REPORT

A SURVEY ON FULL ONLINE CLASSROOM (FOC) AMONG STUDENTS

IN UNIVERSITI TUN HUSSEIN ONN MALAYSIA (UTHM)

GROUP PROJECT

UWB 20302 TECHNICAL WRITING

NO NAME MATRIC
NUMBER
1. FAEZATUL NUR BINTI BAHARUDIN AE150129
2. MOHD. IMANUDDIN BIN MAJUNIT AE150038
3. NURUL FARHANA BINTI ISMAIL AE150093
4. ZUHAIRULNIEZAM BIN ZULKEFLI AE150022

SECTION 10

PREPARED FOR : PROF. MADYA DR BERHANNUDIN BIN MOHD SALLEH

 TABLE OF CONTENT

CONTENT i

SYNOPIS ii

INTRODUCTION 1

1.1 Background of Study 1-2

1.2 Problem 3

1.3 Objectives 3

1.4 Operational Definition of Terms 4

1.5 Significance of Study 4

METHODOLOGY 5

2.1 Respondents 5

2.2 Questionnaire 5

2.3 Location and Time 6

2.4 Data Analysis 6

FINDINGS 7

3.1 Gender 7

3.2 Faculty 8

3.3 Level of effectiveness of Full Online Classroom (FOC) 9

3.4 The problems faced by students during Full Online Classroom 10

3.5 Ways to improve Full Online Classroom 11

CONCLUSIONS AND RECOMMENDATIONS 12

REFERENCES 13

APPENDIX A 14-15

i
SYNOPSIS

In 2017, Universiti Tun Hussein Onn Malaysia (UTHM) has targeted 50% of the
course is to be delivered using Blended Learning approach. Full Online Classroom (FOC) is
one of the initiatives introduced by UTHM. Since Full Online Classroom is a new style of
learning introduced by UTHM, many complaints from the lecturers and students about the
problem faced in Full Online Classroom mainly in technical issue, time management, and
adaptability struggle. We have conducted the survey among the UTHM students that consist
of 15 male and 15 female. Our objectives of these survey is to identify the effectiveness of
Full Online Classroom, to identify the problem faced during Full Online Classroom and lastly
to identify ways to improve Full Online Classroom. We have prepared a set of questionnaire
that consists of five (5) questions from two sections which are demography and survey
questionnaire section. We distribute the questionnaire to random students as the respondents
to get the data. 15 male and 15 female students were selected to answer the questionnaire.
From the data of the survey, we have displayed the data by using bar and chart graph and
make an analysis. Lastly, we have made the conclusion based on the graph of finding.

ii
INTRODUCTION

This chapter discusses the background of the study, problem statement, objectives,
operational definition of terms and significance of the study of Full Online Classroom.

1.1 Background of study

FOC is a Full Online Classroom. It is an online learning course the one you take
without meeting the lecturer in the class. Effective online courses are developed through
the systematic design of instruction with emphasis on the achievement of course learning
objectives. This rigorous approach to course development and the creation of learning
activities (which vary by course) is fundamental to create an effective learning
environment and increases the potential for student learning and their construction of new
knowledge.

Researchers have carried out a detailed study that shows that these classes really
can teach at least as effectively as traditional classroom courses and they found that this
is true regardless of how much preparation and knowledge students start out with. You
can study at home or at class or wherever you like, whenever you like, within a prescribed
time frame. Most courses do not require that you be online at a certain time of day or
night, but that you are active in the course during the schedule. You cannot start courses
late nor finish early. It must be around the time period or else your attendance will not be
recorded. (The conversation, 2010-2017. Is online education good or bad? And is this
really the right question?)

These Full Online Classroom let you prefer to study at home or library, and use
your own personal computers to obtain college credit is taking more and more students
out of classrooms and putting them online. If you live a distance from campuses, it gives
the ability to relax at your own pace in the comfort of yours as long as you online during
the time. Although online learning is a convenient way to take courses, it is not
necessarily suited to all students even some of the lecturers too. Some students find it
difficult to study independently and need the face to face interaction with the lecturers
and students that is found in a class setting. ( Rasmussen college, 2017. Online vs.
traditional education: what you need to know)

1
 Most online courses will follow a weekly format where students are expected
to log in, read course materials, contribute to online class discussion and complete
assignments prior to the beginning of the next week. Information on assignments is
posted online and may be completed at leisure without having to attend actual class and
can learn at home. Online learning does not require the student to study or memorize
material in the way that traditional learning does. You’ll still have to online for each
class but you’ll have more options for fitting this work in around other commitments.

A certain courses were choosing during FOC. Not all the subject or subtopics
are suitable to do online. We should consider the student that low self-esteem to catch
up with the topic. Some of them need to explain in front of the student or maybe write
it or draw at the whiteboard to make them clearer and understand. Online class can be
making for a simple or moderate level of subject. Or else, it will be useless if the
students don’t understand and lecturer will have to repeat or explain it again in actual
class.

(From (UTHM.19 February 2017. Everything You Need To Know About FOC.)

1.2 Problem statement

2
 Some students and lectures agreed to have Full Online Classroom (FOC) and
some of them are not. There are three main factors that can be highlighted which caused
them not to agree to have FOC which are internet, time and communication.

Internet is the main thing and the biggest problem that every student will faced
during FOC time. They need internet to do their work. The problem happen when student
need to find a place that have good internet connection. Some lecturers give the time limit
for the student to do their work. If the internet connection is poor, it`s hard for the students
to complete their work on time. The second factor is time. Lecturer need to finish all the
subtopic on time and most of them take these opportunity to give work or assignments
during FOC because they find it`s hard to give lectures online. Online classes usually
require no face to face interaction with classmates or lecturers. So, the third factor is
communication. We find that students cannot communicate more with lecturers due to
the limitation of online medium. They can only ask a few question or some problems
about the topic but they have to meet the lecturer to get further information or solution
with the problems.

Therefore, the aim of this survey is to highlight the issues about the
effectiveness of Full Online Classroom among students and lecturers of Universiti Tun
Hussein Onn Malaysia (UTHM).

1.3 Objectives

1.3.1. To identify the effectiveness of Full Online Classroom (FOC)

1.3.2. To identify the problems faced by students regarding these Full Online
Classroom (FOC)

1.3.3. To identify ways to improve the problems about Full Online Classroom (FOC)

1.4 Operational definition of terms

3
 1.4.1. Full Online Classroom is an online learning course that we take without
meeting the lecturers in the classroom. (MOHAWK College. What is online
learning? 2017)

1.4.2. Students are a person who is learning at a college or university. (Cambridge

Dictionary, 2017)

1.5 Significance of study

1.5.1 Students

The students can get benefit from the findings of this survey. They will be able
to learn and adapt to the new style of learning.

1.5.2 Lecturers

The lecturers will be able to improve their teaching style during Full Online
Classroom.

METHODOLOGY

4
In this chapter, it discusses the methodology used in this survey. There are respondent,
questionnaire, location and time and also data analysis.

2.1 Respondent

2.1.1 The respondents are teenagers.

2.1.2 They are male and female.

2.1.3 They are students’ studies in Universiti Tun Hussein Onn Malaysia.

2.1.4 They were selected from all different faculties offered in university.

2.1.5 They are randomly selected.

2.2 Questionnaire

2.2.1 The survey uses a set of questionnaire.

2.2.2 There are 5 items in the questionnaire.

2.2.3 The question was divided into 2 sections.

2.2.4 Each section has 2 parts of question that is demography and survey questions.

2.2.5 In demography part, there are questions about the gender of respondent and their
faculty.

2.2.6 In survey question part, the questions are based on our objectives about the level
of effectiveness, problems, and ways to improve Full Online Classroom.

2.2.7 We distributed 30 sets of questionnaire.

2.3 Location and time

5
 2.3.1 We distributed the questionnaire in some location around the campus.

2.3.2 The questionnaire was distributed on Wednesday and Thursday.

2.3.3 The questionnaire was distributed during the lunch hour.

2.3.4 We distributed the questionnaire during week 10.

2.3.5 We distributed on 22nd and 23rd of November 2017.

2.4 Data analysis

2.4.1. We key in the data in Microsoft Excel.

2.4.2. From the data, we form the graph and chart.

2.4.3. We analyze the result of the survey from the graph created.

2.4.4. The data were analyzed for the frequency and percentage.

2.4.5. From the analysis, we can conclude the result of our survey.

FINDINGS

6
This chapter discusses the findings of a survey. They are gender, faculty, level of
effectiveness of Full Online Classroom, problems faced by the students and the ways to
improve Full Online Classroom.

3.1 Gender

GENDER

FEMALE MALE
50% 50%

 The graph shows the respondents’ gender.

 50% of the respondents is male while another 50% is female.
 In conclusion, the amount of male and female respondents are equal.

3.2 Faculty

7
 FACULTY SURVEY RESULT
FPTV
7% FKEE
23%
FKMP
20%

FKAAS
10%

FSKTM
7%

FPTP
33%

 The pie chart shows the respondents’ faculty.

 Most of the respondents are from FPTP which is 33%.
 Least of the respondents are from FPTV and FSKTM which is 7%.
 In the conclusion, the majority of the respondents are from FPTP which are 10
respondents out of 30.

3.3 Level of effectiveness of Full Online Classroom (FOC)

8
 LEVEL OF EFFECTIVENESS OF FULL ONLINE
CLASSROOM
20

2
1 0

Very good Good Medium Bad Very bad

 The bar chart shows the level of effectiveness of Full Online Classroom.
 The level of effectiveness shows a bell-shaped trend.
 The highest level of effectiveness is in medium level which consists of 20
respondents.
 The lowest level of effectiveness is at a very bad level that is none respondent.
 In conclusion, the level of effectiveness of Full Online Classroom is an average state.

3.4 The problems faced by students during Full Online Classroom

9
 A GRAPH OF THE PROBLEMS FACED BY
STUDENTS DURING FULL ONLINE
25 23 CLASSROOM
STUDENTS` RESPOND

20

15 14
13
11 12
10 12
8
9
5 7
4
0

PROBLEMS FACED BY STUDENTS

 The bar graph illustrates the problem faced by students in Full Online Classroom
based on respondent`s answers.
 The most problem faced by the students in Full Online Classroom is poor internet
connection which is 23 respondents in total.
 The least problem faced by the students in Full Online Classroom is a slow response
from lecturers which is 4 respondents.
 There are the same amounts of respondents who have miscommunication problem
and cannot give a full commitment to Full Online Classroom.
 Overall, we can see that all of the problems listed are accepted by the respondents.

3.5 The ways to improve Full Online Classroom

10
 A Graph of the Ways to Improve Full Online
Classroom
Provide good internet
connection
18
Use video or video
calls instead of giving
16
notes and assignment
Provide computer lab
for full online
14
classroom
Use multiple
platforms of learning
12
Make online classes
more connective
10
Create open
communication with
8
students
Provide examples and
rubrics
6
Easy navigation of
online learning
4
materials
Increase the time
limit
2
Inject some fun into
the classroom
0

 The bar graph shows the ways to improve the Full Online Classroom based on the
respondent’s answer.
 The highest ways to improve Full Online Classroom is provide good internet
connection and use video calls instead of giving notes and assignment which consist
of 18 respondents.
 The lowest ways to improve Full Online Classroom is easy navigation of online
learning materials that have only 6 respondents.
 In conclusion, all the ways are accepted by the respondents.

CONCLUSION

11
From the survey, it shows that the effectiveness of Full Online Classroom (FOC) among
students in Universiti Tun Hussein Onn Malaysia (UTHM) is on an average level. 20 out of 30
respondents have chosen medium level as for the level of effectiveness of Full Online
Classroom. This is because the respondents think that using this kind of system will cause
problems to them in certain ways. Most of the respondents think that poor internet connection
is the main issues for this problem. Internet connection is a must to be able to do the FOC.
During the FOC week, lecturers will conduct a quiz or give an assignment in different websites
such as Schoology, Edmodo, Facebook and some others more as the medium of studies. To
access that website, internet connection is the only need for the student to attend the FOC.
Next, the second major problems faced by the students are the time limitation with 14
respondents that agreed. These problems occur when the lecturers giving a quiz or test in a
limited time. For example, students were giving half an hour to complete their work and send
it before the time given. The third highest problems faced by the students are lack of motivation.
From the survey, we found that 13 respondents agree with this. Full Online Classroom gives
the benefits of online learning but only for those who really want to learn.

Based on the survey, the students agreed that provide a good internet connection and also use
video or video calls are the best ways to improve this Full Online Classroom. When having a
good internet, students will not feel depressed or have problems to do the FOC. Instead of
giving notes or assignments, they think using a video could help them a lot to understand more
about the topic and giving their best shot to do it. Other than that, try to use multiple platforms
of learning to attract the student to join it or else, they would easily getting bored. Make online
classes more connective is the other ways to improve Full Online Classroom. Furthermore,
inject some fun into the classroom will also help the students feeling excited to attend it and
can release their stress a bit. Lecturers can put some games or pop quiz about the certain topics
that they need to learn and for those who get highest marks will get extra marks for their test
or examination.

In conclusion, Full Online Classroom (FOC) is the best ways to do the class without attending
the classroom. The university needs to upgrade the FOC system to be more effective and
interesting for the students. They should consider these kinds of problems to improve these
Full Online Classrooms to be better in future. It will surely increase the rating or level of
effectiveness of Full Online Classroom.

REFERENCES

12
1. Everything You Need To Know About FOC. Retrieved on February 19, 2017, at
http://global.uthm.edu.my/foc/2017/02/19/everything-you-need-to-know-about-foc/

2. Sunil Kumar. 5 Common Problems Faced By Students In eLearning And How To

Overcome Them. Retrieved on July 10, 2015, at https://elearningindustry.com/5-common-
problems-faced-by-students-in-elearning-overcome

3. What is online learning? .(n.d). In MOHAWKCOLLEGE website. Retrieved from

https://www.mohawkcollege.ca/ce/what-online-learning

APPENDIX A

13
 A SURVEY ON FULL ONLINE CLASSROOM (FOC) AMONG STUDENTS IN
UNIVERSITY TUN HUSSEIN ONN MALAYSIA (UTHM)

We are students from UTHM. We are conducting a survey on Full Online Classroom among
Students in UTHM. Full Online Classroom (FOC) is one of the initiatives that introduced by
UTHM as the Blended Learning Approach. The following questions are designed to get the
feedback about the Full Online Classroom (FOC) among the students in UTHM. We would
like to ask your kindness to answer the question below.

INSTRUCTION: Choose the appropriate answer(s) and mark your answer in the box provided.

DEMOGRAPHY

1. Gender: Male Female

2. Faculty: FKEE FKAAS FSKTM FPTP FKMP

FPTV

SURVEY QUESTIONS

3. In your opinion, what is the level of effectiveness of Full Online Classroom(FOC)

Very good Good Medium Bad Very bad

4. From your observation, what are the problems faced by the students? You may choose

more than one answer(s).

Poor internet connection. Miscommunication.

Time limitation Slow response from lecturers.

Lack of equipment. Adaptability struggle.

Difficult to understand the topic. Cannot give full commitment.

Lack of motivation. Inappropriate Courses.

5. As a student in UTHM, what are the ways to improve the Full Online Classroom

(FOC)? You may choose more than one answer(s).

14
Provide good internet connection.

Use video or video calls instead of giving notes and assignment.

Provide computer lab for Full Online Classroom (FOC).

Use multiple platforms of learning.

Make online classes more connective.

Create open communication with students.

Provide examples and rubrics.

Easy navigation of online learning materials.

Increase the time limit.

Inject some fun into the classroom

15