Teaching, Learning and Assessment Framework Addressing Psychomotor Domain for Open Distance Learning (ODL): TLAFp-ODL

In recent years, the landscape of education has been undergoing a profound transformation, propelled by advancements in technology and a shift towards flexible learning environments. Open Distance Learning (ODL), characterized by its accessibility, flexibility, and often technology-mediated delivery, has emerged as a prominent alternative to traditional face-to-face instruction. This mode of learning transcends geographical boundaries, catering to diverse learners with varying needs and circumstances. ODL emerged as a resilient and adaptable mode of education, offering a lifeline to millions of learners facing challenges related to remote access and social distancing measures particularly during circumstances such as the pandemic. The main objective of this study was to develop a framework for the Teaching, Learning and Assessment (TLA) associated with the psychomotor domain during ODL known as TLAFp-ODL. This study adopts a quantitative method using an online questionnaire survey to gather data related to challenges faced by the students in carrying out laboratory related activities via ODL. The findings based on responses from 256 undergraduate engineering students in Malaysia were applied as the basis for the developed framework. The TLAFp-ODL framework comprises four (4) challenges during teaching, three (3) during learning, and one (1) during assessment. It is important to consider these elements alongside recommendations for more effective implementation of Teaching, Learning, and Assessment (TLA) as well as mitigation strategies. The Higher Learning Institutions (HLIs) may adopt the framework from this study to facilitate the development of their engineering programs and enhance the practice-oriented learning experience during ODL.