Abstract
Malaysia’s education hub strategy has given the impetus for local academics to reposition their stance and recalibrate their tools. This paper reports an initiative by Universiti Utara Malaysia (UUM) in pursuance of learning and teaching in higher education (HE) agenda using evidence-based practices. Two concurrent studies were undertaken to examine the following two concerns: (1) academic awareness about learner diversity and (2) student engagement in learning. We surveyed 113 lectures for the former and 838 students for the latter. Focus groups were used in both studies to complement the quantitative data. The findings showed that the academics in our sample lacked diversity awareness (global-mindedness), more specifically global sensitivity, and that our students used the surface learning approach more so than the deep learning approach. Offshoots of both studies led to the conceptualization and implementation of a master trainers’ programme in learner engagement, motivation and diversity.
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Awang-Hashim, R., Padilla-Valdez, N., Yusof, N., Tengku Ariffin, T.F. (2015). Lead Initiatives on Teaching and Learning in Malaysian Higher Education Institutions. In: Ab. Hamid, K., Ono, O., Bostamam, A., Poh Ai Ling, A. (eds) The Malaysia-Japan Model on Technology Partnership. Springer, Tokyo. https://doi.org/10.1007/978-4-431-54439-5_42
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DOI: https://doi.org/10.1007/978-4-431-54439-5_42
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