A Review of Curriculum Change and Innovation for Higher Education

Law, Mei Yuan

doi:10.11114/jets.v10i2.5448

Cited by 19 publications

(15 citation statements)

References 16 publications

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“…L6 and L4 suggested reducing the number of the activities as it may consume a lot of time. It is important to review the existing curriculum and syllabus that the faculty has because the education process changes from time to time making the curriculum review necessary but at the same time during the review, there are a lot of things that need to be put into consideration especially how the reviews and the changes will affect the stakeholders (faculty, educators, learners) (Law, 2022).…”

Section: Suggestions For Improvementmentioning

confidence: 99%

Assessment Practices for Oral Presentations: Insights from ESL Instructors

Zahari¹,

Supie²,

Khairuddin³

et al. 2023

IJE

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Assessment practices offer learners the opportunity to practise and prepare for the actual assessments. Coupled with feedback, this practice is intended to assist them in improving their speaking skills particularly in the language. Providing feedback to the learners for assessment practices has become a vital element in the newly revised course like English for Oral Presentation. Instructors are required to evaluate learners’ assessment practices and provide feedback for the speaking activities to give room for the learners to improve their oral presentations. However, this new structure of the course has impacted the instructors in many ways as they need to wholeheartedly commit to the practices submitted by the learners. This somehow leads to unnecessary stress among the instructors as they need to adhere to the deadlines given. Therefore, this study investigates the perceptions of the instructors on the assessment practices in an oral presentation course and their perceptions on how the assessments can be improved. Qualitative research methodology was employed with purposive sampling technique being utilised in choosing the participants for the interview. After gaining consent from the participants, interview sessions were conducted, recorded and transcribed. The data were then analysed utilising thematic analysis. The findings reported that the instructors were positive towards the impacts of the newly revised course of the oral presentation as learners have improved their presentation skills, enhanced their self-confidence and integrated other skills upon completing the practices. This study provides insights for the betterment of the implementation of the English for oral presentation course.

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Section: Suggestions For Improvementmentioning

confidence: 99%

Assessment Practices for Oral Presentations: Insights from ESL Instructors

Zahari¹,

Supie²,

Khairuddin³

et al. 2023

IJE

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“…El currículo eficaz, por ejemplo, se ha convertido en un componente crítico de la educación superior debido a los cambios en el panorama tecno-socioeconómico y a las revoluciones digitales de la industria 4.0 (Law, 2022).…”

Section: Para Gadhoum (2022)unclassified

“…Los centros de enseñanza de todo el mundo se enfrentan a los retos derivados de los cambios tectónicos en el panorama tecno-socio-económico y las revoluciones digitales que están teniendo lugar en la industria 4.0. En consecuencia, los países desean pasar de un enfoque industrial a otro del conocimiento para beneficiarse de los continuos avances tecnológicos (Law, 2022).…”

Section: Para Gadhoum (2022)unclassified

Competencias digitales y autorregulación para el aprendizaje en estudiantes universitarios

Muñoz¹,

Huaranga²,

Quispe³

et al. 2022

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Este libro comprende una investigación que buscó exponer los puntos centrales sobre la relación existente entre las competencias en digitales y la autorregulación en entornos de aprendizaje en línea. Para ello se adoptó una metodología de enfoque cuantitativo. El estudio fue descriptivo y correlacional a fin de validar la hipótesis central de estudio. Participaron un total de 411 estudiantes de la Unidad de Estudios Generales de la Universidad Nacional del Centro del Perú de la ciudad de Huancayo (Perú) que, en forma no aleatoria, respondieron a dos cuestionarios de preguntas. Se halló que la mayoría de estudiantes de la muestra total investigada presentan logro de las competencias digitales de nivel básico. También se estableció que la mayor proporción de estudiantes de la muestra total reflejan nivel alto de autorregulación en entornos de aprendizaje en línea. Se halló así una correlación directa y significativa de nivel alto (r = 0,60) entre las variables de estudio, en estudiantes del área formativa de arquitectura e ingeniería (r = 0,65), en estudiantes del área de ciencias administrativas, contables y económicas (r = 0,74), en los estudiantes del área formativa de ciencias sociales se halló correlación directa, significativa de nivel alto (r = 0,60). Solo se halló correlación directa, significativa de nivel moderado en los estudiantes del área formativa de ciencias agrarias y sedes (r= 0,47) y en los estudiantes del área formativa de ciencias de la salud (r = 0,56).

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“…Moreover, the authors emphasized that the curriculum that is being used in an academic institution reflects the responsiveness and standard of education they provide to their students. More so, in crafting the curriculum for educational programs, needs of the stakeholders should be incorporated to attain the high level of success, hence understanding changes and innovation environments are necessary (Law, 2022). Its significantly recommended that academicians should periodically revisit their curriculum and to realign in the global trends, specifically on the needs of the labor market.…”

Section: Introductionmentioning

confidence: 99%

Development, Validation and Effectiveness of Instructor- made Learning Course Material (LCM)

Camuyong

2023

IJMABER

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The study sought to develop and validate a learning course material and to determine its effectiveness of the instructor- made learning course material. Developmental educational research approach was utilized in attaining the research objectives. Specifically, focus group discussion protocol, adapted standardized validation instrument and instructors- made learning task was used in the development, validation and test of effectiveness of the instructor made learning course material. The study revealed that the developed learning course material is accurate, coherent, appropriate and useful, hence, considered valid based on the evaluation of subject matter experts. In addition, the learning course material is effective based on the results of the pre and posttest of the student takers.

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A Review of Curriculum Change and Innovation for Higher Education

Cited by 19 publications

References 16 publications

Assessment Practices for Oral Presentations: Insights from ESL Instructors

Assessment Practices for Oral Presentations: Insights from ESL Instructors

Competencias digitales y autorregulación para el aprendizaje en estudiantes universitarios

Development, Validation and Effectiveness of Instructor- made Learning Course Material (LCM)

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