Quality Standards 5.2 Learning Management and Learning Support Resources
Quality Standards 5.2 Learning Management and Learning
Support Resources
Quality Standards Type Process
Quality Standards Description:
The curriculum must place importance on establishing an instructional system for each course, taking into account the knowledge, abilities, and expertise of instructors in each subject that they are assigned to teach. The knowledge imparted by instructors must be up-to-date, and students must gain experience and develop capabilities by studying with truly knowledgeable individuals. For graduate programs, the important issue is identification of thesis/independent study topics. The appointment of suitable thesis/independent study advisors in view of topics and student characteristics. Students should have opportunities to develop their full potential. Thesis and independent study advisors must be able to provide guidance, starting with the process of developing the topic, and throughout the time that it is being written, defended, and the research results are disseminated until graduation.
The process of 21st century learning and teaching must emphasize development of students who are knowledgeable in harmony with the structure of the curriculum, the Thai Qualifications Framework, moral and ethical values, and 21st century learning skills. Of special interest are self-directed learning skills, language skills (Thai and international languages), participatory work skills, ability to use technology, ability to care for one’s health, etc. Modern learning and teaching must use technological media that allow students to learn at any time and place. The duty of instructors is to facilitate and support the learning process. For graduate programs, teaching techniques will stress on research-based learning, problem-based learning, and so on.
Many kinds of readiness to support learning are needed: for example, physical facilities, such as classrooms, laboratories, student resting area, etc; availability of equipment, technology, and facilities or resources that facilitate learning, such as teaching equipment, library, books, textbooks, publications, journals, databases, learning resources, electronic media, etc. Learning support facilities must be adequate in number, of good quality, ready for use, and up-to-date. Operational improvements are appraised based on student and instructor satisfaction assessment results.
When reporting operations for this indicator, describe processes or show operational results covering at least the following issues:
5.2.1 Instructor teaching assignments , and monitoring and inspecting learning plans (TQF 3 and TQF 4)
5.2.2 Multiple Learning Styles suit to Innovation and Digital Age Technology
5.2.3 Learning Management Integrated Studying and Institutions of Higher Education Missions
5.2.4 Adequate and suitable learning resources improvement
5.2.5 Supervising , monitoring graduate program thesis and article publishing
Assessment Criteria
| 0 |
– No system – No mechanism – No concept of overseeing, tracking, and improving – No information or evidence |
| 1 | – A system and mechanisms are in place – System and mechanisms are not put into practice, implemented |
| 2 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are no improvement/developments integrated into the process |
| 3 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are improvement/developments integrated into the process from assessment results |
| 4 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are improvement/developments integrated into the process from assessment results – There are concrete results from the improvements that can be clearly seen |
| 5 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are improvement/developments integrated into the process from assessment results – There are concrete results from the improvements that can be clearly seen – There are good practice with support evidence, assessment committee can clearly explain why these are good practice |
Operation Result
5.2.1 Instructor teaching assignments , and monitoring and inspecting learning plans (TQF 3 and TQF 4)
System and Mechanism
5.2 System mechanism of Learning management and learning support resources management
5.2.1 Assign Instructors to subjects
- The curriculum or program sets up the meeting to assign instructors in subjects that are offered in the next academic year prior to the beginning of the first semester with consideration of students benefits. Instructor expertise , qualifications , and evaluation results from students who were in previously taught courses in the previous academic year with average score of at least 3.51 out of 5 marks will be considered.
- The curriculum or program proposess the teaching work load of instructors to the faculty according to the minimum teaching work load criteria.
- The curriculum or program requires instructor to submit every assigned subject course syllabus (TQF 3 or TQF4) before the semester begins. Those syllabus should include a variety of learning content suitable for innovation and digital technology and learning activities that integrate with research and other missions of higher education.
- The curriculum or program approve or give some recommendations to improve the subject content.
- The instructor records all information of subject in the College’s information technology system.
- The instructor performs the teaching according to the subject course syllabus and carry out academic integration activities with research and other missions of higher education..
- The instructor reports the teaching performance and evaluates the teaching.
- The instructor writes a report of assigned taught subjects in the form of TQF 5 or TQF6.
- The instructor is evaluated his/her teaching performance from students in his/her taught subjects at the end of semester.
- The curriculum or program evaluates assign instructors to subjects system and brings recommendations to improve in the next academic year.
- The Course plan and the Course report is managed utilizing the IT tool MIS for reviewing.
- The program instructors need to give a special focus on the contemporary teaching and also they need to incorporate higher order thinking strategies aiming to give competence associated with the subject thereby contributing to program learning outcome and future requirements of the industry.
- Each instructor of the Program shall submit TQF3 or TQF4 to the Program Administration Committee on MIS for review, 7 days prior to the commencement of the course, which shall be approved or asked for revision to fulfill the need of the program objective.
- The Academic Council persistently observes the alignment of the proposed plan with actual execution in-class delivery, assessment and grading of the course during the semester period.
- The schedule of in-class observation is given to the lecturer well in advance and is being taken by the dean along with the experienced faculty of the department.
- The feedback of the faculty is then being given to the faculty in person with both positive and negative observations and improvement suggestions.
- The Examination papers which are considered as the assessment tools are well reviewed by both internal and external examiners.
- The grading evaluation also being taken into account to understand the students and lecturer performance and achievement of the learning outcome (see 5.2.1.1)
Assessment of the Process:
The new lecturers were not able to write the TQF properly.
- Also they were not able to align themselves with the teaching plan/activities.
- Some exam papers were lacking of cognitive approach questions.
Improvements/ Developments:
- The new lecturers were taught how to write the TQF according to the requirements and in the term2 they were much improved in their TQF writing
- Also they were taught about how to align themselves with the teaching plan or activities. They were also monitored after that and were found much satisfactory.
- The lecturers were taught how to frame the question paper based on the course objective/outcome. (see 5.2.1.2)
5.2.2 Multiple Learning Styles suit to Innovation and Digital Age Technology
In order to be relevant in this trying times, the college adopted a new normal approach in teaching. Technology plays a very big role since the college embarked to, most of the times, online classes brought about by the pandemic. Google Classroom, Google Meet, Zoom Meeting, Moodle are some of the online platforms that the college is using (see 5.2.2.1).
To make sure that the lecturers were well-guided, the IT department also assisted the lecturers by creating a LINE GROUP support (see 5.2.2.2) and through email messages (see 5.2.2.3). To this end, all lecturers were trained on how to effectively use the said platforms to deliver the lessons online.
Examinations are also done through online sessions but in compliance with the guidelines set by the college (see 5.2.2.4)
5.2.3 Learning Management Integrated Studying and Institutions of Higher Education Missions
System and Process:
Each instructor of the Programme shall be encouraged to integrate the research into teaching and learning so that the students will have a better understanding about the updates and the technological advancements happening in the industry.
In order to improve their social behavior and concern towards the society, the students are encouraged to take part in the programs organized by the Faculty to do academic service to the community (see 5.2.3.1).
To make them understand about the importance of the art and culture of the country, many traditional festivals are being celebrated within the Institution
Assessment of the Process
The Math department implemented a community-based project through community immersion. The students were able to experience mingling, teaching little children and have completed the project with a good outcome based on their assessment (see. 5.2.3.1). The said project helped the students to develop their sense of social responsibility which is very needed to be a good and functional citizen while mingling with the community.
The Program did perform activities with respect to the preservation of arts and culture.
5.2.4 Adequate and suitable learning resources improvement
System and Mechanism
5.2 System mechanism of Learning management and learning support resources management
5.2.4 learning support resources management
- The curriculum or program with the participation of all instructors explore the needs for learning support resources prior to the beginning of semester.
- The curriculum or program attends the Faculty / College meeting to consider sufficiency of learning support resources and plan for providing learning support resources.
- The curriculum or program cooperates with college offices for the preparation of learning support resources before the beginning of the semester.
- In the case of procurement, the budget must be coordinated with the relevant department and to procure budgets and to make purchasing.
- The curriculum or program with the faculty meeting at the end of the academic year assesses learning support resources.
- The curriculum or program in collaboration with the faculty submits suggestions for improvement and development of learning support resources to the College.
Assessment of the System and Improvement of the Process
- The Head of the program informed all the lecturers that they are encouraged to prepare learning materials of their own that are designed purposely for the students of STIC. Two lecturers developed their Teaching Manuals for the courses of Mathematics Teaching and Learning I (see 5.2.4.1) and Mathematical Modelling Teacher’s Manual (see 5.2.4.2).
- The institute is equipped with modern classroom with projectors and high speed internet.
- The institute has a central library with contemporary books, journals related to the field of education.
- The Students are also being taken to the partner schools to visualize their classroom understanding and also to get a better knowledge of being a Math teacher (see 5.2.4.3 and 5.2.4.4).
- STIC Moodle – It is the College online learning portal designed to enhance the knowledge of the Students. The instructors will be uploading their lectures, quiz, assignments etc. in the moodle. The Students can check different available resources, take examination and interact with the lectures regarding their studies. In addition, the college also embarked on new platforms to better the teaching and learning process like Google Classroom, Google Meet and the College own LMS powered by Moodle (see 5.2.4.3).
Evaluation of the Process for future improvement
The institute has a system and mechanism to undertake satisfaction survey from students and program instructors pertaining to learning support with the aim to incorporate the learners’ suggestion and render a harmonious abode of teaching and learning see (5.2.4.6)
|
Sl. No. |
Learning Support Survey |
Score |
|
|
2020 |
2021 |
||
|
1. |
Students |
4.85 |
4.48 |
|
2. |
Lecturers |
4.90 |
4.93 |
- Various improvements pertaining to educational facilities and activities for academic development have been identified and suggestions of instructors would be incorporated in the next academic year (see 5.2.4.6)
-
Concrete Result/ Best Practice For the past years, the program has continually been improving our Learning Support for our students and instructor’s Convenience. The results of our commitment to offer only the best to our students and instructors are seen in the result satisfaction of the satisfaction survey. Now, the faculty has its LEARNING COMMUNITY CENTRE (see 5.2.4.7)
5.2.5 Supervising , monitoring graduate program thesis and article publishing
Not Applicable as this is a Bachelor’s Program.
Evidence
| 5.2.1.1 | System and Mechanism |
| 5.2.1.2 | Approved TQFs |
| 5.2.2.1 | Online Platforms |
| 5.2.2.2 | Online Class Assistance Line Group |
| 5.2.2.3 | ICT Utilization Assistance |
| 5.2.2.4 | Online Exam Guidelines |
| 5.2.3.1 | Teaching for A Cause Community-Based Project |
| 5.2.4.1 | Teaching & Learning Manual I |
| 5.2.4.2 | Mathematical Modelling Manual |
| 5.2.4.3 | Internship 1 Final OUTPUT Presentation |
| 5.2.4.4 | Internship 2 Final OUTPUT Presentation |
| 5.2.4.5 | Online Platforms |
| 5.2.4.6 | Instructor’s Satisfaction Survey |
| 5.2.4.7 | Learning Community Centre |
| Self-Assessment | Score |
| 5.2 | 5 |