About Us

AR-ECOPRENUER: ULTRA VIRES

AREPRENUERNOMICS:
Portal pembelajaran digital Ekonomi dan Keusahawanan UiTM Cawangan Melaka
Website: www.areprenuernomics.com
MyIPO: CRLY2021W00462

AR-ECOPRENEUR: ULTRA VIRES
Website: www.areprenuernomics.com
MyIPO: CRLY2021W00462

Researchers

Profesor Madya Dr. Ahmad Fadhly Arham, Dr. Mohamad Idham Md Razak, Dr. Irzan Ismail, Helmy Fadhlisham Abu Hassan,
Dr. Suhaida Mohd Amin, Profesor Madya Dr. Geraldine De Mello, Mohd Zailani Othman, Wan Mohd Hamdi Wan Nordin,
Dr. Azlin Zanariah binti Bahtar and Profesor Madya Dr. Mohamed Hariri Bakri (UTeM)

Abstract / Product Description

The COVID-19 pandemic has sparked a worldwide shift in today’s academic structure. Classes went from physical to complete virtual mode. Online teaching and learning evolved at an unprecedented rate for both teachers and learners. Educators were left with the challenge to maintain student interest in learning and keeping the passing rate high. In answer to this challenge, a group of lecturers teaching the economic subject specifically Entrepreneurship and Economics turned to the fully online flipped classroom method to teach the subject. The lecturers created a learning portal called AR-ECOPRENEUR which adopted the flipped classroom method. The flipped lesson used in AR-ECOPRENEUR learning portal enables students to have 24/7 access to content delivered directly from the lecturer teaching this subject. Students can learn at their own pace and time even beyond class time.

During the online class time, the lecturer can focus on answering students’ questions, focusing on small group discussion based on students’ level, and learning preferences instead of just focusing on lecturing the subject. Class time is spent for deeper discussion, peer learning and teamwork that leads to creation of knowledge. The benefit of the flipped classroom is that lecturers have more one-on-one time to help students and explain difficult concepts. If problems are difficult for a student to work through, the lecturer could step in to help and explain. If students have questions about the video or online presentation, they can use class time to get questions answered.

This innovation aims to bridge the gap by addressing the challenge which consists of internet connection excess and coverage, technology and computer skills, environment, motivation, time management, engagement with groupmates and educators, and the feedback on using Augmented Reality (AR) via Online Distance Learning.

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Novelty and Inventiveness

(new, original, creative, unique)

The focus of this innovation is to close the gap between teaching and learning ability by using the fully online flipped classroom. The teaching materials were parked in the AR-ECOPRENEUR learning portal. These teaching materials were arranged according to topics in the portal that can be reached at https:// www.areprenuernomics.com Students can watch the videos and go through the resources found on the portal, anywhere and at any time. The learners’ final results for Entrepreneurship and Economics, perceptions towards the use of these multimedia-learning instructions are recorded and reported.

In addition, the flipped lesson used in the learning portal enables students to have 24/7 access to content delivered directly from the lecturer teaching this subject. Students can learn at their own pace and time even beyond class time. During the online class time, the lecturer can focus on answering students’ questions, focusing on small group discussion based on students’ level, and learning preferences instead of just focusing on lecturing the subject.

Moreover, class time is spent for deeper discussion, peer learning and teamwork that leads to creation of knowledge. The benefit of the flipped classroom is that lecturers have more one-on-one time to help students and explain difficult concepts. If problems are difficult for a student to work through, the lecturer could step in to help and explain. If students have questions about the video or online presentation, they can use class time to get questions answered.

Usefulness and Application

This innovation is an attempt to describe a fully online flipped classroom method used in teaching Entrepreneurship and Economics at a local university and to gauge students’ perception, as well as the actual efficacy of learning the subjects using AR-ECOPRENEUR fully online. Flipped classrooms is usually used as a blended learning mode that incorporates both online and face-to-face learning. Therefore, there is a gap on whether flipped classroom learning can be carried out fully online and bring about the learning outcomes. Hence the aim of this innovation and study is to (1) investigate learners’ perception on flipped classroom learning using the AR-ECOPRENEUR learning portal and (2) investigate the effects of a completely online flipped classroom learning on the ability of learners to produce their final report.

Presentation and Demonstration

In a flipped classroom, the learning activities that traditionally occur in the classroom, like the introduction of new material through lectures and handouts, are introduced to students outside the classroom in a digital environment; The activities that traditionally occur outside the classroom, like homework assignments and activities completed in isolation, are now completed inside the classroom. When students carry out activities and assignments in a more deeper and critical discussion with their teacher and/or their peers, they engage in active learning. Usually, videos of topic are created and distributed online as pre-learning exercise.

Therefore, the flipped classroom when viewed from the angle of Bloom’s Taxonomy, theoretical knowledge is received outside the class at the two lower orders of the taxonomy which is remembering and understanding. The implementation of the knowledge received outside is done in the classroom with the guidance of the teachers via interactions between the students or between student and teacher. At this stage students make decisions about the information learnt outside the classroom and begin to create their own outcomes by using the other four higher order thinking skills namely applying, analyzing, evaluating and creating to complete the in-class tasks or subject assignments.