The Movement Control Order (MCO) caused an abrupt migration from face-to-face classroom to total online learning. Classes were conducted through the combination of synchronous and asynchronous approaches, as well as task based. Notwithstanding such disruption, I had decided that all of my courses’ POs and CLOs were maintained and instructions were refined as to accommodate the online learning process in order to achieve the existing POs and CLOs. To accommodate the emergency online learning and to facilitate students’ adjustment to the new norms of learning, I did my best to re-align the online instructions that create the “sense of place” or “the sense of onlineness” among the students. This had been shared in one of my posts on my people@utm.

As much as possible, I tried my best to maintain the three cores of online learning: teaching, cognitive and social presences. Hence, I also tried my best in “humanizing” my online courses by attempting to personalize the assessment and evaluation of the courses. For example, for my MPPE 1113 Cognitive Psychology, I encouraged students to practice critical reflection by relating the concepts and theories that they had studied and discussed throughout the semester with their learning experiences during the lockdown. To trigger meaningful responses from the students, among the questions posed were: 1. Does having the knowledge about cognitive psychology help you to cope with the challenges that you are facing during the MCO? 2. In what way does knowing/understanding your own cognition helps you to cope? (OR in what way it does not help you to cope?) In assessing their critical reflections, the 5R’s Reflective Writing Scale that was developed by Bain et al. (2002) had been my constant guidance.

*Taken from personal TES DCP for Year 2020