POSTGRADUATE DIPLOMA IN TEACHING

SEMESTER 1/2023

HPGD1103

CURRIULUM DEVELOPMENT

MATRICULATION NO : CGS03025026
IDENTITY CARD NO. : 930623065267
TELEPHONE NO. : 0145141716
E-MAIL : azizol_yusof@yahoo.com
LEARNING CENTRE : KUANTAN
PART 1

TASK 1: ARTICLE REVIEW

As the world entering 21st century, technology has become rapidly advancing
throughout every shape and demographic almost in every country in the world. In line with
this development, education also will adapt to the situation where technology rather assist in
teaching and learning process. Audiovisual learning is an advantage nowadays for students
get better explanation regarding the content of the subjects especially in science and
mathematics. It does not stop there, another powerful technology as internet has taken the
world of education by providing endless learning to anywhere and everyone. Open distance
learning is a new method for teaching and learning process where teachers and students do
not need to be in the classroom physically instead, they will meet online. During the
lockdown from the COVID-19 pandemic, all education institutions in the world must adapt to
the situation by providing open distance learning options for students to study from home.
This approach causes multiple reactions from the teachers and students due to changing of
learning process from conventional method with readiness to absorb new method.

Several articles have discussed the matter of readiness among students and
behaviourism in accepting open distance learning. Research has been done
(Wei & Chou, 2020)
is to investigate online learning performance and satisfaction: do perceptions and
readiness matter? There are four variables have been chosen to observe the effect levels
which are perceptions, readiness, performance, and satisfaction. In constructive aspects, it
found that online learning readiness has a significant effect to the student’s perceptions. The
more positive perceptions from a student, the readier he or she will become to accept online
learning. The students establish comfort-ness from self-management of learning. However,
the evidence showed that online learning perception has failed to generate a significant direct
effect on students online learning performance and their course satisfaction. This
phenomenon might be due to the research represent more general perception rather than any
specific online learning activity. Next, readiness variable has a positive reaction on online
learning performance especially in discussion score. The students with computer or internet
self-efficacy are more synonym with posting messages on the discussion board and
interacting with peers and teachers thus perform better in online discussion. In addition,
students with self-efficacy have direct effect on course satisfaction due to the confidence of
using computer and the internet. This student also has impacted in online discussion score
where they will interact with their peers and instructors freely on the discussion board. High
motivation students will enjoy sharing ideas and they participate more actively in the
discussion. The online learning readiness also has direct effect to the course satisfaction.
Generally, online readiness mediated the perceptions in term of online discussion score and
course satisfaction. Online learning perceptions is ought to be powerful predicators for online
readiness and in another words, students’ online discussion performance and satisfaction are
indirectly influenced by their online perceptions through their readiness.

Another study has been conducted by (Wong, 2020) among school students about the
basic needs for online learning quantitively and qualitatively. The study has converge into 4
approaches which are arousal, autonomy, relatedness, and competence. The results from the
study demonstrate partially met to the basic needs of student in online learning. Autonomy
and competence are connected to each other and met to the basic needs. In other way around,
the need of relatedness and arousal were not met in online learning might be from the lack of
physical and social interaction between teachers and peers in actual school setting. The result
of desire in online learning shows higher for autonomy followed by competence compared to
arousal and relatedness which less address. The dominant value indicates the flexibility of
students to access the learning compared to conventional classroom. Other factors found that
autonomy was enhanced because of “proactive learning’ and “learning how to learn” as the
channel to express their voices, promote self-images and legitimise their goals. The
qualitative results describe about 75% of the respondents demonstrate that online learning
could help them learn deeper and broader which in consequence improving self-confidence
and sense of competence in learning. This self-regulated learning strategies can produces
higher-order thinking skills. In relatedness, student engagement from the interactions with
peers through collaborative learning and discussion is an important element in learning
process. There may a need for social connection in an online environment because the
learning conditions are not as authentic as face-to-face experience. Online learner may desire
for social connection in conjunction of physically isolated from one another. Another basic
learning needs not being met was arousal. Additional motivation and self-discipline are the
key to be successful in online learning. Online learning happened to be demotivated for
students to sustain their attention. Lack of supervision from teachers was also a reason.
Students perceived learning as their responsibility. Students confided that it was due to their
lack of incentive, poor concentration span and perceiving learning as responsibility.
 Both articles believe that arousal or perception is the powerful element for open
distance learning. Students need to have good impression of the online learning in order to
motivate them to dive into the whole cognitive online learning process. The motivation will
trigger the desire of the students to perform in their self-efficacy or exploring of the online
learning. (Wong, 2020) has stated that a slightly good amount of anxiety, stress and
supervision might help lubricating the arousal or perception towards online learning. The
confidence or readiness of students are now established due to comfort-ness and self-
managing learning that give them autonomy to control the outcome of online learning.
Autonomy and competence are essential for students to grow any learning environment.
Students explored their individual cognitive learning approach and style to achieve and
complete the online task. Sense of failure was minimised, and sense of achievement was
hence achieved.

Regarding the issue above, there are several suggestions to improve students’
readiness for online learning as for inception, the institution should held pre-online learning
stage. This approach is need for arousal to supported by adequate technical support and
cognitive evaluators and supplemented by the appropriate level of stress, anxiety, and
supervision to reach the optimal level of arousal. Furthermore, among students and students
with teachers’ interactions must establish to give a space of discussion among themselves and
the conclusion of the discussion may be share to the teachers for their feedback. The
institution is obliged to produce a medium of discussion for students in the websites or the
teachers themselves lead the approach by using third party application such as WhatsApp for
familiar and easier to communicate. Another method that may be taken from teachers by
offer timely feedback. Provide prompt and constructive feedback on assignment and
assessments. Feedback reinforces learning, encourages improvement, and helps students stay
motivated to excel. Teachers have to be creatively deliver the content by relate the connection
of the content study to real-world applications. The explanation on how the knowledge
gained through online learning and be applied in real-life scenarios by understanding the
practical implications of what they are learning can increase motivation. Finally, allowing
autonomy and choices for students in their assignment can contemplate a positive result. Give
students a variety of topic-related assignment possibilities rather than simply assigning one or
two specific assignments. They may decide to write an essay, make a presentation, develop
an infographic, or take part in a collaborative project, as examples. Students may now
demonstrate their abilities and inventiveness thanks to this.
 ATTACHMENT

REFERENCES

Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and
readiness matter? Distance Education, 41(1), 48–69.
https://doi.org/10.1080/01587919.2020.1724768
Wong, R. (2020). When no one can go to school: does online learning meet students’ basic
learning needs? Interactive Learning Environments, 1–17.
https://doi.org/10.1080/10494820.2020.1789672
TASK 2: DEVELOPING CURRIULUM

i. Title of the Course

River Conservation and Restoration

ii. Course Description:

This course introduces the student’s river systems and its 8 hydrologic river
components. The geomorphological of river by section starting from upstream,
downstream and estuary are introduced. The meandering of river from the flow
velocity will be explained in river dynamics. Several river stabilisations either
naturally and man-made structurally including River of Life project for Sungai Klang
will be studied in conservation and restoration of the river. The river restoration
segment will consist of understanding of water quality and manage to do testing. Best
management practices are the approach to be taken to conserve river in city area with
integrated river management by multiple stakeholders.

iii. Rational:

River are crucial ecosystems that consist of wide range of flora and fauna. They act as
migration paths for many species and contribute to biodiversity by providing habitat
for aquatic life. Learning about river conservation aids in the preservation of the
fragile biological balance and natural variety of these areas. River also plays an
important role as the source of fresh water for human population, agriculture, and
industries. Understanding river conservation is essential for managing water resources
sustainably, reducing pollution and resource depletion, and preserving access to clean
water. In conjunction with those attributes, rivers face various threats such as
pollution, habitat destruction and alteration of natural flow patterns. By studying this
course, one can develop expertise in mitigating these issues, contributing to long-term
environmental health. Effective river conservation and restoration provide long-term
sustainability of natural resources for current and future generation.
iv. Duration of the Course

This course will take 10 weeks.

v. Course Learning Outcomes (CLOs) Statement:

No Statement
.
1 Able to describe various hydrologic terms, the concept of river hydrological
cycle, related meteorological data acquisition and analysis.
2 Able to investigate the geomorphological of river at upstream, downstream
and estuary with different type of river meandering.
3 Able to apply the knowledge of various type of river stabilisation for river
restoration
4 Able to analyse the water quality and do the testing in laboratory.
5 Able to assess the problem and apply best management practices to resolve
the problem. Structure the mitigation from different perspective of
stakeholder to improve river management

vi. Course Pre-Requisite

To pursue this course, students should finish study:

 Fluid Mechanics
 Open Channel

vii. Content:

Topic Contents
1 Introduction to River
2 Hydrologic Cycle in River
3 River Morphology
4 River Dynamics
5 River Stabilisation
 6 River of Life
7 River Water Quality
8 River Management and Restoration
9 Best Management Practices
10 Integrated River Management

viii. Materials:

There are 10 lecture notes will be given for each topic and a digital copy of
Environmental Hydraulics for Open Channel Flows book by Hubert Chanson.

ix. Teaching Methodology

The problem-based approach is used to give students impression in engaging with

real-world problems to develop critical thinking, problem-solving and collaborative
skills. The exchange of opinion and active discussion is the main factor for each
lecture to give a space for students to share what have been taught.

Pedagogical strategies for this course would be in lecture method for delivery of
lessons and theory to learners and a field work will conduct in week 6 to River of Life
site along Sungai Klang that including upstream river treatment, river rejuvenation
and restoration. There will be assignments for each topic individually and project-
based learning in groups.

x. Assessment and Grading Procedure:

There will be assignment for each topic and after week 5, a mid-semester examination
will be conducted in class to assess students learning progress. A project-based
learning will be given in week 2 and students is grouped in 6 groups. The due date for
PbL would be in week 10. Each group needs to do a report regarding chosen streams
or rivers that including water quality test results and suggestions to be done to
improve the water quality. The assessment and grading would be based on table
below:
 Assignment 10%
Project 20%
Mid-semester Examination 30%
Final Examination 40%

xi. Main References:

(Ioannidou et al., 2023; Kitamura, 2022; Sarif et al., 2021; Vazhayil & Wantzen, 2023; Yan
et al., 2023)
Ioannidou, C. T., Neeson, T. M., & O’Hanley, J. R. (2023). Boosting large-scale river connectivity
restoration by planning for the presence of unrecorded barriers. Conservation Biology, 37(3).
https://doi.org/10.1111/cobi.14093
Kitamura, Y. (2022). Establishment of the comprehensive river environment conservation system
in collaboration with river stakeholders on the Tenryu River. E3S Web of Conferences, 346.
https://doi.org/10.1051/e3sconf/202234603021
Sarif, M. N., Siddiqui, L., Islam, M. S., Parveen, N., & Saha, M. (2021). Evolution of river course
and morphometric features of the River Ganga: A case study of up and downstream of
Farakka Barrage. International Soil and Water Conservation Research, 9(4), 578–590.
https://doi.org/10.1016/j.iswcr.2021.01.006
Vazhayil, A. M., & Wantzen, K. M. (2023). Community-Based Conservation Initiatives in India:
A Participative Movement driven by River Culture. In River culture: life as a dance to the
rhythm of the waters (pp. 837–851). UNESCO. https://doi.org/10.54677/mpal7650
Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and
readiness matter? Distance Education, 41(1), 48–69.
https://doi.org/10.1080/01587919.2020.1724768
Wong, R. (2020). When no one can go to school: does online learning meet students’ basic
learning needs? Interactive Learning Environments, 1–17.
https://doi.org/10.1080/10494820.2020.1789672
Yan, J., Zhu, J., Zhao, S., & Su, F. (2023). Coastal wetland degradation and ecosystem service
value change in the Yellow River Delta, China. Global Ecology and Conservation, 44.
https://doi.org/10.1016/j.gecco.2023.e02501
xii. Other Additional Information

1. Students can loan reference book “Environmental Hydraulic for Open Channel
Flow by Hubert Chanson” at the library.
2. Students need to book environmental laboratory starting week 3 onwards on
their own for water quality testing.
3. Mid-semester examination will be conducted in week 7 with date and time
will be informed later.
4. Students can form Whatsapp group for this course and include teacher in the
group for inquiry.
5. All assignment must be sent both through teacher pigeon box and e-mail.
PART 2

a)
b)

c)
d)

e)