PROBLEM WITH ONLINE ACCESS
Firstly, on behalf of the tutors, I am happy to hear that there
is a channel for our voices to be heard. Congratulations!
I taught a new subject called “English Across Time and
Space” last semester. Basically, a teething problem that I
noticed is that the learners cannot download modules and
questions on this subject. Apart from that, I have some
difficulty assessing the TSDAS Digital Library.
I sincerely hope that OUM will quickly look into this
matter for the sake of its learners.
Khaliah Abdul Karim
Melaka Learning Centre
There is no module for the course “English Across Time and
Space”. We use textbooks and a study guide for the course.
That might be the reason why you could not download
the module. We did, however, face a hiccup with myLMS
early last semester which caused a delay in materials being
uploaded. Our apologies for that.
Dr David CL Lim
Programme Manager, Bachelor and Master of English Studies
All users who can access myLMS should be able to access
the library. You may not be able to use the digital library if
you open the library URL directly. Instead, you should access
the library from myLMS. Once the iPortal has been fully
loaded, please choose the databases in “Online Databases”.
Remember to click Off Campus Access to start using them.
Please do not hesitate to contact me at firstname.lastname@example.org.
my should you have more enquiries.
Ahmad Munawar Mohmad Anuar
Librarian, TSDAS Digital Library
TCX BENEFICIAL TO TUTORS
I teach Public Speaking at OUM and have read a few TCX
issues in the past.
Basically, I feel that this newsletter is indeed useful to
tutors. They can gain knowledge and experience through the
sharing of ideas and opinions.
Keep it up!
Chanthravalli a/p Karuppiah
Kuantan Learning Centre
As a channel to share views, TCX is indeed a good effort.
As an English tutor, I find the content quite informative
with a lot of contributions from OUM tutors throughout the
country. The topics discussed are wide ranging and I get to
know about the experiences of other tutors.
things, I get to learn the dos and don’ts of being a good tutor.
I have yet to share my own experience and I am looking
forward to doing so in the near future.
Rajentharan a/l Subbiah
Melaka Learning Centre
MAINTAIN FREQUENT QUIZZES AND TESTS TO EVALUATE LEARNERS
Ive been teaching mathematics (for example, SBMA 4303:
Basic Mechanics) at OUM for almost 8 years. Generally, I
feel that the university is well-equipped and the staff support
However, I am somewhat surprised by recent changes
in the assessment of learners. In the past, there were many
quizzes and tests spread throughout the semester for the
learners to assess their specific knowledge. In my opinion,
this is a great way to evaluate learners and motivate them to
study. Quizzes and tests contribute positively to learners, in
that they depend more on the modules, making them read
the modules instead of just glancing through them.
Yet around last year, this form of assessment was
phased out and replaced with one coursework. Our learners
(especially the adult ones) tend to study at the very last
minute. So if you give them only one coursework rather than
a number of assessments, this will only encourage their bad
habit. If they get through their coursework, they will feel
contented as if they have learnt everything. Consequently,
they will read less and even skip classes. Hence, there will
be no continuous learning, which is vital for maths and I
believe for other subjects as well.
Basically, everybody can get a degree. However, a
tutors role is not only to create graduates but to ensure that
learners gain knowledge and improve their thinking skills
(particularly critical thinking). This can be achieved by
having a series of quizzes, tests and assignments.
Mohd Noh Abdul Rahim
Melaka Learning Centre
We appreciate your comments regarding the role of tutors
and your suggestions regarding quizzes and tests. We share
the view that quizzes and tests are useful to evaluate learners
knowledge and motivate them to study. It was with this in
mind that OUM has (since its inception) included quizzes
and tests as an important component of the coursework
assessment for many courses offered in our degree and
Notwithstanding the merits, the manner in which quizzes
and tests was conducted over the years had been found
wanting, lacking control and transparency and generally
open to abuse. From the reports received and a study
following that, it was found that quizzes and particularly
tests in a number of learning centres were administered
without proper monitoring and without adherence to proper
We also established that it was problematic to conduct
tests and quizzes in an examination-controlled setting in
many learning centres due to the unavailability of suitable
rooms, lack of staff to assist with invigilation, and difficulties
with scheduling and logistics. Tests were largely held in
tutorial rooms immediately after a tutorial with students
sitting close to each other.
There were two tests for many courses which were
supposed to be held fortnightly. However, due to time
constraints and student numbers, these tests were held
weekly and sometimes back-to-back in some learning
centres. This leaves the students with little time to study.
There were occasions too where students who did not sit
for a quiz or test on a scheduled date were arbitrarily given
replacements and sometimes the same test questions. Given
the situation, there were reports and frequent complaints
from students of alleged copying among students, poor
monitoring and a lackadaisical attitude when conducting the
tests. In short, lack of transparency was a major problem.
Mention of the above is not intended to cast every learning
centre in a negative light. Far from it, quizzes and tests in
many of them were run by tutors professionally. However,
the increase in the number of complaints every semester,
despite remedial efforts taken by us, tended to reflect
negatively on the transparency in the conduct of quizzes.
For these reasons, OUM decided to gradually phase
out tests and quizzes and replace them with the midsemester
examination which accounts for about 25% of the
overall assessment marks. Like the tests, the mid-semester
examination also compels students to study their modules
carefully if they intend to do well in the examination and the
courses. Since the May 2009 semester, the mid-semester and
final examination for a number of courses have been set in
the MCQ format. Eventually, we hope that all faculties will
comply with the MCQ format when setting the examination
We hope this answers your query. Thank you for writing
and for your contribution to our teaching programme.
Teoh Beng Kuan
Deputy General Manager,
Assessment & Examination Department