ISSN: 2226-6348
Open access
The era of globalization is now witnessing the development of the education system in line with the currents posing great challenges to today's generation. The proliferation of technology has led to digital information storage, especially during the Covid-19 as compared to the past educational environment, which preferred face-to-face education. Furthermore, the Covid-19 pandemic that struck at the end of 2019 has disrupted the country's education system. This situation causes the transmission and reception of knowledge to be done virtually. Without proper planning, presenting information will be difficult due to the constraints of face-to-face imparting learning to students. The objective of this study is to find out a solution for the students to get all information about the subject. Accordingly, after a simple survey is done by distributing a questionnaire, an interactive platform, that is, a website, will be developed after almost students agree that they need a platform that centralizes all of the subject information. It is important specifically to facilitate students who take the course code CTU552 Philosophy and Current Issues to access information related to the subjects studied. Through this platform, all information about the course code can be accessed easily and quickly without face-to-face and even save time for students and lecturers. The results of student feedback also prove that the platform's one-stop collection center must be developed because it will offer all the necessary information without worrying about dropping out of lessons. In conclusion, all students and lecturers will benefit from this central platform, and this kind of central should be planned for the other subjects.
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In-Text Citation: (Rahim et al., 2022)
To Cite this Article: Rahim, S. A., Yusof, S. I. @ M., Ali, N. B., Aziz, S. N. A., & Daud, N. M. (2022). Managing Unorganized Information for Unsynchronized Learning in Uitm Segamat Johor: Case Study on Ctu552’s Students. International Journal of Academic Research in Progressive Education and Development, 11(3), 337–346.
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