NAME: KENNETH KOK KANG ZHENG

MATRIC NUMBER: U2004914

COURSE: TECHNOLOGY IN BIOLOGY EDUCATION

COURSE CODE: SIP2006

LECTURER: DR. HIDAYAH BINTI MOHD FADZIL

ASSIGNMENT 1

After reading all the articles, I realized the COVID-19 pandemic influences various
fields, not only the livelihood of the people and the nation’s economy are affected, but
educational institutions are also forced to close down to limit human interaction.
Educational institutions, teachers, students, parents, and stakeholders receive harmful
effects of the Covid-19 pandemic on education (De Giusti, 2020). As a result of applying
lockdown and physical distancing measures around the globe, online learning at home is
a temporary way of teaching and learning. The pandemic has forced schools and
campuses to innovate and transform into learning by using distance learning with
technology being used. This posed various problems, from the pedagogical and
psychological components of teaching and learning online to the technical problems of
internet connectivity (Juanda, Shidiq, & Nasrudin, 2021). One of the most affected
subjects is biology, where practical classes are essential. From a student's perspective, I
am quite frustrated as our biology practical classes are forced to be conducted online
while we don’t have a chance to experience everything practically. I do realize not only
students are losing interest in learning biology, but teachers do also face the same issue
as they have difficulties operating the learning management systems and
miscommunication issues. Luckily, various technologies can support online learning for
biology and even mimic a practical lesson.

According to an article entitled ‘Edmodo as a solution to enhance student learning

interest in high school biodiversity during the COVID-19 pandemic’ published in 2020,
based on observations, the researchers have made at Kerinci regency in Jambi province,
students’ interest in learning biology is still low due to available facilities to intrigue
students interest (Wicaksana, Atmadja, Wikanso, Putri, & Muthia, 2020). Most of the
online teaching method involves cramming facts, concepts, and biological principles to
the students without enabling them to explore the concepts independently. Hence, they
assume biology is a complex subject to master, and they give up on it. The same case as
me as a biology student, since it’s hard to interact in a lecture-based class, the lecturers
will tend to give us the learning material without arousing students’ learning interest.
However, I do understand it’s due to a lack of time and the lecturers or even my secondary
school biology teacher are rushing the syllabus before the exam period. Things make a
turn when various initiatives arouse students’ interest, particularly for this course. These
include integrating household components as a tool of practical experiment, to do-it-
yourself (DIY) experimental kit until inexpensive Augmented Reality (AR) applications that
simulate molecular modelling kits and laboratory protocols. For instance, a Physics
Toolbox Sensor Suite which resembles a free smartphone app that records and logs all
sensors available in a device. MoleculARweb and BioSIMAR, a free website for chemistry
and biology education through augmented reality, includes virtual experimental kits. Even
google image has WebXR experiences to observe animated 3D images which resemble
Augmented Reality. Due to the rapid advancement of technology, even the middle-class
generation can afford a smartphone. Even before the pandemic, technologists and
educators have coded several Augmented Reality applications to facilitate teaching and
learning.

Nonetheless, according to a survey done by Student Voice Matters (SVM) 2021,

over 55% of students lose motivation for online classes due to reduced social interaction
and lengthened halt of physical classes. Also, 46% of students have a poor internet
connection, which hinders online learning. From the perspective of a student, I wonder,
although various applications support biology learning mentioned in the previous
paragraph, do the students have the budget to purchase an internet data plan or
smartphone to enjoy the online facilities? Do the students know how to use the
applications as it seems complicated for those technological illiterate students? Do the
teachers have the mechanism to evaluate students' interests or know if the students are
actually using those applications? I can say those innovative applications are just a short-
term solution for Biology online classes.

Besides, according to an article entitled ‘virtual laboratories during coronavirus

(COVID-19) pandemic, virtual laboratories enable practical class activities in biology,
chemistry and natural sciences to be performed at home. They can perform experiments
without venue and safety restrictions, while engaging with technology more productively
and preparing for their physical lab sessions. In addition, from a researcher perspective,
virtual laboratories provide an opportunity for doctoral students and post-doctoral
researchers to familiarize themselves with the equipment and the teaching method to
lecture undergraduates in virtual or physical settings (Vasiliadou, 2020). They can also
investigate the effects of a virtual laboratory on biology theories during a pandemic
situation. One of the examples is WolFram High School Biology lab which contains
interactive biology labs for high-school students to understand the concepts such as the
concept of osmosis and water flow in Red Blood Cells (RBC), cell transport phenomena,
population models and food metabolism (Abriata, 2021). As a biology student, I realize
virtual laboratories provide a better platform for students to conduct and understand the
concepts of the experiment. It also protects students and teachers from lab hazards such
as radioactive chemicals and poisonous gases. However, I cannot experience the shape,
texture, and functions of the apparatus since I haven’t touched it. I am unable to
manipulate the apparatus and materials when I encounter a physical laboratory. No
matter for biology students or future teachers, the pandemic will not be permanent.
There is one day, we will encounter a physical laboratory and manipulate it physically.
Virtual laboratory didn’t solve the root of the issue.

Other than those advanced learning applications, affordable social media sites are
one of the learning platforms. Teenagers and young adults use these sites to contact their
peers, share information, reinvent the way of living and show off social lifestyles. (Nicole,
2007). Although some studies reveal that social networking sites are time-wasting and
will detract students away from learning, some suggest that these sites are efficient for
students since they are familiar with its functions. It is the site they prefer to use
frequently. Since biology is a concept-based subject where students will need to
understand the flow of the biological processes, it’s necessary to reinvent learning
materials out of ink and paper. In this case, a video might serve as a better choice as it is
engaging, clear and descriptive in explaining rigid concepts in biology. As a piece of
evidence, by using YouTube videos to teach Biology creates a strong learning impact on
students compared to a control group. (Bohloko et al., 2019). In human anatomy, videos
are much more interactive to explain it rather than coloured notes. (Hight et al., 2021).
Social media sites are the best platform for users to disseminate and share information
while collaborating with one another. Examples of social media sites in education are
Wikis, Google, Instagram, Twitter, WhatsApp, Pinterest, iTunes Store and many more.
From my point of view, I have tried attending a mass lecture via a Facebook page and
found it less interactive. The students will flock to the chatbox and ask questions while
only one lecturer can answer them. Undeniably social media sites are easy to operate, yet
we cannot have a two-way interaction with our lecturer and ask questions on the spot. I
am also easily distracted to view those notifications during the lectures, and I also found
the notifications annoying too. On the other hand, distraction is subjective as it depends
on our self-control abilities to curb the temptation of scrolling unrelated matters during
class.

Moreover, various class modes are being introduced into the online learning
settings. One of them is blended online learning which combines virtual synchronous
activities and asynchronous activities (Ferdyan, Lufri, & Zulyusri, 2020). According to an
article entitled ‘Transformation in Biology Learning during the COVID-19 Pandemic: From
offline to online’, in Indonesia, the researchers surveyed that virtual synchronous classes
dominate the learning mode preference by occupying the percentage of 44% (Limiansi,
Pratama, & Anazifa, 2020). For application-wise, What’s App is the most preferred
application for virtual synchronous activities with a percentage of 38% (Masiah, &
Primawati, 2021). It is because synchronous activity enables two-way communication
between teachers and students in real-time. Students will receive information more
quickly, miscommunication hardly occurs, and all students will have the same perception
of the learning materials. This learning model supports the implementation of various
learning strategies such as video and audio conferences and live chatting. The most
frequently used video conferencing platforms are Google Meet, Learning Management
System, Zoom, Cisco Webex, while the most preferred live chat application is WhatsApp.
In the meantime, asynchronous learning activities allow students to learn with their own
time and pace. Students will have the freedom to utilize different multiple learning
technology and sources to gain independence in self-learning (Karakaya, Selçuk, Cimen,
Yilmaz, & Health, 2020). However, it’s a disadvantage is the teachers and students cannot
have the opportunity to interact in real-time. Examples of asynchronous learning
activities are random assessments, online discussion, worksheets and prerecorded
lessons. From a student's perspective, I prefer a mixture of synchronous and
asynchronous classes via blended and flipped learning. We can view the materials at our
own pace while receiving support from our teachers based on our demands. Biology
requires intense reading and understanding of the topic to master it. It is not efficient if
the teachers always cram facts quickly, but the students do not have the time to absorb
and retain the information into the long term memory. This learning model combination
can also ensure fairness among all students as some of them cannot access online classes
and resources.

In conclusion, there are still positive sides of the pandemic towards education
delivery systems as it poses many exciting ideas and methods in educational technology
worth exploring. Before the pandemic, I won’t even know there were various platforms
and applications which supported online learning in a secure, engaging and effective way.
There are learning management systems such as Google Classroom, Microsoft Teams,
Edmodo, and Schoology which enables the students and teachers to easily administer the
learning process, such as grading, quizzes, and performance tracker (Khaleyla, Wisanti,
Ambarwati, Rahayu, & Putri, 2021). There are also (DIY) experimental kits, inexpensive
Augmented Reality (AR), and virtual laboratories such as MoleculARweb, BioSIMAR and
WolFram High School Biology lab, enabling biology practical experiments and difficult
concepts to be conveyed online efficiently (Adov & Mäeots, 2021). Social media sites are
being implemented as a time-wasting scrollable site and a learning platform to upload
videos and conduct live classes there. Besides that, technology is also integrated with
various class modes such as asynchronous and synchronous classes via blended and
flipped learning to support each student’s needs (Onojah, & Onojah, 2020). During the
pandemic, online learning with more flexible delivery and teaching method is considered
as the ‘new normal’ in education (Johnson et al., 2020). Even with fancy applications and
customizable learning modes, online learning is still only for the rich which can afford a
better internet data plan and advanced gadgets. Unless some parties can provide those
items needed for online learning to those underprivileged students, the education
inequality gap will widen amidst the pandemic since electronic gadgets are a must for
online learning. Therefore, the Ministry of Education will have to collaborate with various
parties to support the underprivileged students with the gadgets and conducive learning
environment to catch up with the learning progress within this online education era. Non-
governmental organizations related to education equity such as Teach for Malaysia
should also consider seriously on this matter and assist the students in need to keep pace
with their learning progress.
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