E-LEARNING EXPERIENCE THROUGH INTERCULTURAL COMMUNICATION

Gone are the days when a lecturer comes into the class just to do ‘jug and mug’; or even project PowerPoint slides to deliver course content.  Terms such as e-learning, blended learning, mobile learning, and MOOC have invaded and are synonymous with today’s classrooms. These activities give authority to students to own their learning where lecturers merely facilitate. The overall purpose of this study is to get students’ feedback of the use of Moodle platform in doing the blended learning activities through Intercultural Communication, and discover whether they have enjoyed (or not) doing the activities, and the reasons for liking or disliking the activities. Additionally, the students were also asked whether the activities have benefited them in the teaching and learning of the course. The study also initiated the lecturer to optimise or fully use what is available on Moodle for blended learning and at the same time, foresee any downfall or barriers in conducting blended learning. At the end of the semester, students answer a questionnaire posted on Google Form. The questionnaire has Likert scale questions asking if students like or dislike the activities; and how useful were the activities. All answers are analysed descriptively. Activities range from using glossary, announcement, to incorporating Facebook; and these planned activities cover the course content. It was found that students favour Kahoot most and Chat the least. They perceived Kahoot as the most beneficial and Online Discussion as the least beneficial activity in helping them learning Intercultural Communication. It can be concluded that although students simply like doing all these e-learning activities, most of them doubted they could handle non face to face sessions or MOOC to learn the course. The findings help the lecturer to improvise the course in the future and incorporate the favourable activities in developing a MOOC for Intercultural Communication.