**Developing Prototype in Online Class: A Covid-19 Story**

\*\*Double blind review, please do not include authors information in this version \*\*

Received Date: \*date

Accepted Date: \*date

Published Date: \*date

**HIGHLIGHTS**

  - Covid-19 has changed learning lifestyle globally.

  - Changes in learning system development class has created difficulties initially due to unfamiliar routine and practice during teaching and learning among learners and instructors.

  - Online prototype learning tool, Justinmind, manage tool help learners to develop their own prototype online and thus break the unfamiliarity during online software development class.

*Covid-19 gives a drastic change in our lifestyle. In education, it affects on motivation, routine and the dilemma in using certain application. The university has taken various proactive measures for ensuring the productivity of their stakeholders. Students and instructors are changing their teaching and learning style which this impact on learning technology usage while having online class. This paper shares Covid-19 story in terms of learning system development online which is challenging for learners and instructors. They need to adjust themselves so that the message is conveyed, and problem is solved during the online class. This paper looks at how the learners and instructors manage their online class by using an online prototype tool, Justinmind, for assisting them to learn system development during Covid-19. The learners have been asked to plan, gather, and design the user interface according to the requirements stated previously. This study found out that there are some difficulties in conducting system development class in online mode since there is a change of routine as well as teaching and learning style. However, the difficulties have been addressed by the utilization of the technology and thus creating more exciting journey for the class regardless of the pandemic era.*

*Keywords: learner, instructor, system development, online tool*

# INTRODUCTION 

# In Covid-19 situation, learners need to cope with enforcing with online education globally. With the use of online learning, it offers various advantages in terms of accessibility (Adedoyin and Soykan, 2020). Online learning can bring convenience to the learners since it permits them to interact regardless of different geographical location and time with certain speed and performance (Adedoyin and Soykan, 2020). The paper elucidates that online learning must be supported by technology whereby it keeps up learners motivated and anticipated throughout their learning process. It varies with traditional classroom in a way that online learning is available all day long for seven days a week with an Internet connection. 

# There are various advantages on using online learning among learners and instructors. Firstly, online learning allows us to teach, learn and share at our own time and pace. With the limitation of doing in physical classroom, learners and instructors are making the adjustment to adapt with online interaction. However, this can be difficult for many people. Most of us are familiar with teaching in a physical space such as a classroom or labs. Online learning may be accessible anywhere but we may find some difficulty in getting used to the applications related to online learning (Horzum, 2017; Bolliger and Halupa, 2018). 

# BACKGROUND STUDY

# Synchronous learning vs Asynchronous learning

Online education consists of synchronous learning and asynchronous learning. Synchronous online learning happens in real time whereby learners and instructors online at the same time by using the same platform regardless of their locations. Whereas asynchronous online learning uses online platform without involving real time interaction. Communication activities among users can be improvised by using asynchronous tools or synchronous tools. Examples of asynchronous tools are email, mailing lists, newsgroups, asynchronous shared whiteboards and forum whereas synchronous tools can be instant messaging, synchronous shared whiteboards, chat or video conferencing (Dahlstrom-Hakki, Alstad and Banerjee, 2020).

![](199-12-607-1-4-20210424_media/media/image1.png)

**Figure 1:** Elements of social presence during online interaction (Rahman, Mohamad and Showole, 2019)

**The use of Blended Learning: Combination of Online learning and Traditional Classroom**

A study done by (Rahman *et al.*, 2020) has highlighted students’ perception in blended learning. This study has found out that blended learning is acceptable by the students of Universiti Teknologi MARA Kelantan Branch. This has shown positive feedback on partipating in online activities for their learning purposes. This study involved 139 respondents from Faculty of Computer Science and Mathematics of UiTM Kelantan. There was about 56.67% students agree that blended learning that they have used can be applied to another subjects. While 40.67% students reflect that their learning style and results have improved by using blended learning. These results show positive impact on blended student among Science and Technology cluster in UiTM Kelantan Branch.

**Challenges in Online learning**

Online learning is not a one-way communication. If there is no interaction between learner and instructor, the outcome will result differently, and it will be difficult for learner to achieve their learning objectives. The concept of distance learning must be purified to allow students to learn online effectively which eventually encourage alternative learning access. There is a study in online engineering education which improved network communications and computer technologies to improve learning and teaching quality for engineering students (Elmunsvah, Hidayat and Patmantara, 2018). The study found out that the students should be provided with technology facilities for online engineering education and design capabilities for online learning and sufficient online technology to be virtually existed.

In implementing mobile learning, for instance, developer must examine whether users are ready and willing to use the application. There are also challenges in infrastructure, types of mobile devices if the user is using mobile learning, learning styles since different learning styles will produce different outcome for students. In designing web-based learning application, Activity Theory can aid the developer to identify learners’ factors in order to study users’ interaction with online learning systems (Liaw, Hatala and Huang, 2010). The study revealed that factors like learner’s active learning, multimedia instruction, problem-solving skills, teacher assisted as tutor contribute to the success of online learning success.

The interaction will be boring after some times. Some courses need outdoor activities. Learning online can be tiring after some times. The learners and instructors needs to utilize specific time in order to sustain users’ motivation. Finding the right tool can also sustain online learning activities. The challenge in establishing online learning is how to disseminate information effectively. The designer should consider several factors when designing the application. The objective of having online learning should be justified so that information can be conveyed clearly by user. In addition, online learning application must also be adaptive with different learning styles and different user profiles. A quality online learning must follow the needs from its user in order to meet learning objective (Schewe, 2016). Another study highlighted that e-learning might face difficulties not only in terms of its high cost and quality of content but also concern about interaction among user in user friendly manner. This facility can lead to higher cost since user-friendly facility must be made available 24 hours (Ettinger, Holton, & Blass, 2006).

In implementing mobile learning, there is a study stated that employees’ perception is essential in learning technology. Both learners and employees can give their views in learning technology effectiveness. Online learning developer needs to tackle requirements gathering in implementing satisfied technology for all the stakeholders (Percival & Percival, 2008). Looking at the outcome of mobile learning and web-based learning application, there is still lack of features that can motivate users and also optimize the use of learning application. In developing learning application, stakeholders must be aware the target in attaining successful learning application. User profile and social interaction in education must be taken into consideration to meet requirements for e-learning application. Hence, requirements in online education and mutual interaction in learning application are able to be justified.

User behaviour is also one of the factors that affect virtual social interaction. In mobile learning, for instance, user behaviour must be clarified in order to comprehend how mobile users respond with mobile learning application. Therefore, Technology Acceptance Model (TAM) has assisted the study to confirm users’ acceptance towards mobile learning. The study collected users’ response from online survey in terms of perceived of use, perceived of ease of use, perceived enjoyment and perceived mobility (Huang and Liaw, 2018). It can be concluded that customers have positive attitude towards mobile learning whereby different individual has different level of user acceptance.

There is also a study that depicted user behaviour and education practice using web-based learning environment by analyzing students in different semesters (Huang and Liaw, 2018). The outcome shows that students’ behaviour will change if instructor method of the teacher changed. Students think that web-based learning can give them more freedom, convenience whereby they can share ideas, innovation and activities. There are issues that can discourage them to use web-based learning such as problem in network, little communication between teachers and students where they cannot raise questions and get answer at instance.

Next, section Methodology explain the process that is taken for demonstrating elements that may contribute to online learning which is the virtual communication.

# METHODOLOGY 

This section highlights steps in developing prototype in online class. empowering social interaction in online learning. Figure 2 visualizes the steps for conducting this study.

![](199-12-607-1-4-20210424_media/media/image2.png)

**Figure 2:** Steps in Developing Prototype in Online Class

**Step 1: Project Identification and Planning**

Project identification and planning is the first stage in software development process. During this stage, students are provided with course information and project expectation for the development class. Each group needs to produce a feasibility study report before next phase begins. the students and their instructors need to perform a series of online discussion to revise their information system development proposal. Each group needs to contribute ideas using Google Meet session to promote active participation among learners.

**Step 2: Requirement Modeling and Interaction Analysis**

**Requirement modelling and interaction analysis deals with providing the team with a finalized requirement set. each group need to come out with their Software Requirements Specification (SRS) for the proposed information system. e-SRS is provided for the project to encourage participation in online collaborative learning among group members.**

**Step 3: Storyboard**

**Storyboard is important as it produces prototype for each project. The learners need to come out with idea of proposed information system. during this stage, the learners already identified element in each page such as, input, process and output.**

**Step 4: Implementation**

**Many students face difficulties in developing user interface during online learning mode. Therefore, Justinmind** **(Justinmind, 2021) has been introduced in this class to support online development for all learners and to help them visualize their design. Justinmind is a suitable application development platform to be used in online class since it allows the learners to produce prototypes and wireframes compatible with different screen sizes and devices.**

**Step 5: Evaluation**

**In online class, the instructors are the evaluator for their prototypes. There will be a brainstorming session between the instructors and the learners regarding their prototype drafts. Each group improvise their draft based on the recommendation by the instructors.**

**FINDINGS AND DISCUSSIONS**

**Social Presence in Collaborative Application Increases Interaction**

This study reveals the element of social presence as the support for future social interaction in online learning. Social presence is an element which can help to improve social interaction among users. Online learning can be considered as successful if social presence elements are achieved by users during online participation (Noorihan Abdul Rahman & Sahibuddin, 2018).

The elements of quality online learning comprised of technology, interaction, content and services. These indicators contribute to learner aspects, technology aspects as well as social aspects in online learning. Social aspects mentioned are learning style and intelligence, learner’s attention, types of learners, collaboration issue, attitudes and interest and how effective the learning application to the learners. These social aspects can help to increase users’ participation in during learning process. Thus, it can produce effective learning environment albeit not in the physical setting. Social presence is an element which can help to improve social interaction among users. Online learning can be considered as successful if social presence elements are achieved by users during online participation (Noorihan Abdul Rahman & Sahibuddin, 2018).

The anticipation of learners into the software development process can be seen from communication between group members using e-SRS. The group members collaboratively add requirement in the Google Document to synchronize the updates. This can ease the learners and therefore increase their motivation to work online. Figure 3 show an example of the content in e-SRS document.

![Graphical user interface, text, application, email Description automatically generated](199-12-607-1-4-20210424_media/media/image4.PNG)

**Figure 3:** e-SRS content for Hantu Batik Application

The learners were also anticipated by using Justinmind tool since they can easily visualize the user interface as stated from the requirements. Figure 4 to Figure 6 shows examples of interfaces designed by a group using Justinmind collaboratively.

![Graphical user interface, application Description automatically generated](199-12-607-1-4-20210424_media/media/image5.png)

**Figure 4:** Example of Input Interface for Hantu Batik Application

![Graphical user interface, application Description automatically generated](199-12-607-1-4-20210424_media/media/image6.PNG)

**Figure 5:** Example of Process Interface for Hantu Batik Application

![A picture containing text, appliance, white goods, screenshot Description automatically generated](199-12-607-1-4-20210424_media/media/image7.PNG)

**Figure 6:** Example of Output Interface for Hantu Batik Application

**CONCLUSION AND RECOMMENDATIONS**

The courage in collaborating can motivate achievement of e-learning operation and this can be accomplished by having good surrounding in the online learning community itself. Participants need to understand each other’s work and help each other in dealing with problem solving. Instructor also helps in giving guidance to students in collaboration by coaching them on how to collaborate, setting up boundaries towards the given task and be a moderator to invite, support those students. Students’ attitude is important in collaboration since it is the indication whether learning community is active and participates in sharing and learning knowledge. A previous studies have justified the best characteristics in online course are openness (Cozart-Lundin and Matthews-DeNatale, 2021), flexibility and humour (Ellingson, 2018), honesty (Tolman, 2017) and willingness to collaborate (Lam *et al.*, 2019). Therefore, it is important to talk to the students and make them understand on the new norm of online education especially during Covid-19 outbreak. The online participation requires integrity and responsibility for completing each online course.

This study recommend that it is suitable for group of learners to have online activity log for measuring their time stamp as the report for participation record for online learning success. To measure student learning time, the instructors must identify suitable activities that students have to do online. There should be more learners-driven activities to ensure the success of using learning technology virtually. There is also important in mix and match choices of online learning platform in order to fit in all user’s situation since internet connection can be considered as a problem in some places. There are learners or instructors who do not have access to high-speed Internet or stable connection. As an example, they may end up taking a long time just to load one webpage. The instructors also need to identify learning style needed by the audience and personalized learning activities to suit audience’s needs. From the software developer point of view, they need to understand what the users want and not just trying to keep up with the latest tech jargon. This is a real challenge for producing quality online platform to users. In conclusion, regardless of challenges of online learning and the future outcomes, learning must not stop and must be improvised in order to build continuous and provide efficient learning environment as time progress.

**ACKNOWLEDGMENTS**

**  
**I would like to thank Ahmad Khaliff Amirul bin Kamaruzzaman, Muhammad Aqil bin Mat Daud, Muhammad Aiman Izzuddin bin Abdul Latif, Muhammad Faris Iskandar bin Zulkifli and Nik Muhammad Lutfi bin Mat Zain for collaborating with this study. Last but not least, I also would like to thank Universiti Teknologi MARA Cawangan Kelantan and my colleagues for supporting the journey of this research.

**REFERENCES**

Adedoyin, O. B. and Soykan, E. (2020) ‘Covid-19 pandemic and online learning: the challenges and opportunities’, *Interactive Learning Environments*, pp. 1–13.Bolliger, D. U. and Halupa, C. (2018) ‘Online student perceptions of engagement, transactional distance, and outcomes’, *Distance Education*, 39(3), pp. 299–316.Cozart-Lundin, A. and Matthews-DeNatale, G. (2021) ‘Embracing Opportunities for Openness in Online Learning’, *Teaching and Learning Together in Higher Education*, 1(32), p. 4.Dahlstrom-Hakki, I., Alstad, Z. and Banerjee, M. (2020) ‘Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence’, *Computers & Education*, 150, p. 103842.Ellingson, L. L. (2018) ‘Pedagogy of laughter: Using humor to make teaching and learning more fun and effective’, *Teaching with sociological imagination in Higher and further education*, pp. 123–134.Elmunsvah, H., Hidayat, W. N. and Patmantara, S. (2018) ‘Digital Literacy Skills of Informatics Engineering Education Students as the Basis for Online Learning Implementation’, in *2018 International Seminar on Application for Technology of Information and Communication*. IEEE, pp. 257–260.Horzum, M. B. (2017) ‘Interaction, structure, social presence, and satisfaction in online learning’, *Eurasia Journal of Mathematics, Science and Technology Education*, 11(3), pp. 505–512.Huang, H.-M. and Liaw, S.-S. (2018) ‘An analysis of learners’ intentions toward virtual reality learning based on constructivist and technology acceptance approaches’, *International Review of Research in Open and Distributed Learning*, 19(1).Justinmind (2021) *Justinmind: All-in-one prototyping tool for web and mobile apps*, *Justinmind*. Available at: https://www.justinmind.com/ (Accessed: 24 April 2021).Lam, C. K. C. *et al.* (2019) ‘Experiential learning in doctoral training programmes: Fostering personal epistemology through collaboration’, *Studies in Continuing Education*, 41(1), pp. 111–128.Liaw, S.-S., Hatala, M. and Huang, H.-M. (2010) ‘Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach’, *Computers & Education*, 54(2), pp. 446–454.Rahman, N. A. *et al.* (2020) ‘Students’ Perception in Blended Learning among Science and Technology Cluster Students’, *Journal of Physics: Conference Series*, 1496, p. 12012. doi: 10.1088/1742-6596/1496/1/012012.Rahman, N. A., Mohamad, R. and Showole, A. (2019) ‘Artefact-based approach for improving social presence in e-learning’, *International Journal of Innovation and Learning*, 25(4), pp. 412–429.Schewe, A. (2016) ‘Making student engagement visible: Using self-determination theory to examine how two social studies teachers support students’ needs for autonomy, competence, and relatedness’.Tolman, S. (2017) ‘Academic dishonesty in online courses: Considerations for graduate preparatory programs in higher education’, *College Student Journal*, 51(4), pp. 579–584.