Developing an Integrated Diversity Management Navigation System
Keywords:Constructive Alignment, Engineering Students, Diversity Management, E-Learning, Social Cohesion
The initiatives of constructive alignment to overcome the TRIPLE CHALLENGES; to embed, engage and entice the technical and engineering students in University Malaysia Pahang (UMP) to learn the university core courses of Ethnic Relations have brought both technical and operational challenges. The innovative solution is applying i-E.R.A.T as a 3-in-1 diversity management approach. Despite enticing studentsâ€™ learning interest through the adaptation of Edmodo as one of the e-learning tools, it also supports the universityâ€™s educational outcomes on team working, leadership and problem solving; which reflect the National Education Policy on social cohesion. The methodology used to measure the effectiveness of i-E.R.A.T is by performing data analysis via mandatory on-line survey questionnaire called E-Pat that required studentsâ€™ opinion on the criterion that is related to e-learning. The focus group (FG) as respondents were collected from the four sections registered in the researcherâ€™s class of UHM 2022 Ethnic Relations course in Semester 1, session 2015/2016 from a population of approximately two thousand (N=2000) students from 30 sections. The results of the studies showed that majority of the students comprise of more than 90% satisfied (is that, strongly agree and agree) with the implementation of i-E.R.A.T in the teaching and learning processes.
 Pathak R. E-Learning in Higher Education 2016. Available from: https://doi.org/10.4018/978-1-4666-1637-0.ch014.
 Cooper JL, Robinson P, Ball DA. The interactive lecture: Reconciling group and active learning strategies with traditional instructional formats. Exchanges, the Online Journal of Teaching and Learning in the CSU. 2003.
 Embi MA. e-Learning in Malaysian higher education institutions: Status, trends, & challenges. Department of Higher Education Ministry of Higher Education. 2011.
 Pimmer C, Mateescu M, GrÃ¶hbiel U. Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies. Computers in Human Behavior. 2016;63:490-501.
 de Hei M, Strijbos J-W, Sjoer E, Admiraal W. Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework. Educational Research Review. 2016;18:33-45.
 Teater BA. Maximizing student learning: A case example of applying teaching and learning theory in social work education. Social Work Education. 2011;30(5):571-85.
 Nordin N, Norman H, Embi MA, Mansor AZ, Idris F. Factors for Development of Learning Content and Task for MOOCs in an Asian Context. International Education Studies. 2016;9(5):48-61.
 Hamat A, Embi MA, Hassan HA. The use of social networking sites among Malaysian university students. International Education Studies. 2012;5(3):56.
 Kekkonen-Moneta S, Moneta GB, editors. Online Learning in Hong Kong: A Preliminary Comparison of the Lecture and Online Versions of a Computing Fundamentals Course. WWW Posters; 2001.
 Baharuddin SA. Modul hubungan etnik. 2 ed. Bangi, Selangor Darul Ehsan, Malaysia: Institut Kajian Etnik: Universiti Kebangsaan Malaysia.; 2012.
 Razak MA, Nordin NM, Ismail WMW, Ali ZM. Edmodo Application and Teaching Performance: Embed and Engage. e-Learning & Interactive Lecture: SoTL Case Studies in Malaysian HEIs. 2015:239.
 Sharma MD, Johnston ID, Johnston H, Varvell K, Robertson G, Hopkins A, et al. Use of interactive lecture demonstrations: A ten year study. Physical Review Special Topics-Physics Education Research. 2010;6(2):020119.
 Embi MA, Nordin NM. Mobile learning: Malaysian initiatives and research findings. Malaysia: Centre for Academic Advancement, Universiti Kebangsaan Malaysia. 2013:1-131.
 Paraschivescu AO. Quality Continuous Improvement Strategies Kaizen Strategy-Comparative Analysis. Economy Transdisciplinarity Cognition. 2015;18(1):12.