Train-the-Trainers: Implementing Outcomes-based Teaching and Learning in Malaysian Higher Education

Authors

  • John Biggs Honorary Professor of Psychology University of Hong Kong & Honorary Associate School of Psychology University of Tasmania, Hong Kong
  • Catherine Tang Educational Consultant, Austria

DOI:

https://doi.org/10.32890/mjli2011.8.1

Abstract

The decision by the Minister of Higher Education, that Malaysian post-secondary institutions should move to outcomes-based teaching and learning (OBTL), involves a change in teaching in over 1,000 institutions. This massive changeover would be accomplished using the “Train-the-Trainers†model in a series of workshops. We are proud to play a role in the first of these Train-the-Trainers programmes. In this article we explain how OBTL was conceptualised in the constructive alignment model, and how this first programme was structured. The major outcome was that each trainer would devise their own training programme to suit the conditions of their institution. The results were impressive but there were some difficulties; mainly to do with limiting the number of intended learning outcomes to a workable number, that would need to be addressed in order to achieve optimal outcomes.

 

References

Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.

Biggs, J.B. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 1-18.

Biggs, J.B., (2001). The reflective institution: Assuring and enhancing the quality of teaching and learning. Higher Education, 14, 221-238.

Biggs, J.B., & Collis, K.F. (1982). Evaluating the quality of learning: The SOLO taxonomy. New York: Academic Press.

Biggs, J.B., & C. Tang. (2007). Teaching for quality learning at university. Maidenhead, Berks.: Open University Press/ McGraw Hill Education.

Bloom, B.S. (Ed.). (1956) Taxonomy of educational objectives: Handbook I, Cognitive domain. New York: Longman.

Gardner, H.W. (1993, July). Educating for understanding. The American School Board Journal, 20-24.

Jervis, Loretta M., & Jervis, L. (2005). What is the constructivism in constructive alignment? http://www.bioscience.heacademy. ac.uk/journal/vol6/Beej-6-5.aspx

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the classification of educational goals. Handbook II: Affective domain. New York: David McKay. http://mjli.uum.edu.my

Schon, D.A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.

Shuell, T.J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436.

Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Washington, DC: Gryphon House.

Taylor, C. (1994). Assessment for measurement or standards: The peril and promise of large scale assessment reform. American Educational Research Journal, 31, 231-262. http://mjli.uum.edu.my

Downloads

Published

31-01-2011

Issue

Vol. 8 (2011): Malaysian Journal of Learning and Instruction (MJLI) Vol. 8, 2011

Section

Articles

How to Cite

Biggs, J., & Tang, C. (2011). Train-the-Trainers: Implementing Outcomes-based Teaching and Learning in Malaysian Higher Education. Malaysian Journal of Learning and Instruction, 8, 1-19. https://doi.org/10.32890/mjli2011.8.1

Research impact

Harvested 2026-09-19
28 citations, from OpenAlex — the highest of the sources checked

Counts differ between services because each indexes a different body of literature. None of them is the whole picture.

Identifiers DOI 10.32890/mjli2011.8.1 OpenAlex W2792960472