Guiding Principles for Affective Domain Assessment and Micro-Learning in Malaysian Higher Education: A Review Analysis

Guiding Principles for Affective Domain Assessment and Micro-Learning in Malaysian Higher Education: A Review Analysis

Syamsul Nor Azlan Mohamad*

Faculty of Education, University Technology MARA

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90400060 

Received: 23 March 2025; Accepted: 27 March 2025; Published: 28 April 2025

ABSTRACT

This study investigates the incorporation of affective domain evaluation and micro-learning techniques in Malaysian higher education. The affective domain is vital for cultivating students’ emotional and social competencies, which are fundamental for comprehensive education. This review examines established frameworks (like Krathwohl’s taxonomy) and diverse assessment approaches such as reflective diaries, surveys, and rubrics, and it underscores the burgeoning trend of micro-learning as an educational strategy. Micro-learning improves engagement and retention by delivering knowledge in concise, manageable parts, especially pertinent in the contemporary digital learning landscape. The analysis also integrates real examples from Malaysian classrooms and universities (undergraduate, diploma, and postgraduate levels) to illustrate practical applications of affective assessment and micro-learning. The findings highlight the importance of integrating emotional learning with cognitive abilities to cultivate well-rounded graduates who can excel in dynamic, interconnected global environments. This integration corresponds with national educational strategies designed to foster holistic development in Malaysian higher education, and the included examples demonstrate how these theoretical suggestions can be put into practice.

Keywords: Affective Domain, Micro-Learning, Higher Education, Malaysia, Holistic Assessment

INTRODUCTION

The evaluation of the affective domain and the application of micro-learning methodologies are essential elements in improving the educational framework of Malaysian higher education. As global higher education institutions thrive with rapid advances in technology, there is an increased emphasis on developing engaging learning experiences that nurture cognitive, emotional, and motivational qualities in students. The affective domain encompasses emotional reactions essential for efficient learning, including attitudes, motives, and values, which are pivotal in forming a student’s academic and professional identity [1][2]. In Malaysian higher education, integrating these concepts into pedagogical methods is crucial, particularly within the micro-learning paradigm. This approach, characterized by succinct and focused learning segments, is particularly adept at addressing the diverse educational needs of students in the digital age.

The benefits of micro-learning include enhanced retention rates and increased student engagement, making it a valuable method for fostering self-regulated learning by allowing students to tailor their educational experiences according to their preferences and schedules [4]. Affective domain assessment techniques can serve to enrich the micro-learning experience further by providing educators with insights into the emotional states and motivations underpinning student engagement. Research indicates that self-efficacy, motivation, and emotional intelligence are significantly correlated with academic performance, thereby underscoring the necessity for assessments that go beyond traditional cognitive evaluations [5][6]. To facilitate this, academic leaders in Malaysia are urged to advocate for a supportive cultural environment that empowers educators to adopt innovative assessment strategies that marry affective components with developmental learning practices [1].

The recent educational environment, impacted by the COVID-19 pandemic, has intensified the necessity for higher education institutions to adopt flexible, competency-based learning models, highlighting the significant role of emotional and psychological factors in education. The current predicament has caused a shift towards technology-enhanced learning environments, urging researchers and practitioners to explore the effective integration of tools like Massive Open Online Courses (MOOCs) into the Malaysian higher education curriculum [9]. Recognizing the relationship between emotional engagement and academic performance presents valuable opportunities for further investigation into micro-learning as a pedagogical model adapted to the diverse needs of learners within Malaysia’s educational setting.

The blending of emotional domain evaluations with micro-learning methodologies not only conforms to modern educational paradigms but also resolves the distinct issues encountered by Malaysian higher education institutions. By promoting a comprehensive educational experience that addresses both cognitive and emotional aspects of learning, educators can improve student engagement and academic achievement, which contributes to the overarching goal of enhancing the overall quality of education in Malaysia.

Affective Learning Domain and Micro-Learning

The assessment of the affective domain and the use of micro-learning in Malaysian higher education are driven by global trends and local needs, as well as the interaction of cognitive, emotional, and social elements among students. As higher education worldwide adopts new teaching methodologies, Malaysia is at a critical point where academic resilience, employability, and emotional learning are acknowledged as essential components of student success and holistic growth. Micro-learning emerges as a strategy that provides tailored educational experiences resonant with diverse student demographics, responding to the challenges of modern learning environments. Academic resilience is a vital trait that enables students—particularly those from disadvantaged backgrounds—to thrive despite challenges. Research indicates that students from underprivileged circumstances who have strong educational aspirations often exhibit exceptional resilience and academic success compared to wealthier counterparts with similar goals (as noted by Sandoval-Hernández and Białowolski [10]). Resilience is especially relevant in Malaysia, where societal and educational frameworks present numerous challenges that require adaptive strategies for students to realize their potential. Consequently, evaluating the affective domain (students’ emotional and motivational conditions) and guiding interventions to bolster their resilience have become priorities.

One practical example of fostering resilience and affective growth is through mentorship and counseling programs at the university level. At the undergraduate level in a Malaysian public university, students who face academic difficulties are paired with faculty mentors. These mentors not only monitor the students’ cognitive progress but also regularly check in on the students’ motivation, confidence, and well-being. Through informal chats and reflective assignments, mentors assess changes in attitudes (for example, a student’s attitude toward challenging coursework or their value placed on perseverance) and provide encouragement. Such a mentorship approach embodies affective domain assessment by explicitly addressing students’ feelings and motivations, and it guides interventions (like workshops on stress management or growth mindset) to strengthen academic resilience. Integrating micro-learning frameworks can further support these goals: for instance, the adoption of micro-learning in the form of short skill-building modules has provided a viable approach to enhance personalized and adaptable learning experiences for students in Malaysian higher education. The blended learning strategy, which combines conventional methods with digital modules, has been recognized as effective in improving employability through micro-credentialing systems [11]. In Malaysia, this trend is evident in the rise of micro-credential programs offered by universities and colleges. For example, Multimedia University (MMU) and other institutions have launched micro-credential courses that break full-length courses into smaller, stackable units, each focusing on specific skills and competencies. These certified short courses allow students to earn digital badges or certificates for each module completed, aligning with the idea of learning in short, focused bursts. This is a practical implementation of micro-learning at the institutional level: students can choose modules relevant to their needs and complete them at their own pace, which is especially beneficial for working adults or part-time postgraduate students. Such micro-credentials are accredited by the Malaysian Qualifications Agency and can often be accumulated (stacked) towards a larger qualification, illustrating how micro-learning is being woven into the fabric of higher education to improve flexibility and employability​.

This multi-stakeholder viewpoint emphasizes the importance of establishing learning environments that integrate technological tools, pedagogical innovation, and active learner participation to enhance cognitive and social abilities. Educators and organizations must implement strategies that not only improve academic success but also foster students’ emotional and social competencies—an aspect frequently neglected in traditional education systems [12]. A clear indication of shifting priorities is the incorporation of soft skills and affective outcomes into formal curricula. For instance, many Malaysian universities now include soft skills modules or co-curricular activities (such as community service, leadership programs, and ethics courses) that are assessed alongside academic performance. Students might be required to participate in a community project and then reflect on how the experience affected their sense of social responsibility, thereby receiving feedback or even grades on attributes like teamwork, empathy, and civic-mindedness. Such practices reinforce the idea that emotional and interpersonal skills are being valued and measured in parallel with cognitive achievements.

Furthermore, the impact of educational practices on the affective domain received considerable attention during the COVID-19 pandemic, which transformed the educational landscape and highlighted the importance of addressing students’ emotional needs [13]. The conventional emphasis on cognitive abilities often overlooks the significance of fostering empathy, emotional intelligence, and interpersonal skills—qualities essential for success in both academic and professional environments. Consequently, employing teaching methods that integrate the affective domain can enhance learners’ emotional involvement and provide deeper, more meaningful learning experiences. For example, in 2020 a Malaysian polytechnic institute modified its online learning approach to include a weekly “feelings forum” where diploma students could share how they were coping with their studies and life during the pandemic. Lecturers moderated these sessions and responded to student concerns, showing empathy and providing support or resources when needed. This simple addition to the micro-learning model (which primarily delivered subject content through short online lessons) ensured that affective needs were not ignored; students felt heard and more connected, which in turn improved their engagement with the academic material. In conclusion, effectively tackling the assessment of the affective domain alongside micro-learning in Malaysian higher education necessitates collaborative efforts from policymakers, educators, and institutions. By synchronizing educational methodologies with the emotional and social requirements of students—and adapting to trends like micro-credentials—Malaysia can transform its educational framework to emphasize cognitive success while also fostering the comprehensive development of its learners.

Trends And Recent Study

The contemporary higher education landscape is witnessing a transformative shift, significantly influenced by recent trends in blended learning, micro-credentialing, and the effective assessment of the affective domain. This paradigm shift has been accelerated by global developments including advancements in technology, evolving employer expectations, and the impact of the COVID-19 pandemic. The convergence of these elements creates a necessity for educational institutions, particularly in Malaysia, to adapt their pedagogical approaches to meet both local and global demands.

Blended learning – an integrated approach combining face-to-face and online educational practices – has emerged as a key trend in higher education. It allows for a more personalized learning experience as it accommodates diverse learning styles and preferences [15][16]. The adaptability of blended learning can lead to enhanced student engagement, with numerous researchers highlighting its effectiveness in fostering student-centered learning environments. In the current era, traditional pedagogies are being combined with innovative digital tools, resulting in educational experiences that are not only effective but also responsive to learners’ needs [15][16]. One concrete example of this in Malaysia is the implementation of hybrid classrooms at the postgraduate level. Universities such as University Sains Malaysia (USM) have introduced courses where part of the curriculum is delivered in person and part through interactive online modules. In a Master’s program at USM, for instance, students attend a weekly in-person seminar and supplement it with online micro-learning units (short video lectures and quizzes) during the week. This blend has allowed students to prepare ahead and engage more deeply during face-to-face sessions, illustrating how blended learning and micro-learning elements together can improve engagement and learning outcomes.

Simultaneously, micro-credentials have gained significant traction as a contemporary solution for addressing skill gaps and enhancing graduate employability. These smaller, specialized qualifications are tailored to provide targeted learning experiences that facilitate lifelong learning and professional development in an increasingly competitive job market [17][18]. In Malaysia, this trend is reflected by the proliferation of short courses and certificate programs that focus on specific competencies. For example, Sunway University and other institutions offer micro-credential courses in areas like data science, digital marketing, or basic coding, which can be completed in a few weeks. These courses often break down complex subjects into manageable chunks and emphasize hands-on skills. A student might earn a Micro-Credential in Principles of Sociology or a Micro-Credential in Business Communication after completing a series of mini-modules and assessments. This approach caters to learners who need flexible scheduling or who seek to update specific skills without committing to a full degree program. The post-COVID-19 educational landscape has seen a surge in the implementation of micro-credentials, spurred by the pressing need for higher education institutions to offer more flexible, accessible, and relevant learning opportunities [19][20]. Research indicates that micro-credentials support re-skilling and up-skilling, presenting a viable alternative to traditional qualifications that may not adequately reflect the skills required in today’s dynamic environment [17][20]. The Malaysian Qualifications Agency (MQA) has even provided guidelines and a platform for accredited micro-credentials, indicating institutional support for this micro-learning trend.

An essential component of these emerging trends is the careful consideration of affective domain assessment. As institutions move toward more holistic educational frameworks, understanding and measuring student emotions, motivation, and engagement becomes crucial. Affective assessments that incorporate digital tools (for instance, online surveys of student engagement or apps that track students’ mood and stress levels over a semester) can yield valuable insights into student satisfaction and inform more effective pedagogical strategies [21][22]. One recent trend in Malaysian classrooms is the use of quick online polls or mobile apps to gauge student feelings during a course. For example, some lecturers use tools like Mentimeter or Google Forms to ask students how confident or interested they feel about a topic both before and after a lesson. This instantaneous affective feedback allows instructors to adjust their teaching approach on the fly – a practice aligned with the push for real-time affective domain assessment.

The understanding that emotional and social factors significantly influence learning outcomes aligns with contemporary educational theories advocating for a more integrated, empathetic approach to teaching and learning [23][24]. Global perspectives on these trends show varying implementations of blended learning and micro-credentialing, but a common theme is the critical role of support systems, equitable access to resources, and the evolving roles of educators and students, especially after the adjustments made during the pandemic [16][25]. In Malaysia, support for students’ affective needs in blended environments has included initiatives like virtual counseling sessions and peer support groups to accompany online learning segments. Ensuring equitable access has also been a focus—universities have worked to provide internet data subsidies or lending of devices to students in need, recognizing that without addressing these social factors, the benefits of blended and micro-learning cannot be fully realized. The broad adoption of micro-credentials alongside traditional degrees also necessitates a focus on quality, relevance, and validation of these credentials within the broader educational ecosystem [26][27]. Malaysian universities, through bodies like MQA and their own Senate approvals, are establishing quality assurance processes for micro-credential courses to ensure that the learning outcomes (including any affective or soft-skill components) meet academic standards.

To summarize the current landscape, Table 1 highlights a selection of recent studies related to affective domain assessment and micro-learning (both globally and regionally), illustrating key purposes, methodologies, and findings of each. These studies set the stage for understanding how such concepts are being explored and can inform practice in Malaysia.

Table 1 The Article Reviewed Related to Affective Domain and Micro-Leering

Table 1: Selected studies related to affective domain assessment and micro-learning (purposes, methods, and key results).

These studies collectively underline the global interest in combining cognitive and affective learning, as well as the move towards flexible learning modalities. Notably, Hazyimara et al. [29] and Ismail [39] highlight affective assessments in religious and values-based education, which is highly relevant for Malaysia’s context (where moral and religious education is part of the curriculum). The successful use of Likert scales and reflective evaluation in those studies suggests that similar techniques could be (and indeed have been) applied in local classrooms. For example, many Malaysian Islamic studies and moral studies classes in secondary and tertiary education use periodic attitude surveys and reflection journals – an approach comparable to Hazyimara et al.’s study – to gauge how students’ values or attitudes change through the course. Likewise, the findings of Khaerudin et al. [36] on using social media for affective assessment align with practices observed in some Malaysian universities: a few tech-savvy lecturers run private class Facebook or WhatsApp groups where students discuss course topics informally, and the lecturer monitors these discussions to assess engagement, enthusiasm, and any affective responses to the material. This method increases convenience and may encourage shy students to express themselves, thereby giving the instructor insight into the class’s affective state in a less formal way. Such real-life adaptations of research findings demonstrate the practicality of these strategies in Malaysia.

In the context of internships and practical training (as noted by Nyanjom et al. [35]), Malaysian diploma programs have similarly integrated authentic assessment for affective and soft-skill development. For instance, during internships for hospitality and tourism diploma students at a local polytechnic, supervisors are asked not only to evaluate technical competencies but also to rate interns on qualities like work attitude, punctuality, teamwork, and customer service mindset. These evaluations are incorporated into the students’ grades, directly tying industry feedback on affective traits to academic outcomes. This practice mirrors global trends and shows a concrete application of affective domain assessment in the Malaysian diploma-level context.

REVIEW AND ANALYSIS

In the evolving landscape of Malaysian higher education, there exists a notable gap in the integration of affective domain assessment and micro-learning methodologies into a cohesive educational framework. While substantial research has been conducted to explore various dimensions of educational practices across global contexts, there is limited empirical evidence directly addressing the specific adaptations necessary for the unique cultural and institutional environment of Malaysian higher education institutions.

Despite the increasing acknowledgment of the importance of both cognitive and affective factors in student learning, many academic strategies continue to focus predominantly on cognitive assessment, thus neglecting the emotional and motivational elements integral to holistic education Bergmann & Schubö [53][54][55]. This tendency is evident in typical course assessment structures: for example, a large public university might base 70–80% of a course grade on exams and quizzes (cognitive measures), with perhaps a small portion for “participation” or group work that indirectly touches on attitude or teamwork. Such weighting implicitly prioritizes content mastery over attitude or empathy. As a result, students and lecturers may treat affective outcomes as secondary. An instructor in Malaysia might observe that while students can memorize and explain concepts (cognitive domain), they may not demonstrate growth in areas like ethical reasoning or enthusiasm for the subject if those are not being explicitly evaluated. This gap underscores the need to formally bring the affective domain into the assessment mix. There are promising signs of change: a few courses have introduced components like reflective essays, self-assessment questionnaires, or peer evaluations that count toward final grades. For instance, one Malaysian university’s community service module requires students to not only perform service but also write a reflection about how the experience affected their sense of social responsibility and personal growth. The instructor assesses these reflections for sincerity and depth of insight, thereby directly grading an element of the affective domain (the student’s values and empathy). Such examples, although not yet widespread, indicate a growing awareness that emotional and social learning outcomes can be evaluated in a structured way.

At the same time, global trends such as micro-credentials and blended learning have garnered significant attention, particularly in adapting to changes brought about by the COVID-19 pandemic [56][57][58]. However, the local implications and applications of these trends in Malaysia require further investigation. Micro-learning, with its flexibility and adaptability, offers potential pathways for students to engage with learning materials more effectively; however, its integration — and the associated affective assessments — within the Malaysian context remains underexplored [59][60][61]. Many Malaysian educators are still determining how best to incorporate micro-learning into their curricula. For example, while an instructor might use a series of short videos and quizzes (a micro-learning approach) in a course, they might not yet be systematically assessing how students feel about this approach or whether it improves students’ motivation compared to traditional lectures.

On the other hand, some pioneering efforts are underway. At University Technology MARA (UiTM), a few lecturers have experimented with micro-learning techniques in large lecture courses. Instead of delivering a two-hour lecture straight, they break the session into several segments: 15 minutes of lecturing, followed by a five-minute interactive poll or a quick writing exercise, then another short lecture segment, and so on. These bite-sized interactions keep students attentive. Furthermore, the lecturers collected feedback on these sessions, asking students which part of the class they found most engaging or how their concentration levels fluctuated. Initial observations suggested that students remained more consistently engaged and reported less boredom or fatigue in this micro-learning-infused format. Such classroom-level experiments are not yet formally published but are indicative of the grassroots innovations happening in Malaysian higher education. They combine micro-teaching segments with affective feedback (through polls and reflections), thereby merging the two focal areas of this paper.

The need for a localized approach that considers cultural context and traditional educational practices is critical. Studies have highlighted the importance of cultural identities in education amid globalization [62][54]. In Malaysia, this means educational innovations should align with Malaysian values and norms. For instance, when introducing affective assessment, educators might consider local cultural emphases on respect, community, and harmony. A practical example is how some Malaysian teachers incorporate cultural proverbs or elements of local wisdom into reflection prompts or class discussions to put students at ease and encourage connection. In one university’s General Studies course (which covers ethics and civilization), students were asked to relate a topic (such as environmental conservation) to a proverb or saying in their mother tongue. This activity sparked emotional engagement because students drew on personal and cultural values, and it allowed the lecturer to gauge their attitudes toward the topic in a culturally contextualized manner. Such adaptations to cultural nuance significantly improve student engagement and satisfaction, as also suggested by research findings [62].

Consequently, the present study – titled “Guiding Principles for Affective Domain Assessment and Micro-Learning in Malaysian Higher Education” – aims to bridge the gap by systematically investigating the intersection of emotional, motivational, and cognitive learning outcomes specifically within Malaysian higher education. The goal is to provide actionable frameworks that integrate local cultural context and employ robust affective assessments to enhance student engagement and learning outcomes. The inclusion of real examples (as we have woven throughout this paper) serves to ground these frameworks in practical reality. This integration is pivotal not only for improving academic achievement but also for meeting the growing demand for holistic education that is increasingly sought in the global workforce [63][64][65]. A graduate who has been educated under a system attentive to both cognitive and affective development is likely to be more adaptable, emotionally intelligent, and capable of teamwork—qualities that employers worldwide, and particularly in multicultural societies like Malaysia, value highly.

Future research will need to systematically explore how affective domain assessments can be effectively implemented within micro-learning frameworks to support learning objectives unique to Malaysian institutions. Additionally, understanding the dynamics of these integrations in relation to global and local trends will provide deeper insights into the academic, emotional, and cultural experiences of students, thereby contributing to the overall effectiveness of higher education in Malaysia. For example, future studies might conduct controlled trials in which one group of students is taught using micro-learning with affective assessments (such as mood surveys and reflection prompts) and compare their outcomes to a group taught with a traditional approach. Such research would empirically validate the anecdotal and preliminary findings discussed here, and could inform official policy and guidelines.

EMPRICIAL FINDINGS AND RECOMMENDATION

The empirical findings from the literature and practice on affective domain assessment and micro-learning point to several important trends, and they suggest key areas for recommendations in Malaysian higher education. Numerous studies (including those summarized in Table 1) illustrate critical intersections of emotional intelligence, student engagement, and pedagogical methodologies. These provide insights that are instrumental for effectively implementing affective assessments and micro-learning approaches. In particular, they highlight that emotional and motivational factors can significantly enhance students’ understanding and retention of material, and that micro-learning strategies can improve engagement and flexibility. Drawing from these findings and the context of Malaysian higher education, we outline a set of recommendations. Table 2 below synthesizes the main findings and corresponding recommendations:

Table 2 Findings and Recommendations

By addressing these gaps and implementing the recommended strategies, Malaysian higher education can significantly enhance the quality of learning experiences, ultimately leading to greater student success in a rapidly evolving global landscape.

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