Abstract
This paper discusses the significant effectiveness of Transformative Teaching and Learning for five (5) Years in the University Malaysia Sarawak (UNIMAS), Malaysia. The transformative learning process is often described as cognitive and rational, but it may also incorporate imagination, intuition, effect, and soul-work (Sivagnanam, 2016). The findings are based on a meta-analysis study involving 5-year data of trainings which were conducted by the Centre for Applied Learning and Multimedia (CALM), and other faculties/centres in UNIMAS. The transformative teaching and learning trainings in UNIMAS include topics such as Creative Teaching Tools and Techniques, Cognitive Engagement During Online Remote Learning, and others. The targeted participants were academicians, especially those who work in UNIMAS. In 2018, the number of trainings by all faculties and centres were a total of 81, followed by 114 in 2019, 126 in 2020, 173 in 2021, and 201 in 2022. The overall mean scores of the effectiveness of trainings for each year were the following: 3.39 (2018), 3.30 (2019), 3.50 (2020), 3.56 (2021), and 3.72 (2022). The result has shown that the highest score of mean was in 2022 at 3.86. There was an emphasis on a physical/face-to-face approach in the trainings conducted in 2019. Indeed, it was significantly different from trainings that have been conducted in the following three years that focused on online and hybrid way of teaching and learning approaches. In summary, the pattern of training effectiveness has shown a gradual increase on yearly basis.
Author Information
Nor Mazlina Ghazali, Universiti Malaysia Sarawak, Malaysia
Dayang Azra Awang Mat, Universiti Malaysia Sarawak, Malaysia
Kartini Abd Ghani, Universiti Malaysia Sarawak, Malaysia
Agatha Lamentan Muda, Unviersiti Malaysia Sarawak, Malaysia
Irman Japar, Universiti Malaysia Sarawak, Malaysia
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