Proposal of a Conceptual Framework for an efficient and effective Test Management System

A test management system is programmed to store and manage test items as well as to automate the generation of tests for the purpose of assessments. An item bank is a repository of test items with associated data, and it is the core component of a test management system. From administrative point of view, the primary focus in the design of a test management system is system efficiency, both in terms of effort and cost. Educators however are more concerned with the validity and reliability of tests in measuring students’ performance. Thus, the design and development of a quality item banking system should take both views into consideration. Other issues in the item banking design include test objectivity, appropriateness of item distribution, fairness and practicality. In this paper, the author identifies the essential elements required of an effective and efficient item banking system. Some of the important factors to be considered in designing the system include: the application of Bloom’s Taxonomy in item categorization, the role of test specification table in item selection, the capability of the system in filtering poor quality items for review and enhancement. Based on the analysis, a conceptual framework for the design of the item banking system is proposed. The system aims towards minimizing the manual process of the test paper preparation whilst ensuring the quality of the test paper generated. The author provides a detailed description of the framework as well the process involved in test items generation and test items enhancement. (Abstract by author

Teaching and Learning in an ODL University: Bridging the Gap between the Learning Environment, Learners and Instructors

Many researchers have commented that educators need to use different techniques and methodologies in an online, distance learning (ODL) environment. The constructivist perspective is said to be especially relevant to the ODL environment as it emphasizes independent learning and the active construction of knowledge, which suits ODL learners as they are usually self-motivated and more mature. However, two questions come to mind – do instructors and learners in the ODL environment really embrace constructivist principles in teaching and learning, or is there a gap between the learning environment, learners and instructors? This paper attempts to answer these questions by determining the preferred teaching and learning styles of instructors and learners in an ODL university, to gauge if they are more behaviourist or constructivist in their teaching beliefs and practices. It also attempts to identify the constructivist elements present in an ODL university and come up with conceptual framework for nurturing constructivist practices.(Authors' abstract

Self-managed learning of myVLE via CBT courseware

Open University Malaysia (OUM) is an open and distance learning institution which provides opportunities for lifelong learning. OUM continuously strives to improve and maintain quality programme delivery in the attempt to produce quality graduates. OUM has been using its own in-house developed learning management system called myVLE (my Virtual Learning Environment) to support lifelong learning undertakings. Since 2002, myVLE has gone through minor enhancements. In late 2013, a new platform was designed and developed with the aim for a more user-friendly learning environment besides providing an optimised online learning experience. The new version of the myVLE was released in January 2014, to be used only for six fully online courses. In September 2014, all courses offered by OUM were migrated to the new myVLE. With the migration and the introduction to the new functions of the new myVLE, it was necessary to make efforts to provide additional support to the learners and online facilitators for a smooth transition. To assist users in adapting to a new user-interface several incentives were taken which include: (a) the development of a learning courseware, (b) short online video clips, and (c) face-to-face training for online facilitators. This paper focuses on the development and use of the learning courseware which was instructionally designed based on ADDIE model. (Abstract by author

Questionnaire design and data analysis: An alternative approach in student evaluation of teaching (SET)

Student evaluation of teaching (SET) has been widely used in institutions of learning to assess teaching effectiveness. However, most of the SET questionnaires are designed by “experts” without taking students’ view into consideration. Besides that, the traditional approach in SET analysis is to obtain a global rating as a measurement of teaching effectiveness based on the average or mean scores of the items of SET. This paper identifies the weaknesses of the traditional approach in SET questionnaire development and data analysis. It then describes an alternative approach to SET items development which involved students- collaboration. The paper also describes the establishment of various scoring matrices for the measurement of overall teaching effectiveness as well as teaching effectiveness from three different domains, namely: knowledge, pedagogical skills and attitud

New challenges in online and distance learning: Making the jump from printed module to hyperlinked-integrated module

In recent years open and distance learning (ODL) has become widely accepted and implemented by many higher education institutions. ODL aims at delivering education to learners in a distributed learning environment. Ccontrary to general perception that ODL education signifies e-learning, learners in ODL institutions still appear to rely heavily on the use of printed modules. Current learning management systems in most ODL environment do not seem to have been very successful in promoting active constructivist learning. This paper seeks to analyze the needs of ODL learners as compared to conventional learners. Based on their differing needs, the authors identify the limitations of the conventional printed modules and propose elements that need to be included in the design of effective ODL learning systems. Following that, the authors suggest the development and use of hyperlinked-Integrated Modules (HIM) to replace the conventional printed modul. Some functionalities of HIM are discussed. (Authors' abstract

The relationship between persistence, academic engagement, and academic achievement among postgraduates students of OUM

Self-managed learning is one of the pillars of lifelong learning. Learners’ stamina to sustain as selfdirected learners is vital for their academic success. This paper examines the association between persistence in studies, academic engagement, and academic performance among postgraduate students in an Open and Distance Learning Institution. The logistic regression was used to model the relationship while the Receiver Operating Curve (ROC) was used to assess the sensitivity and specificity of the predictive model. In this cross-sectional research, a total of 339 students enrolled in various Master’s degree programs at OUM answer a self-administered questionnaire. Academic performance was compared with students’ perceived engagement in academic activities, and persistence in studies. Among the significant predictors of academic performance are classroom behaviour and cognitive emphasis (components of engagement), and academic integration, institutional commitment, academic conscientiousness and degree commitment (components of persistence). Students with favourable ratings on their academic engagement and persistence in studies tend to do better academically. The statistical model predicting these relationships is 83.33% sensitive and 91.04% specific. This paper concludes that by using student engagement and persistence as predictors of academic achievement would enable the academic institutions to identify ‘at risk’ students much earlier compared to using CGPA. (Abstract by authors

The relationship between persistence, academic engagement and academic achievement among post graduate students of OUM

Self directed and self manage learning is one of the pillar for lifelong learning. Learners’ stamina to sustain as self directed learners is vital for their academic success. This paper examines the association between persistence, academic engagement, and academic performance among post graduate students in an Open and Distance Learning Institution. The logistic regression was used to model the relationship while the Receiver Operating Curve (ROC) curve was used to assess the sensitivity and specificity of the predictive model. In this cross sectional a total of 390 students enrolled in various Master degree programs at OUM answer a self administered questionnaire. Academic performance was compared with students’ perceived engagement in academic activities, and persistence in studies. Among the significant predictors of academic performance are classroom and cognitive emphasis (components of engagement), and academic integration, service satisfaction, academic conscientiousness and degree commitment (components of persistence). Students with favorable ratings on their academic engagement and persistence in studies tend to do better academically. The statistical model predicting these relationships is 83.33% sensitive and 91.04% specific. Using student engagement and persistence as predictors of academic achievement would enable the academic institutions to identify ‘at risk’ students much earlier compared to using CGPA. (Abstract by authors

Evaluation of OUM module content : a pilot study

The module (print or digital) is the main resource used by OUM learners to guide their learning. Therefore, the quality of learning depends greatly on the quality of the module contents. This paper reports on a pilot project that was carried out to evaluate OUM modules for the purpose of improvements. A survey was conducted to gather feedbacks from the users of OUM’s modules which include both learners and tutors. The survey questionnaire seeks to obtain information on the perceptions of the users on the quality of the modules from a number of perspectives. The open-ended questions of the questionnaire also seek to gather information on the different types of errors in the various modules that need to be corrected. Research findings indicate that OUM’s modules are generally well accepted by the users. There are however several errors found in a number of modules. The study helps to identify modules that need to be enhanced. The study also reveals that there are differences in perceptions between the tutors and the learners in certain aspects Some pertinent differences are about the difficulty level of the modules, language used and learning outcomes. (Abstract by author