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The Needs, Issues and Challenges in Implementing Instructional Design and Strategies in Higher Education Institutions

Author

Listed:
  • Yusoff N. M.*

    (School of Education and Modern Languages, Universiti Utara Malaysia, 06010 Sintok, Kedah, Malaysia)

  • Raja Hussain R. M.

    (School of Education and Modern Languages, Universiti Utara Malaysia, 06010 Sintok, Kedah, Malaysia)

  • Abdul Karim A. M.

    (School of Education and Modern Languages, Universiti Utara Malaysia, 06010 Sintok, Kedah, Malaysia)

  • Shaari A. J.

    (School of Education and Modern Languages, Universiti Utara Malaysia, 06010 Sintok, Kedah, Malaysia)

  • Wan Ismail W. F.*

    (School of Education and Modern Languages, Universiti Utara Malaysia, 06010 Sintok, Kedah, Malaysia)

  • Umar I. N.

    (School of Education and Modern Languages, Universiti Utara Malaysia, 06010 Sintok, Kedah, Malaysia)

  • Ghazali O.

    (School of Education and Modern Languages, Universiti Utara Malaysia, 06010 Sintok, Kedah, Malaysia)

  • Abu Bakar A.

    (School of Education and Modern Languages, Universiti Utara Malaysia, 06010 Sintok, Kedah, Malaysia)

Abstract

Instructional strategies refer to the approach an instructor may take to achieve objectives and learning outcomes. The aim of this study is to identify the current training needs for Instructional Design and Strategies (IDS) in the context of the Malaysian Higher Education institutions. The objectives of the study are to identify: the lecturers’ needs in respect of knowledge and skills to support their involvement in IDS; and the issues and challenges related to the implementation of IDS in higher education. This study employs a descriptive approach involving the use of a survey questionnaire to collect data. A total of 135 respondents participated in the study. They are university lecturers in institutions of higher learning in Malaysia, both public and private, from various disciplines and with varied experiences. A majority of the respondents perceived high level of awareness of the basic principles of course/lesson design. However, the level of involvement with IDS is limited by a lack of knowledge and practice. Hence, formal training of IDS is necessary for lecturers. Four main issues and challenges pertaining to the implementation of IDS in higher education were identified in this study. Recommendations were given in light of the problems emerged from the study.

Suggested Citation

  • Yusoff N. M.* & Raja Hussain R. M. & Abdul Karim A. M. & Shaari A. J. & Wan Ismail W. F.* & Umar I. N. & Ghazali O. & Abu Bakar A., 2018. "The Needs, Issues and Challenges in Implementing Instructional Design and Strategies in Higher Education Institutions," The Journal of Social Sciences Research, Academic Research Publishing Group, pages 508-514:6.
    • Handle: RePEc:arp:tjssrr:2018:p:508-514
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    References listed on IDEAS

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    1. Raja Maznah Raja Hussain & Huey Zher Ng, 2013. "Training Academicians to Develop Personalized Learning Environment and Students Engagement (PLEaSE)," International Journal of Virtual and Personal Learning Environments (IJVPLE), IGI Global, vol. 4(4), pages 16-30, October.
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