Johnson Ong Chee Bin AUN-QA Expert (Singapore) Johnson Ong livingbetter.johnson@gmail.com 1
Objective To analyse the AUN-QA programme assessment results on “Teaching and Learning Strategy” with the objective of identifying factors that enhance teaching and learning practices. Johnson Ong livingbetter.johnson@gmail.com 2
About AUN-QA • AUN-QA was established in 1998 • Bangkok Accord in 2000 • Network of Chief Quality Officers (CQOs) • 30 member and 26 associate member universities from 10 ASEAN countries • Programme assessment was inaugurated in 2007 Johnson Ong livingbetter.johnson@gmail.com 3
About AUN-QA Johnson Ong livingbetter.johnson@gmail.com 4
AUN-QA Models Strategic (QA at Institutional Level) Systemic (Internal QA System) Tactical (QA at Programme Level) Johnson Ong livingbetter.johnson@gmail.com 5
AUN-QA Model at Programme Level 1. Expected Learning Outcomes 2. Programme Specification 3. Programme Structure and Content 4. Teaching and Learning Strategy 5. Student Assessment 6. Academic Staff Quality 7. Support Staff Quality 8. Student Quality 9. Student Advice and Support 10. Facilities and Infrastructure 11. Quality Assurance of Teaching and Learning Process 12. Staff Development Activities 13. Stakeholders Feedback 14. Output 15. Stakeholders Satisfaction
AUN-QA Model at Programme Level Stakeholders Satisfaction Programme Teaching & Learning Programme Student Structure & Strategy Assessment Specification Content A c h Student Support Staff Student Facilities & i Academic Staff Expected Advice & e Quality Quality Infrastructure Quality Support v Learning e m Outcomes Staff Quality Assurance of e Stakeholders Development n Teaching & Learning Feedback Activities t s Graduation Drop Out Pass Employability Research Time Rates Rates Quality Assurance and (Inter)national benchmarking Johnson Ong livingbetter.johnson@gmail.com 7
Teaching and Learning Strategy 1. Staff are encouraged to employ action learning. Action learning is a continuous process of learning and reflection, supported by peers, with the intention of achieving quality student learning. Through action learning, university teachers learn with and from each other by working on real problems and reflecting on their own experiences. A programme of facilitated action learning is aimed at the improvement of student learning and the environment in which it occurs. (2.14) 2. Quality learning is understood as involving the active construction of meaning by the student, and not just something that is imparted by the teacher. It is a deep approach of learning that seeks to make meaning and achieve understanding. Hence, the conception of teaching is the facilitation of learning. (4.1) 3. It is the students who achieve the aims of higher education. Quality learning is largely dependent on the approach that the learner takes when learning. This in turn is dependent on the concepts that the learner holds of learning, what he or she knows about his or her own learning, and the strategies she or he chooses to use. (4.2) Johnson Ong livingbetter.johnson@gmail.com 8
Teaching and Learning Strategy 4. Quality learning embraces the principles of adult learning. Adults learn best in a relaxed, supportive, cooperative and informal learning environment. Deep learning is likely to take place in environments which foster collaborative learning. (4.3) 5. In promoting responsibility in learning, teachers should: a. create a teaching-learning environment that enables individuals to participate responsibly in the learning process b. provide curricula that are flexible and enable learners to make meaningful choices in terms of subject content, programme routes, approaches to assessment and modes and duration of study (4.9) 6. In engaging with feelings and values as well as intellectual development, teachers provide learning opportunities and encounters which involve the whole person, feelings as well as intellect (4.10) Johnson Ong livingbetter.johnson@gmail.com 9
Teaching and Learning Strategy 4 Teaching and Learning Strategy 1 2 3 4 5 6 7 4.1 The faculty or department has a clear teaching and learning strategy (5) 4.2 The teaching and learning strategy enables students to acquire and use knowledge academically (2, 6) 4.3 The teaching and learning strategy is student oriented and stimulates quality learning (3, 4) 4.4 The teaching and learning strategy stimulates action learning and facilitates learning to learn (1) Overall opinion Johnson Ong livingbetter.johnson@gmail.com 10
AUN-QA Assessment Rating Scale Score Interpretation Absolutely inadequate; immediate 1 improvements must be made 2 Inadequate, improvements necessary Inadequate, but minor improvements will 3 make it adequate Adequate as expected (meeting the AUN-QA 4 guidelines and criteria) 5 Better than adequate (exceeding the AUN-QA guidelines and criteria) Example of best practices 6 Excellent (world-class or leading practices) 7 Johnson Ong livingbetter.johnson@gmail.com 11
AUN-QA Programme Assessment (2007 – 2014) Country No. of Universities No. of Programmes Cambodia 2 2 Indonesia 6 45 Lao PDR 1 1 Malaysia 4 5 Myanmar 1 1 Philippines 4 19 Thailand 4 4 Vietnam 5 30 Total 27 107 Johnson Ong livingbetter.johnson@gmail.com 12
AUN-QA Programme Assessment Results (2007 – 2014, N = 107) Johnson Ong livingbetter.johnson@gmail.com 13
Overall Mean (4.6) Johnson Ong livingbetter.johnson@gmail.com 14
Overall Mean (4.6) 2014 2007 2009 2010 2011 2012 2013 2008 n=26 n=2 n=7 n=8 n=9 n=5 n=44 n=6 Johnson Ong livingbetter.johnson@gmail.com 15
2 Inadequate, improvements necessary 3 Inadequate, but minor improvements will make it adequate 4 Adequate as expected 5 Better than adequate 2 3 4 5 Johnson Ong livingbetter.johnson@gmail.com 16
4.1 4.3 4.2 4.4 4.1 The faculty or department has a clear teaching and learning strategy (5) 4.2 The teaching and learning strategy enables students to acquire and use knowledge academically (2, 6) 4.3 The teaching and learning strategy is student oriented and stimulates quality learning (3, 4) 4.4 The teaching and learning strategy stimulates action learning and facilitates learning to learn (1) Johnson Ong livingbetter.johnson@gmail.com 17
Alignment of Strategy to Action Johnson Ong livingbetter.johnson@gmail.com 18
Alignment of Strategy to Action • Educational Philosophy • Articulation & Communication Culture • Rewards & Recognition Ready • Quality Enhancement & Benchmarking Quality • Classroom Engagement • of Assessment & Feedback Teaching • Lifelong Coaching & Mentoring People and Change Management • Teaching & Learning Learning Ready Learning Competences and • Strategy Pedagogical Research & Output Development • Facilities & Infrastructure • Technology • Constructive Alignment in System Curriculum Ready • Monitoring & Evaluation Johnson Ong livingbetter.johnson@gmail.com 19
Guide to AUN-QA Assessment at Programme Level (3 rd Version) • Criteria are more system and process oriented • Reduced overlapping and ambiguity • From 15 to 11 AUN-QA criteria • Parallel implementation with 2 nd version in 2016. • 3 rd version will be effective from January 2017. Johnson Ong livingbetter.johnson@gmail.com 20
4. Teaching and Learning Approach 1. The teaching and learning approach is often dictated by the educational philosophy of the university. Educational philosophy can be defined as a set of related beliefs that influences what and how students should be taught. It defines the purpose of education, the roles of teachers and students, and what should be taught and by what methods. 2. Quality learning is understood as involving the active construction of meaning by the student, and not just something that is imparted by the teacher. It is a deep approach of learning that seeks to make meaning and achieve understanding. 3. Quality learning is also largely dependent on the approach that the learner takes when learning. This in turn is dependent on the concepts that the learner holds of learning, what he or she knows about his or her own learning, and the strategies she or he chooses to use. 4. Quality learning embraces the principles of learning. Students learn best in a relaxed, supportive, and cooperative learning environment. 5. In promoting responsibility in learning, teachers should: a. create a teaching-learning environment that enables individuals to participate responsibly in the learning process; and b. provide curricula that are flexible and enable learners to make meaningful choices in terms of subject content, programme routes, approaches to assessment and modes and duration of study. 6. The teaching and learning approach should promote learning, learning how to learn and instil in students a commitment of lifelong learning (e.g. commitment to critical inquiry, information-processing skills, a willingness to experiment with new ideas and practices, etc.). Johnson Ong livingbetter.johnson@gmail.com 21
Recommend
More recommend
