Explore our pedagogical approaches, assessment methods and meet our faculty.

The programmes in Asian International College are delivered either in face-to-face class sessions or through our Collaborative Learning Space (CLS). In some programmes, a combination of both or hybrid modes of delivery are utilised to enhance the student’s learning experience.

In our programmes for School of Education, class sessions are scheduled almost on a daily basis (depending on the programme or module) either in the day or in evenings to suit learners from different backgrounds. These sessions are designed around interactive learning activities and students are assessed through a variety of methods including, among others, role-play, presentations, group discussions or project work to demonstrate their learning.

At AIC, the School of Management adopts a different pedagogy from the School of Education. Modules in all programmes under the School of Management are delivered using the AIC collaborative learning space (CLS) system, which incorporates the latest in educational technology. In addition, learning materials of each module are designed to enable the student apply principles and theoretical frameworks. By incorporating journal articles, e-books, video clips, podcasts, data sets, slide decks, animations and images, these resources help to build materials are that are interactive and practical. Together with guiding commentary supplied by a Faculty member, they help to provide the scaffolding for the student to achieve the learning outcomes for each module.

In the School of Management, students will be guided by Faculty members from around the world who help to facilitate their learning – online or in campus. Interaction with them and with your fellow students will no longer be limited on paper or through face-to-face classes; it can also be largely asynchronous through discussion boards (a feature that is extremely critical to students, given the time zone differences). Being part of the AIC CLS also means that students can participate in “live” chats when they are in class, which means “talking” is allowed in class using a chat tool for synchronous discussions.

A defining feature of the overall assessment scheme in the School of Management is a commitment to authentic assessment. The rationale for this is that a discernible link between a learner's education and their professional practice enhances the prospect of greater engagement and deeper learning. This is particularly important with postgraduate education where there can be immediate applications of learning in the workplace. A common element among all the assessment instruments is a focus on real-world scenarios. Where this is not possible (or appropriate), the learner is placed in a hypothetical - but highly authentic - role-play situation.

Importantly, this assessment philosophy is in complete alignment with the teaching and learning strategy. In a learning outcomes-driven programme, students are presented with the opportunity to produce responses to assessment items that reveal 'what they know' rather than 'what they don't know'. This is consistent with the constructivist philosophy of education, where students are active participants in the learning process and not passive observers. 

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