scholarly journals Effective Implementation of Complex Engineering Problems and Complex Engineering Activities in Malaysian Engineering Curricular

2021 ◽  
Vol 17 (4) ◽  
pp. 170
Author(s):  
Che Maznah Mat Isa ◽  
Oh Chai Lian ◽  
Liew Chia Pao ◽  
Hamidah Mohd Saman ◽  
Che Khairil Izam Che Ibrahim ◽  
...  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Integrated Design ◽  
Industrial Training ◽  
Accreditation Council ◽  
Laboratory Courses ◽  
Outcome Based Education ◽  
Engineering Problems ◽  
Complex Engineering ◽  
Programme Outcomes

Abstract: The Engineering Accreditation Council Standard 2020 requires the stipulated 12 programme outcomes that address complex engineering problems (CEP) and complex engineering activities (CEA) to be incorporated in the engineering programmes. However, the implementation of outcome-based education with regards to CEP and CEA is still in the infancy stage. This study was carried out to give an overview of the implementation of complex engineering problems and activities in Malaysian engineering programmes in relation to the types of assessment used to address CEP and CEA, and the typical weightage and taxonomy level of CEP and CEA employed in these assessments. A survey questionnaire was administered to 256 engineering educators from 25 universities to enquire about the implementation of CEP and CEA in their engineering programmes, particularly in the online teaching and learning during the Covid19 pandemic. The findings showed that most of the programmes addressed complex engineering problems in assignments or projects as compared to final examinations or mid-term tests. Complex engineering activities were found to be addressed in Final Year Project, Industrial Training and Integrated Design Project and laboratory courses. The findings in this study could act as a guideline for educators to enhance the teaching and learning activities incorporating CEP and CEA elements, and hence facilitating the continual quality improvement for an engineering programme.   Keywords: Complex Engineering Problems, Complex Engineering Activity, Engineering Accreditation Council, Outcome-Based Education

scholarly journals Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

2016 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Sa’adah Hassan ◽  
Novia Indriaty Admodisastro ◽  
Azrina Kamaruddin ◽  
Salmi Baharom ◽  
Noraini Che Pa
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Outcome ◽  
Teaching Plan ◽  
Outcome Based Education ◽  
Programme Outcomes ◽  
Examination Paper

<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>

scholarly journals Assessment of outcome-based integrated design project

2019 ◽  
Vol 9 (1) ◽  
pp. 77
Author(s):  
Noordin Basir ◽  
Oh Chai Lian ◽  
Ja'afar Muhd Salmizi ◽  
Hamid Shaharin
Keyword(s):  
Student Performance ◽  
Integrated Design ◽  
Sample Analysis ◽  
Design Project ◽  
Outcome Based Education ◽  
Capstone Project ◽  
Undergraduate Programme ◽  
Course Outcomes ◽  
Programme Outcomes ◽  
Engineering Programme

Outcome-Based Education (OBE) implementation is one of the qualifying requirements for engineering programme accreditation in Malaysia.  Implementation of the OBE in Integrated Design Project (IDP) is essential in producing high quality engineering graduates that are able to meet the challenges especially in the era of Industry 4.0 in Malaysia.  IDP is the course offered to the final year students of undergraduate programme in Faculty of Civil Engineering, University Teknologi MARA.  This paper presents the mapping of the addressing Course Outcomes (CO) and Programme Outcomes (PO) to the scopes of assessment in a capstone project (CP) for IDP. The explicitness in the measurement of CO and PO in the course is demonstrated. The rubrics for the assessment of CP are also presented. Finally, evaluation of student performance in IDP particularly CP is discussed through a sample analysis of the CO and PO attainments.

scholarly journals STUDENTS READINESS FOR ONLINE LEARNING: CASE STUDY ON COMMERCE DEPARTMENT’S STUDENTS POLITEKNIK KUCHING SARAWAK

2021 ◽  
Vol 4 (15) ◽  
pp. 88-96
Author(s):  
Hartyni Mastor ◽  
Hasimah Salleh ◽  
Khatijah Ibrahim
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Industrial Training ◽  
Commerce Department ◽  
High Level ◽  
Level Of Motivation ◽  
The Relationship

The Covid-19 pandemic has had a profound effect on the country's education system. Regardless of the administrator and the teaching staff, the students are also affected by this situation. The Ministry of Higher Education has decided that the Online Teaching and Learning method (Pengajaran dan Pembelajaran Dalam Talian, PdPDT) will be implemented at the Polytechnic level, especially for the June 2020 session. The main purpose of this study is to identify the level of readiness and motivation of students of the Commerce Department Polytechnic Kuching Sarawak on the implementation of PdPDT. The study also examined the relationship between motivation and the level of readiness of students to follow online learning. Quantitative data is collected through a questionnaire distributed online to all active students of the Commerce Department who will attend lectures in the June 2020 session (excluding students who are undergoing Industrial Training and semester 1 students intake June 2020). A pilot study conducted found that the Cronbach’s alpha value was 0.970 and it showed a high level of reliability for the items tested. The scope of this study leads to the level of readiness and level of motivation of students only. The data obtained were analyzed using Statistical Package for Social Science (SPSS) version 20. Overall, the level of readiness (mean score: 3.40) and level of motivation (mean score: 3.32) of students of the Commerce Department on the implementation of online learning is at a moderate level. Respondents responded positively to PdPDT in assisting the new normal teaching and learning process.

scholarly journals Programme Outcome Attributes related to Complex Engineering Problem Capability: Perceptions of Engineering Students in Malaysia

2021 ◽  
Vol 17 (4) ◽  
pp. 95
Author(s):  
Che Maznah Mat Isa ◽  
Nik ‘Irfan Aiman Mohammad ◽  
Nor Hayati Saad ◽  
Preece Christopher Nigel
Keyword(s):  
Engineering Students ◽  
Engineering Problem ◽  
Cognitive Domain ◽  
Problem Analysis ◽  
Cognitive Domains ◽  
Outcome Based Education ◽  
Importance Index ◽  
Complex Engineering ◽  
Level Of Understanding ◽  
Programme Outcomes

Abstract: Programme outcomes (POs) are the attributes that reflect the student skills expected to be acquired upon graduation. The Engineering Accreditation Council (EAC) under Board of Engineers Malaysia requires 12 POs with complex engineering problems (CEP) and knowledge profiles to be incorporated in engineering programmes. Despite considerable research on outcome-based education (OBE), the OBE implementation with regards to the PO attributes and domains incorporating CEP characteristics are still questionable and vaguely implemented by the programmes. This paper presents two PO attributes related to problem solving and development/design for solution based on the perceptions of 301 engineering students in Malaysia. This paper aims to determine the student’s level of understanding on the PO learning domain and to analyze significant factors contributing to their PO attainment. A quantitative method using a questionnaire survey was adopted targeting a random probability sampling of respondents. Descriptive (percentage frequency, relative importance index) and statistical analyses (reliability, normality, correlation) were used to analyze the data. The findings show that the students perceived both POs as cognitive domains and they believed that lecturer’s roles in facilitating students on the subject matter has contributed significantly to their PO attainment. This study is limited to an engineering programme from one institution of higher learning (IHL) in Malaysia. However, the findings provide important insights on the students’ level of understanding of PO attributes and the OBE practices on CEP in the programme. This study can be extended to other IHLs to gauge the students’ understanding related to other PO attributes stipulated by the EAC.   Keywords: Programme Outcomes, Cognitive Domain, Problem Analysis, Design of The Solution, Engineering

Menilai Perhubungan Di Antara Hasil Pembelajaran Kursus (hpk) Dan Hasil Pembelajaran Program (hpp) Dari Persepsi Pelajar

2012 ◽  
Author(s):  
Amirruddin Abdul Kadir ◽  
Mohd Zuki Salleh ◽  
Mohammad Alinor Abdul Kadir ◽  
Khairul Anuar
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Outcome Measurement ◽  
Student Understanding ◽  
Learning And Teaching ◽  
High Quality Education ◽  
Outcome Based Education ◽  
Program Outcome ◽  
Good Learning ◽  
Programme Outcomes

Rancangan pembelajaran yang baik diperlukan untuk mencapai pembelajaran yang berkualiti tinggi. Rancangan ini dikembangkan berdasarkan anggapan bahawa suasana pembelajaran dan tujuan pembelajaran yang berbeza memerlukan kaedah yang berbeza. Penekanan Sistem Hasil Pembelajaran (PBH) mencorakkan reka bentuk, pembinaan, penyampaian dan pendokumentasian pengajaran dan pembelajaran sejajar dengan hasil–hasil pembelajaran yang telah ditetapkan boleh meningkat dan mempertahankan kualiti pembelajaran. Pengukuran kefahaman pelajar telah dijalankan menggunakan soalan kaji selidik dengan kaedah skala Likert berasaskan Kuantiti–Kualiti–Peningkatan (KKP) di mana mengukur kuantiti dan kualiti pembelajaran pelajar serta peningkatan kefahaman adalah relatif kepada hasil pembelajaran yang ditetapkan. Maklumat yang didapati dari kaji selidik KKP dapat memaparkan keberkesanan Pendidikan Berasaskan Hasil (PBH) dalam peningkatan kefahaman pelajar. Gabungan analisis kriteria–kriteria lain seperti hubungan HPP dan HPK dapat memberikan sumber yang bermanfaat bagi menentukan keberkesanan penetapan dan penambahbaikan dalam kurikulum dan pembelajaran keseluruhan. Kata kunci: Pendidikan berasaskan hasil (PBH); hasil pembelajaran kursus; hasil pembelajaran program; proses pengajaran dan pembelajaran; pengukuran hasil pembelajaran A good learning programme is essential in achieving high quality education. A learning programme is developed based on different learning outcomes and environment which in turn require different learning methods. Outcome Based–Education (OBE) form the design, constructions, communication and learning, and teaching documentation to be in line with the defined outcomes to enhance and maintain learning quality in this study. Students’ learning was determined in a survey using a Likert scale with current designed to measure students enhancement in predetermined learning outcomes quantitatively as well as qualitatively. The outcome results show the effectiveness of the OBE in enhancing the student understanding. Further analysis involving other criteria such as course and programme outcomes may provide feedback to improve the curriculum, teaching and learning activities generally. Key words: Outcome Based–Education (OBE); course outcome; program outcome; teaching and learning process; outcome measurement

Report on Online Teaching and Learning Amid COVID-19

2020 ◽  
Author(s):  
Alia Ahmed ◽  
AltafurRehman Niaz ◽  
Athar Ikram Khan
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

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