Brave New World for University Educators: Effects of Pedagogical Training on Teaching at Higher Education Level
Mastery of content knowledge and expertise in research are no longer the only requirements expected of university educators. Knowledge of a range of pedagogical skills is also elemental to ensure effective delivery of instruction, enabling meaningful transfer of knowledge takes place. Recognizing the need to develop and upgrade its academics’ pedagogical knowledge and skills, Universiti Malaysia Sarawak (UNIMAS), in 2002, initiated a Postgraduate Diploma in Teaching and Learning program (PGDip in TL) with the objectives of developing and enhancing its academics’ knowledge, competence and performance in teaching. This paper presents the findings of a study which investigated the effects of pedagogical training, specifically the PGDip in TL program on UNIMAS’ academics approaches to teaching. Implication of the findings on the design and development of pedagogical training modules for university educators is also addressed.
Abstract The purpose of this study was to test the effectiveness of an online problem-based learning (e-PBL) program that offers multimedia scenarios to develop sexual health care competencies. A pretest–posttest control group design was used with two randomized groups in one Korean tertiary hospital. The sample included 32 RNs who cared for oncology patients. The intervention group completed an e-PBL cycle consisting of eight tutorials. Nurses in the intervention group scored significantly higher on knowledge than did those in the control group. The intervention group exhibited no significant differences in attitude and practices following the intervention. The results show the potential of e-PBL to enhance traditional PBL by offering multimedia scenarios in an interactive and flexible learning environment.