Impact of Higher Education Learning and Teaching Course as an Academic Confirmation Practice in Public University
Notice bibliographique
Résumé
The expansion and transformation of Malaysian universities have generated major changes in higher education institutions. These changes have considerable implications on the policy and the practice of academic confirmation in public universities. For new academic staff in one of the higher education institutions in Malaysia, they are required to successfully complete the Higher Education Learning and Teaching Course as one of the requirements for confirmation in the post. It is a good effort on the part of the university to provide knowledge and guidance to new academic staff and at the same time to support their academic development by providing continuous learning on teaching and learning activities. However, there were some concerns regarding the implementation of this course. Some academic staff faces problem due to stress and increased workload. Therefore, the objectives of this research are (i) to explore students’ understanding of the Higher Education Learning and Teaching Course objectives, (ii) to identify the benefits and difficulties faced by the students during the course, (iii) to explore the impact of the course on new academic staff’s teaching and learning activities, and finally (iv) to suggest recommendations to improve the delivery of the course for the benefit of all academic staff. Engaging in pure qualitative research (phenomenology and case study approach), this study methodology procedure was divided into three main stages, (i) library-based research for the collection of secondary data and reviewing them, (ii) fieldwork data collection in the form of an open-ended questionnaire with 18 respondents, and (iii) analysis of the open-ended questionnaire and documents for the purpose of reporting by using thematic analysis. The study found that the students believed that the purpose of the course is to enhance their teaching and learning skills as well as to produce a dynamic and holistic academician. It is undeniable that these students have benefited from this course in terms of knowledge transfer, teaching and learning a soft skill, and building a network which have left a positive impact on their teaching and learning activities. However, there were some difficulties with the heavy workloads during the course which has led to some students feeling demotivated and affecting their mental health. Finally, the study proposes revising the structure of the course by considering reducing the workload, revising the duration of the course, and review of some components in the staffs’ yearly performance appraisal (key performance index (KPI)). The study also found that there is a need for effective communication between the management and academic staff regarding the policy for this higher education teaching and learning course.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».