(MC) Teaching Quality Assurance and Standards (Part 1)

(MC) Teaching-Learning Principles (Part 1)

This module keeps the adult and the young adult learners in view and introduces, to the participating lecturers, worthwhile teaching-learning principles by highlighting the need for moving from pedagogy to andragogy. It guides on how to enhance students’ employability in the relevant job fields. The module also attempts to offer an understanding of Bloom’s taxonomy of learning along with the three learning domains (cognitive, psychomotor and affective) that need to be harmoniously maintained in teaching and assessment of higher education institutions.

(MC) Teaching Quality Assurance And Standards (Part 2)

This module introduces new and vibrant trends in education and aims to guide the in-service lecturers on how to be a committed and enquiring university teacher while conforming to the expectations of the stakeholders. It starts with an overview of the academic and quality assurance procedures practised by Universities and its partner universities. An important topic under this module is the 9 areas for effective programme management known as the Code of Practice for Programme Accreditation (COPPA) set by the Ministry of Quality Assurance (MQA), Malaysia. Another significant topic is Outcome-Based Education (OBE) as prescribed by the Ministry of Education Malaysia. Hands-on training is provided on OBE mapping. To help the participants remain curious, this module also provides a short introduction to research and development.

(MC) Teaching-Learning Principles (Part 2)

This module keeps the adult and the young adult learners in view and introduces, to the participating lecturers, worthwhile teaching-learning principles by highlighting the need for moving from pedagogy to andragogy. It guides on how to enhance students’ employability in the relevant job fields. The module also attempts to offer an understanding of Bloom’s taxonomy of learning along with the three learning domains (cognitive, psychomotor and affective) that need to be harmoniously maintained in teaching and assessment of higher education institutions.