The study aimed to evaluate the study delivery mechanism. The study focused on the course content. Specifically, it highlighted the alignment of its core aspects like learning objectives, coherence, concepts and processes, and learning activities. The teachers' teaching performance and delivery of classroom instruction under the course were also covered in the study. This descriptive correlational study was conducted to determine the technological, pedagogical, and content knowledge of teachers of higher education institutes in the district Selangor of Malaysia. The descriptive correlational design was used in the study. The main purpose of this study was to determine the relationships among teachers' technological, pedagogical, and content knowledge levels, and it emphasizes the development of an instructional material, which is meant to be completed in sequential order, from Analysis to Evaluation. Study delivery instrument is designed to be a flexible, continuous process of improvements and iterations.
TopIntroduction
The creation of efficient study delivery methods and the gathering of student feedback are crucial in the dynamic environment of higher education for improving learning results. Higher education institutions are always looking for new ways to facilitate effective teaching and learning experiences and make sure that students have the knowledge and skills they need to succeed in their chosen fields (Juridico et al., 2023). The goal of this study is to look into how the study is delivered and what the students think of it in a context-specific set of higher education institutions. A specific group of institutions that have things in common, such location, cultural background, or curriculum framework, is what we mean when we say “contextualized group.” Effective techniques can be revealed by understanding how these institutions develop and use study delivery platforms and make use of student feedback (Rosales et al., 2022).
The term “study delivery mechanism” refers to the numerous strategies and resources used by institutions of higher learning to disseminate information, encourage participation from students, and foster efficient learning. Innovative methodologies like flipped classrooms, online learning platforms, and experiential learning have steadily complemented or taken the place of conventional lecture-based methods. We can find best practices and possible areas for development by investigating the effectiveness of these mechanisms inside the contextualized group.
Student feedback is a useful tool for assessing the efficiency of study delivery methods and pinpointing areas for improvement. Institutions can learn more about students' learning preferences, issues, and experiences by actively seeking out their feedback. Examining student comments can yield useful information that can be used to support programmes for faculty development, curriculum development, and instructional design (Agarwal et al., 2010).
The contextualized group of higher education institutions chosen for this study will provide a distinctive setting to look at how study delivery methods, student feedback, and learning results interact. We can take into account elements like cultural quirks, local difficulties, and institutional frameworks that affect the design and implementation of study delivery mechanisms and the gathering of student feedback by concentrating on a particular group of institutions. This localized approach can produce recommendations that are specific to the setting for enhancing learning outcomes in the chosen group of institutions and may provide global guidance for comparable higher education situations (Singh et al., 2022).
The goal of this research is to add to the continuing conversation about efficient study delivery methods and the significance of student feedback in creating learning results (Maquiling, 2023). We aim to offer evidence-based insights and recommendations that can influence educational policy, curriculum design, and instructional practices by looking at a contextualised group of higher education institutions. In the conclusion, this study project hopes to improve the standard and applicability of higher education in the chosen institutions and to promote teaching and learning methods more generally in the higher education industry.
TopConceptual Framework
Based on learning theories, the researcher would like to test the relationships of the Technological Knowledge, Pedagogical Knowledge, Content Knowledge of teachers of higher education institutes in the district Selangor of Malaysia. Study delivery instrument is designed to be a flexible, continuous process of improvements and iterations. It covers the five stages of a development process: Analysis, Design, Development, Implementation, and Evaluation