EDUCATUM JSMT Vol. 7 No.2 (2020) ISSN 2289-7070 / e-ISSN 2462-2451 (50-64) https://ejournal.upsi.edu.my/index.php/EJSMT/index 50 Chemistry laboratory management techniques massive open online course: Development and evaluation on students’ perception Tien Tien Lee 1* , Kung-Teck Wong 2 , Norlinda Daud 3 , Ismail Zainol 4 , Muhd Ibrahim Muhamad Damanhuri 5 , Hartono 6 1, 3-4-5 Department of Chemistry, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia. 2 Department of Educational Studies, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia. 6 Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sriwijaya, Sumatera Selatan, Indonesia. *Corresponding author: lee.tt@fsmt.upsi.edu.my DOI: https://doi.org/10.37134/ejsmt.vol7.2.6.2020 Received: 22 Jun 2020; Accepted: 04 September 2020; Published: 15 September 2020 Cite this article (APA): Lee, T. T., Wong, K. T., Daud, N., Zainol, I., Muhamad Damanhuri, M. I., & Hartono, . (2020). Chemistry laboratory management techniques massive open online course: Development and evaluation on students’ perception. EDUCATUM Journal of Science, Mathematics and Technology, 7(2), 50-64. https://doi.org/10.37134/ejsmt.vol7.2.6.2020 ABSTRACT To date, statistics in OpenLearning have demonstrated that the number of Massive Open Online Courses developed by Malaysia higher education institution is not achieving the target of DePAN 2.0. Hence, this study is aimed at developing a Massive Open Online Course (MOOC) on Chemistry Laboratory Management Techniques (CLMT) course and investigating the students’ perception of the MOOC. The CLMT MOOC is developed by applying the ADDIE model as the instructional design model. In this regard, analysis, design, development, implementation, and evaluation are the phases involved. Three experts were appointed to evaluate the content validity of the e-content module and e-assessment module in the MOOC by filling the content validity evaluation form. According to the results, both e-content and e-assessment modules obtained validity index of 1.00. A group of 27 students was involved in the pilot study to answer the reliability questionnaire and the Cronbach’s alpha for the t wo modules was found to be 0.99 and 0.97, respectively. Another group of 152 students were randomly selected as the respondents of the perception survey. Results from perception questionnaire showed the highest mean score in acceptance construct (M = 4.05, SD = 0.54), followed by instructional design construct (M = 3.96, SD = 0.59) and lastly usage barrier construct (M = 3.03, SD = 0.84). In conclusion, both the e-content and e-assessment modules used in the CLMT MOOC are valid and reliable. Meanwhile, the mean score of undergraduate students on the perception toward the CLMT MOOC was found to be moderately higher. Therefore, it can be inferred that this MOOC will be a useful self-learning and flipped classroom platform for the chemistry degree students, especially amidst the outbreak of COVID-19. Keywords: Acceptance, Instructional design, Massive Open Online Course, Perception, Usage barrier INTRODUCTION A Massive Open Online Course refers to an instructional content delivered via the platform on the Internet in order to make it accessible to a large number of learners from different locations at different times. Dave Cormier had introduced this term in 2008 for a 12-week online course developed by Siemens and Downes, named Connectivism and Connective Knowledge [1]. There are two major types of MOOCs: cMOOCs and xMOOCs, with the “c” representing “connectivism”, while the “x” denotes “exponential” [1].