Page 59 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

P. V. Arumugam & J. S. Emmanuel · Course learning re-design, capacity building and

learner engagement - Wawasan Open University (WOU), Malaysia

Table 5

Relative assessment of audio feedback

Feedback Mean

Richness in information 3.54

Overall perceived quality 3.87
Intelligibility 4.00

Individualisation 4.22

It was found that richness in information received a mean of 3.54, which

puts it very close to the borderline between comparing text to audio-based
feedback. Overall perceived quality of the feedback is also not very encouraging.

Though ‘richness’ and ‘quality’ were perceived to be low, they can be revisited and
potentially tackled di erently through further capacity-building exercises.

Sustainability & transferability

In terms of the sustainability of the WOU project work that was conducted during
the BUKA project, some of the initiatives have continued being run for at least two

further terms and are still running. The revised course structure has been

implemented in three terms with further, iterative improvements after every term.
It will take some time to convince more academic colleagues within the University

to follow suit but this is just a matter of time. Once the BUKA project ends, and the
results are reported, it is hoped that academic colleagues will see the benefit of the

revised structure.

With regard to the infusion of videos as part of the learning materials, this
practice is enjoying wider implementation, with di erent colleagues

experimenting with di erent ways of producing video content. It is also hoped that
the experiment with multimodal feedback will result in more widespread uptake as

there has been some interest among colleagues in the University. The University is
also planning for the creation of a recording studio, which will help in content

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