Effective instructional design for value dominant education in Malaysian public universities

Abstract

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

Understanding and Correlating of Chemical Engineering Thermodynamics I and Process Heat Transfer through Integrated Project

“…Problems, especially in industry, need to be solved quickly and cost-effectively; thus, project-based learning encourages students to develop practical design thinking and problem-solving skills, especially throughout their undergraduate studies, to be great engineers and leaders future. The traditional learning approaches of using lectures are ineffective (Aziz et al, 2013;Lukman et al, 2013;Mamat & Mokhtar, 2008); hence the transformation from those conventional learning are needed. Moon et al (2007) proposed a better learning approach where the students can participate actively and relate to real-life situations.…”

“…Moreover, Moon (2007) mentioned a learning approach where students can relate to real-life situations far better than the lectures. Many studies agreed that lectures as learning approaches were ineffective as students could not strengthen their scientific knowledge and professional skills (Aziz et al, 2013;Lukman et al, 2013;Mamat & Mokhtar, 2008). Both scientific knowledge and professional skills are the essential requirements for students to become engineers who have high capability in engineering practice and can be recognized as great leaders (Megat Mohd Noor et al, 2002).…”

Adaptive Educational Hypermedia System using Cognitive style approach: Challenges and opportunities

“…Malaysian National Education Philosophy in Malaysian Vision 2020 aimed to promote the development of better personality through producing graduates who are knowledgeable, responsible, and capable to face future challenges by gaining job's experiences and skills which student is needed in near future [10].…”

“…Therefore we need to remove the separation between teaching cognitive courses and affective education, in order to develop the personality affectively even during his learning process in the context of cognitive courses [5,[9][10]. However there are many obstacles to achieve this vision through traditional learning methods or systems; therefore we need to study the potential of AEHS to achieve this vision in the context of learning cognitive-courses?…”