A framework for experiential learning: using MOOC to strengthen guidance in the food product innovation project

Sinong, Grace Flavyeliz (2026) A framework for experiential learning: using MOOC to strengthen guidance in the food product innovation project. International Journal on E-Learning and Higher Education (IJELHE), 21 (1): 16. pp. 298-310. ISSN eISSN: 3030-6663

Official URL: http://journalined.uitm.edu.my/

Identification Number (DOI): 10.24191/ijelhe.v21n1.21116

Abstract

Agro-based Food Handling and Processing is a fundamental course in the Diploma in Agropreneurship (AT113), equipping students with food handling and processing and entrepreneurial skills. One of the key assessments requires students to develop a food product innovation project. However, students often struggle to fully develop and complete assessments aligned with academic and industry needs due to inconsistent guidance, time constraints, limited documentation, and a lack of student initiative. To address these challenges, this paper explores the integration of a progressive guidance and task framework of the food product innovation project into the Massive Open Online Course (MOOC) AGB296 Agro-based Food Handling and Processing course through the UFUTURE platform. The framework’s structure aligns with the course topics (introduction, harvesting, post-harvest handling, food preservation, processing techniques, packaging, and branding), allowing students to apply theoretical knowledge and hands-on skills in line with Kolb’s Experiential Learning Cycle. The progressive framework consists of five key stages: S1: Product Idea Development; S2: Raw Material Exploration; S3: Handling and Processing Activities; S4: Product Features, Uniqueness, and SDG Alignment; and S5: Packaging and Marketing Strategies. Each stage is supported with clear video guidelines, progress-based activities, and a reflective feedback mechanism that facilitates continuous interaction between students and the lecturer. The MOOC platform provides structured guidance, flexibility, and equitable access to feedback, offering a more effective and engaging alternative to traditional classroom assessment. This approach enhances the quality of student learning and innovation by mirroring real world product development processes, thereby preparing students to contribute meaningfully to the advancement of the food industry and agropreneurial development.

Metadata

Item Type: Article
Creators:
Creators
Email / ID Num.
Sinong, Grace Flavyeliz
UNSPECIFIED
Subjects: L Education > LB Theory and practice of education > Learning. Learning strategies
L Education > LC Special aspects of education > Education extension. Adult education. Continuing education
Divisions: Universiti Teknologi MARA, Shah Alam > Institute Of Continuing Education & Professional Studies (iCEPS)
Journal or Publication Title: International Journal on E-Learning and Higher Education (IJELHE)
UiTM Journal Collections: UiTM Journals > International Journal of e-Learning and Higher Education (IJELHE)
ISSN: eISSN: 3030-6663
Volume: 21
Number: 1
Page Range: pp. 298-310
Keywords: Assessment, MOOC, Effective, Agro-based, Innovation
Date: January 2026
URI: https://ir.uitm.edu.my/id/eprint/131064
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