroom.
2.3 Online learning materials
2020 has been a transformative year since the start of the Covid-19 pandemic. Everything has changed, even the way teachers and students go to school. During the pandemic, most of the world has adapted the way of teaching and learning. Various teaching and learning techniques were implemented with the aid of virtual learning technologies. To say that this impacted the way educators and students interact is an understatement. Instructional strategies are an important aspect of a teacher's efforts to implement 21st century learning. The role of the Teaching Strategies is to identify the interests of the students and monitor their performance during the teaching and learning process based on their cognitive level.
Teaching and learning material development is known as one of the most important aspects that would facilitate the pupil’s learning and aid them in achieving the academic goals and objectives. In the field of education, teaching and learning materials plays a vital role to enrich teaching and involve students in a multi-dimensional learning. If the materials are being used in an adequate manner, it provides a range of experiences to the learners. It does motivate the learner towards language acquisition and aids the pupil’s knowledge creation capacity (Elliott and Corrie, 2015), thus results in their literacy outcome as well (Read, 2015).
2.4 Teacher’s experience in using online learning and teaching materials
Unlike those days, rapid enhancement in technology had made teaching and learning to be more practical with the aid of online teaching and learning materials. Studies show that online teaching and learning materials allows teachers to maximise their teaching abilities in the classroom. Many online learning materials can be adapted to accommodate self-paced learning and allow students and teachers to work together to achieve the intended goals Alexander, J.
W. (2013). Based on the teachers' perspectives from the study by Darling-Hammond, (2020) state that their current experience and exposure to teaching online using online educational tools are the factors affecting their ability. Kraus (2017) states that the generational cohorts;
Generation X, Generation Y and Generation Z have a completely different view on how information and communication technology works.
Looking into 21st century learning there are ten features that are profound in the teaching and learning environment. Teacher being well equipped is just not enough to achieve the objectives of the lesson. Whereas the students in the classroom should also play their role in achieving the learning objectives. Among the ten 21st century learning features, the student-centered approach is being highlighted in which the students come first, and the teachers facilitate the lesson. In addition, the learning features require students to actively participate either through peer discussions or peer responses. In addition, a supportive and collaborative learning environment are important features of learning in the 21st century and both teachers and students are the most crucial individuals in it.
Theoretical Framework
Technology pedagogical and content knowledge model (TPACK) is a 21st century competency model that facilitates the educators in this globalised era. The development of TPACK by educators is essential for a robust and effective teaching and learning experience using technology. The TPACK framework is as in the Figure below.
Figure 1: The TPACK Framework
The TPACK framework by (Punya Mishra and Matthew J. Koehler. 2006), focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). It offers a productive approach and an in-depth guideline to many of the dilemmas that the teachers face in implementing educational technology (edtech) in their classrooms. By distinguishing between these three types of knowledge, the TPACK framework outlines how content (what is taught) and pedagogy (how teachers deliver that content) must form the basis for any effective educational technology integration. This is vital because the educational technology which is being implemented must cater to the content and support which is appropriate to the learning pedagogy thus, it can enhance the student learning experience. Thus, the goal of TPACK is to understand how to use technology to convey concepts in a way that enhances student learning experiences.
According to the TPACK framework, specialised technology tools such as hardware, software, applications, relevant information, and literacy practices, are best used to direct and guide students toward a better and robust understanding of a subject. The technological tools and pedagogical practice while pedagogical content knowledge (PCK) describes the relation between pedagogical practice and objectives Last but not least, the technological content knowledge (TCK) describes the relationship and intersection between technology and the learning objectives that will be attained by the end of the implementation of this model. This area of triangulation then forms the TPACK, which interrelates the relationships between the three areas TK, PK, and CK which are combined in various ways in the TPACK framework.
3. Methodology
3.1 Research Participants
Participants were selected based on the judgmental sampling method. The main purpose of using judgmental sampling techniques is to select participants that best fits into the study conducting. Hence, the researchers involved five research participants who are from the History educator’s community. All the five participants are in the age range of 25 to 45 years old. Those selected participants are well versed in English and Malay language which makes the researcher’s job easier.
3.2 Research Design
The research design that was applied in this study is a qualitative research technique which involves interviews. Qualitative research methodology is the most appropriate design for this study as the researcher is investigating a new area of study and intends to identify and theorise prominent themes. The researcher was able to gain in-depth knowledge of the study to generate new ideas and concepts for the research that enables statistical analysis of the research.
3.3 Instruments
The researchers used interviews as the instrument to collect data for this study. About 15 questions were prepared in the questionnaire. The purpose of giving open-ended questions in the interview is to give the participants the opportunity and freedom to share their own thoughts related to this study as well.
3.4 Interview Protocols
For this research, the researcher followed the 4-step Interview Protocol Refinement (IPR) Framework by Castillo-Montoya, M. (2016) on the interview questionnaire. The first step in this framework is aligning the between interview questions to answer the research questions.
This is also to ensure the research items serve the purpose of the study. The second step is constructing an inquiry-based conversation to have an active conversation between the researcher and the respondents. The third step in the protocol is receiving the experts feedback on the interview protocols and for the last step is pilot testing of the interview questions on the research respondents. The IPR framework is an effective tool for improving the reliability and validity of the interview protocol.
3.5 Data Analysis
The data collected from the interviews were analysed manually. Responses given for each question from Section B were tabulated before analysis was done. Themes were decided based on participants responses. It was to give freedom to the participants to answer as they prefer.
The responses were later divided into themes as written in the findings and discussion.
4. Findings And Discussion
4.1 Teachers as practitioner of knowledge and skills
In this new Malaysian History curriculum context, the teacher plays a significant role as a practitioner of knowledge and skills. Respondent A states that the teacher is an effective practitioner who is competent in applying theoretical knowledge in various pedagogical contexts. The current KSSR curriculum aims to produce globally competent individuals and holistic human capitals. Respondent D responded, to achieve this aim, as a practitioner, teachers need to cater lessons by bearing in mind the aims, goals and the educational emphases which have been stated in the curriculum. Teachers must understand their pupils' needs first before creating a learning platform which is conducive for them. Multiple Intelligences is one of the educational emphases which is being emphasised in the new curriculum. As a practitioner, we can’t expect all the pupils to have the same style of learning said respondent C. Therefore, as a practitioner of knowledge and skills, teachers must understand how children develop and learn to support their intellectual, personal and social development. As stated by respondent E, once the teachers can understand the needs of the pupils, it will be much easier for them to cater a variety of instructional strategies which helps the pupils to develop their problem solving and critical thinking skills. Respondent B states that in this 21st century era, learning can take place with the help of technology. Our current History curriculum emphasises on the integration of salient technology. As a practitioner in conveying knowledge and skills,
teachers have to adopt the usage of technology and use it as a means to convey information.
According to Haliza and Joy (2009), information and communications technology (ICT) and media literacy are the components that are emphasised to meet the needs of teaching and learning of the 21st century. With the usage of ICT, pupils will have the opportunity to learn new skills, gain knowledge, ideas, and information.
4.2 Teachers as a decision maker in using the learning materials
Curriculum encompasses the long-term goals that need to be achieved at the stipulated period.
Prior to achieving the long-term goals, objectives need to be achieved first through lessons which are being conducted in the classroom by the teachers. The teacher uses the curriculum as a basis for planning their teaching and learning strategies for the series of lessons.
Respondent A states that the current History curriculum needs proper planning so that it will help the pupils to achieve the required objectives or bands by the end of the lesson. Therefore, implementing this curriculum in the form of lessons requires many preparation stages and teachers play the decision maker role in structuring the learning environment. The teacher is responsible for making decisions and taking proper actions which are required in the classroom to ensure effective teaching and learning takes place. Respondent C added that, as a decision maker, teachers must manage the classroom situations by planning appropriate activities so that it will cater the purpose of the lesson and the needs of the pupils as well. For instance, the History curriculum emphasises on the communicative skills and participation of the pupils. It also involves more student-centred learning. Respondent E said, lessons which are being conveyed need to emphasise on the communicative skills and test the understanding of the pupils on the elements of History. As a decision maker, teachers can find effective assessment strategies which are not pressuring the pupils because pressuring activities tend to make pupils lose interest in learning said Respondent B. (Brown, 2001) mentioned that an ideal assessment system should relieve the pupil’s pressure while learning but at the same time it gives the opportunity for a teacher to assess the pupil’s understanding. By conducting formative assessments, teachers will be able to keep in track with the pupils' required band achievement.
4.3 Online Learning Materials makes lesson more fun, meaningful, and interesting Nowadays, pupils are not motivated to face the book in the traditional way. According to Mohammed, Olayinka (2015) teaching materials are important to make learning more interesting, practical, realistic, and attractive. Therefore, teachers must come up with many authentic materials to attract the pupils’ attention towards reading. Pupils are keen to face many multimedia gadgets that make them avoid reading from any printed reading materials. The reading materials should suit the pupils’ interest and needs to ensure that they are attracted to read the text provided to achieve the objective of the teaching and learning. From the interview session conducted, all respondents responded that online teaching and learning materials are important as it helps the teachers to implement their teaching strategies. Teaching and learning process which is taking place in a classroom can be either teacher oriented or student oriented but with the usage of online teaching and learning materials both ways of learning are possible to be successful, said the respondents. Respondent C added that materials which are being chosen to need to be evaluated before using it in the classroom context. This is because not all students have the same learning strategies, said respondent E. Material evaluation is the assessment of materials done to know if the materials are effective for the learners to achieve their goals and language needs in the classroom (Rahmawati, 2016).
5. Conclusion
From this research it can be concluded that there are several aspects that need to be highlighted to stimulate students' interest in learning history. That includes the effectiveness of the approaches and methods used by teachers in the History learning classroom. Online learning materials are important to make teaching and learning more fun and to enhance the effectiveness of the implemented pedagogical knowledge. In addition, teachers should always take the effort and strive to improve their teaching and learning practice by actively participating in pedagogy enhancement courses. This will not only benefit the educators, but also will aid the students' performance in the classroom and indirectly produce a world-class human capital that we are aiming for.
The best type of teaching and learning environment is usually created by having appropriate and suitable teaching and learning materials which are interactive for the pupils, involving discussions and feedback between the teacher and the learner, or between the learners themselves, also known as peer learning. Thus, giving the pupils ample space to shape the learning process according to their needs helps to improve their language skills over time.
(Razali, 2019; Bourli, 2017) supported the statement by saying that effective teaching and learning materials maintains effective interaction among educators and learners as it helps both parties to understand the lesson which is being conveyed clearly and concisely. Materials which are being used should always be accurate, authentic, relevant, and most importantly caters to all pupils' needs. As a responsible educator, taking effective and progressive steps especially preparing suitable materials to convey an effective teaching and learning lesson should be prioritized when it comes to the profession. In a nutshell, the level of education of individuals who are incapable of handling the standard of economic and social development life depends on the amount of quality education earned. Educators play an important role in ensuring the effectiveness of the education which is being conveyed to the students no matter if it is either in the traditional method or e-learning platforms. They are the most crucial personnel in producing a holistic human capital who is globally competent through education.
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