Research Output
The analysis of course and teaching evaluation for language classes during COVID-19 pandemic
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Publication
The need for educational innovation to train educators to teach online is becoming more critical
as online learning in higher education has increasingly grown over the past decade. Some
researchers have suggested that teachers need a radical shift in their approach to teaching as they
move from traditional to online classrooms. The COVID-19 pandemic has affected students and
lecturers in higher education institutions, as well as teaching-learning processes, leading to the
inevitable acceptance and implementation of online teaching and learning. Coping with online
teaching challenges provides an opportunity for the lecturers to work as a team in empowering
each other to deliver lessons online. In this study, four key considerations of online teaching and
learning which are learning tools, pedagogy, assistance for learners and administration (CoL,
2020) were used as a guideline in designing the course content for, and delivery of Preparatory
English course. This paper will discuss the students’ overall course evaluation and teaching
evaluation of two lecturers who taught the course. One hundred sixteen engineering and
technology students participated in this study between Week 1 to Week 6 (face to face classes)
and Week 7 to Week 14 (online classes). A quantitative method was used to assess the lecturers’
teaching performance, based on students’ course and teaching evaluation. The study revealed the
success of the course delivery and teaching evaluation with students’ rating of the two at 93.9%
and 94.5% respectively. The study supports Vygotsky’s social constructivism theory which claims
that a person has not only a set of abilities but also a set of potential skills that can be realised if
given the proper guidance from others. The results of this study help us to understand that a
proper key considerations of online learning have played positive impact towards students’
evaluation results.