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Research Article

JCR. 2020; 7(8): 1394-1397


Rohaizan Ahmad, Rosimah Ahmad, Mohamad Irwan Sagir, Ts. Jimisiah Jaafar.

The essence of Section 15 of Malaysian Qualifications Framework (MQF) guidelines and standards launched by Malaysian Qualifications Agency (MQA) in 2007 emphasizes eight domains of learning outcomes, which are significantly beneficial for Malaysia to ensure graduates employability. The MQF standards are in line with the Accounting and Finance related industries’ competencies requirement to meet the ever-demanding future accountants’ profession. In addition, the advancement in information and technology has prompted Institutes of Higher Learning (IHL) to utilize computer-aided or e-learning types of assessments to replace or complement the traditional paper-based methods of assessment to evaluate the achievement of the students’ skills and competencies. Educators must realize that the learning styles of students in the 21st century have moved towards student-centered learning and educators act more as facilitator in the learning process. Therefore, it is imperative for educators to evolve into more innovative types of assessments which can evaluate 21st century industries’ competencies requirement as well as a combination of active and collaborative learning tools. This study attempts to put forward a combination of Constructivist Teaching and Learning theory and technology in promoting and incorporating visual learning and assessment tools in the classrooms using a “Constructivist and Instructional Technology Model”.

Key words: graduate employability, e-learning assessment, industry competencies, constructivist, instructional technology

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