Evaluation of final year master’s project course learning outcomes in open university Malaysia

Learning outcomes are statements on what students should know, understand and can do upon successful completion of a course. Achievement of the learning outcomes is an important criterion for a programme to be awarded with an accreditation qualification by Malaysian Qualifications Agency (MQA). Evidence from teaching and learning evaluation needs to be justified to demonstrate that the learning outcomes have been achieved. In line with this direction, the purpose of this study is to evaluate the learning outcomes of final year master’s project according to course learning outcome and learning domain determined by MQA. This evaluation is carried out by analysing supervisor’s feedback on their supervised student and student feedback themselves. The survey instruments were administered for postgraduate learners in the academic session of 2018, measuring to what extent that course completion has met the learning outcomes and fulfil the learning domain skills required. To strengthen the evidence, result obtained from master’s project report awarded by supervisors and reviewers were compared according to report chapters, programme and learning outcomes perceived. The findings were discussed to highlight the concern, strength and weakness from the evaluation made. Several recommendations for continuous improvement and support were proposed to influence the quality of the course and achievement of the learning outcomes

Evaluation of master’s project course learning Outcomes at Open University of Malaysia

Learning outcomes are statements on what learners should know, understand and be able to do upon successful completion of a course. Achievement of learning outcomes is an important criterion for a programme to be accredited by the Malaysian Qualifications Agency. Evidence from teaching and learning evaluation needs to demonstrate that the learning outcomes have been achieved. The purpose of this study is to evaluate the learning outcomes of a final year master’s project according to the course learning outcomes and learning domains determined by the Malaysian Qualifications Agency. This evaluation is carried out by analysing the feedback provided by supervisors and learners. The survey which was administered for postgraduate learners in the academic session of 2018, measured to what extent the completion of the course met the learning outcomes and fulfilled the learning domain skills stipulated. To strengthen the evidence, the results obtained from the master’s project report awarded by supervisors and reviewers were compared according to chapters, programme and learning outcomes. The findings were discussed to highlight concerns, strengths and weaknesses based on the evaluation. Several recommendations for continuous improvement and support were proposed to improve the quality of the course and achievement of the learning outcomes. [ABSTRACT FROM AUTHORS

Teaching and Learning of Technical Subjects in an ODL Environment

This paper discusses the research focus of teaching and learning of science and technical courses, namely the pedagogical approach which is much centred around the constructivism theory; the mode of teaching which in recent years is centred around visualisation; and finally the role of ICT, mainly related to multimedia learning. Discussion is mainly geared towards highlighting key ideas that has been in studied throughout the years with the aim to improve the interest and performance of students in science and technical courses which seem to have declined in recent years. A list of research questions grouped under three different aspects involving students, content, and delivery of content is presented to map future research and development in science and technical education. (Authors' abstract

Promoting Environmental Sustainability Among Oum Adult Learners

In line with the 2030 Agenda for Sustainable Development Goal 4 on Quality Education, Open University Malaysia strives to promote environmental education and create environmental awareness through its lifelong learning framework. The university has embedded environmental component in one of topic with one of its university courses that is offered in the first semester. Topic 10 within the OUMH1603 course on Learning Skills for 21st Century is titled Environment and Us. This study aims to measure the level of environmental literacy and examine the correlation between learner’s disposition and learning experience among learners who have taken the course. The 2011 Framework for Assessing Environmental Literacy by the North American Association for Environmental Education was adopted for this purpose. Data were collected through online survey in two phases. The level of knowledge of the OUM students were proven to be high, ranging from an average means score of 3.86 to 4.33. The second part of the analysis shows that there is also a significant strong correlation between students’ learning experience of the course (3.99 to 4.44) and their dispositions as well as their willingness to volunteer in environmental projects. The findings suggest that embedding environmental education within a widely distributed formal education framework can contribute positively to the effort to create environmentally literate adults

Air pollution from motor vehicles a mathematical model analysis: case study in Ipoh City,Perak, Malaysia

Carbon Monoxide and Sulfur Dioxides concentrations and traffic volume data were collected at several locations in Ipoh City in the state of Perak in Malaysia. The sites were categorised into an enclosed area and an open area and at each site different vehicles driving mode were considered. A mathematical models based for pollutant concentration were developed using the least square method. Results from these studies indicate that the maximum concentration of pollutant is higher in an enclosed surrounding for all driving modes compared to an open surrounding similar traffic volume. The relationships derived between traffics flows and pollutants concentrations indicate that the adopted approach to forecast pollutant levels from traffic counts is workable for Malaysian situation. (Abstract by author

Planning and Implementation of the Bachelor of Education (Engineering) - The Open University Malaysia Experiences

This paper describes the process of designing and developing the curriculum of Bachelor of Education (Engineering) program at Open University Malaysia (OUM

Open University Malaysia : way forward in Science and Technology education

One of Malaysia’s national agenda is to move towards a scientific and progressive society. Government strategies for Malaysia described in this paper highlights the importance of life long learning in achieving its national agenda. Open University Malaysia as a pioneer in open and distance education has a role in promoting life long learning in Malaysia. This paper highlights the key features of the university i.e. blended learning mode and e-learning platform which offers various benefits that could provide supports for creating an innovative society. In the context of science and technology, creating an innovative society means creating manpower with good foundation in basic science knowledge and science skills, a sense of appreciation of contributions and innovations in science and technology, positive attitudes and awareness on ethical issues. This paper proposes strategies to invest in the future by retraining man-power, promoting basic science and increasing the quality of technical courses. (Authors' abstract

Bachelor of Education (Engineering) Program : The Open University of Malaysia Model

This paper gives an overview of the design and development of Bachelor of Education (Civil / Electrical / Mechanical Engineering) programs for delivery through open and distance learning methodology at the Open University Malaysia. Research was carried out extensively prior to the design and development processes. These programs were tailor designed to train in- service teachers attached to the Ministry of Education, Malaysia, and they constitute an integral part of the Ministry’s plan to ensure that all technical teachers in Malaysian secondary schools possess tertiary education by the year 2010. This paper focuses on the curriculum development, the learning methodology, the laboratory requirements and planning, the courseware development, the e-learning delivery platform, and on the program quality assurance. Besides these, the academic calendar adopted for the program is also discussed since it has a strong influence on the design of the curriculum and on the duration of this program. The programs were designed and developed to introduce some uniqueness that will ensure academic accreditation and at the same time meet the needs of the intended target group. (Authors' abstract