Open University Malaysia

Ali, Anuwar; Fadzil, Mansor

doi:10.4135/9788132114079.n16

Cited by 7 publications

(14 citation statements)

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“…On October 2005, the CiDT was among the four learner support service centers in the OUM to be awarded the prestigious MS ISO 9001:2000 certification (Ali and Fadzil, 2013). The growing number of learning materials made it vital for the center to embrace a QA culture.…”

Section: A Brief Background Of the Oum And The Cidtmentioning

confidence: 99%

Quality assurance in learning material development at OUM

Zabidi

Woo

Kumar

et al. 2017

AAOUJ

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Purpose -The purpose of this paper is to discuss the stages involved in the module development process at the Open University Malaysia (OUM), to make them "print ready," and how this has evolved over the years with various quality assurance (QA) mechanisms in place. Design/methodology/approach -The paper builds upon the 12 quality control checks in the various stages of module development from pre-development to actual development and finally to post-development process. This is in line with the QA continuous improvement process of PDCA or Plan, Do, Check and Act. Findings -Change, through the fine-tuning of QA processes and open door communication, is the key toward achieving quality modules, and hence meeting learners' expectations.Research limitations/implications -This paper highlights the experiences of only the Centre for Instructional Design and Technology, OUM in the development of quality learning material for the Open and Distance Learning (ODL) learners. Originality/value -This paper outlines the step-by-step process in module development, from print to print-ready material, to assist the ODL universities in their mission to provide quality learning material to learners.

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Section: A Brief Background Of the Oum And The Cidtmentioning

confidence: 99%

Quality assurance in learning material development at OUM

Zabidi

Woo

Kumar

et al. 2017

AAOUJ

Self Cite

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“…The reasons rubrics were introduced in Open University Malaysia's (OUM) course assignments were to guide learners on how to do their assignments and make grading simpler and structured for graders or examiners (Ali and Fadzil, 2013). Hence from May 2010 semester, all the subject-matter experts were given instruction and guide to develop assignment questions accompanied with rubrics.…”

Section: Problemmentioning

confidence: 99%

“…OUM has been using assignment as a component of continuous assessment since its establishment. As a move to improve assignment submission and grading, OUM has incorporated the usage of assignment rubrics in the assignment questions starting May 2010 semester (Ali and Fadzil, 2013). The move is also in conjunction with the implementation of online Assignment Submission System and Assignment Grading System.…”

Section: Designmentioning

confidence: 99%

“…Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial & non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode 117 Innovative assignment rubrics for ODL courses weightings used for grading (Ali and Fadzil, 2013). A common definition of rubrics would be a document that articulates the expectations for an assignment by listing the criteria or what counts and describing levels of quality from excellent to poor (Reddy and Andrade, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Four main features of formative assessment that facilitates these are: embedment of assessment activities within teaching and learning processes; diversity of ongoing and authentic assessment conduct; ongoing formative feedback; and clarity of expected outcomes through the assessment rubrics (Gikandi et al , 2011). By simple definition, assessment rubrics comprise a set of criteria and weightings used for grading (Ali and Fadzil, 2013). A common definition of rubrics would be a document that articulates the expectations for an assignment by listing the criteria or what counts and describing levels of quality from excellent to poor (Reddy and Andrade, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Innovative assignment rubrics for ODL courses: design, implementation and impact

Mariapan

2018

AAOUJ

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Purpose The purpose of this paper is to propose a new standard of assignment rubrics to minimize various interpretations and confusing expectations of the assignment outcome among all stakeholders and enhance the assignment rubrics to function not only as a grading tool but also as an assignment guiding tool for self-managed learning among open and distance learning (ODL) learners. Design/methodology/approach The paper looks into the problems and issues related to assignment rubrics such as various interpretation, confusing expectations and the need to have appropriate descriptions in the rubrics in order to reflect proper learning outcome among the assignment stakeholders. To solve these issues, the paper explores the new and improved requirements which were imposed to support the new assignment rubrics for courses in the university via a self-guided manual known as Rubrics Formulation Guide. Findings Based on the feedback received from university’s lecturers, who also functioned as moderators, it was indicated that the time taken to moderate the assignment rubrics had drastically reduced and in terms of grading, the clarity of the assignment performance expectations among the learners showed improvement, whereby as compared to the previous semester, there was significant drop for the application of remarking of assignments among May 2014 semester learners. Practical implications The paper includes implications of developing innovative rubrics that enhance common understanding and consistent expectation of what the final outcome of the assignment should be. Originality/value This paper fulfills the purpose of expanding the potential of assignment rubrics which is to guide and grade.

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The Effects of Language Barriers and Time Constraints on Online Learning Performance: An Eye-Tracking Study

et al. 2021

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Objective The goal of this study is to model the effect of language use and time pressure on English as a first language (EFL) and English as a second language (ESL) students by measuring their eye movements in an on-screen, self-directed learning environment. Background Online learning is becoming integrated into learners’ daily lives due to the flexibility in scheduling and location that it offers. However, in many cases, the online learners often have no interaction with one another or their instructors, making it difficult to determine how the learners are reading the materials and whether they are learning effectively. Furthermore, online learning may pose challenges to those who face language barriers or are under time pressure. Method The effects of two factors, language use (EFL vs. ESL) and time constraints (high vs. low time pressure), were investigated during the presentation of online materials. The effects were analyzed based on eye movement measures (eye fixation rate—the total number of eye fixations divided by the task duration and gaze entropy) and behavioral measures (correct rate and task completion time). Results The results show that the ESL students had higher eye fixation rates and longer task completion times than the EFL students. Moreover, high time pressure resulted in high fixation rates, short task completion time, low correct rates, and high gaze entropy. Conclusion and Application The results suggest the possibility of using unobtrusive eye movement measures to develop ways to better assist those who struggle with learning in the online environment.

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Open University Malaysia

Cited by 7 publications

References 0 publications

Quality assurance in learning material development at OUM

Quality assurance in learning material development at OUM

Innovative assignment rubrics for ODL courses: design, implementation and impact

The Effects of Language Barriers and Time Constraints on Online Learning Performance: An Eye-Tracking Study

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