The paper aims to inquire the interdependence between frameworks based learning and deeper learning to examine how learning independence can be achieved by students through proper application of Qualification Framework of Emirates (QFE). To ensure validity of the research, a case based approach with two courses of two different universities has been taken for the study. The courses chosen for the study included Organizational Development course at ECMIT College in Dubai and Project Management Course by American College of Dubai. Both the courses are of undergraduate level; Level 7 of the QFE developed by the National Qualification Authority (NQA) of UAE .The pedagogy included a range of techniques such as traditional lectures, case studies, and team based projects, which are used as assessments apart from other innovative learning techniques such as flip-class and think-pair-share. The course learning outcomes are aligned with the QF Emirates, as required by the UAE Ministry of Higher Education (MOE). While in ECMIT the impact of QFEmirates Framework based learning has been assessed through two groups one, who had to be a part of traditional learning pedagogy against those who were exposed to improved framework based learning experience. Project Management course learning outcome (CLO) achievement and overall student satisfaction with the course is investigated through a survey. The study also intends to enlighten the linkage between cognition, metacognition and approaches to learning that could support self-regulation, independence and reflection. Specific, practical and appropriate recommendations for improvement of course content, and pedagogy is presented.
Lakshmi C Radhakrishnan, American College of Dubai, United Arab Emirates
Mario Pallada, American College of Dubai, United Arab Emirates
Mallika Ramanathan, American College of Dubai, United Arab Emirates