Tamhidi Centre has been using online tools for learning in past years. The atmosphere of virtual world that is connected online has influenced academia in teaching and learning sessions. Before the Movement Control Order (MCO), blended learning has been carried out for all subjects taught in Tamhidi using Global Open Access Learning System (GOALS) as learning management system provided by USIM. Due to the pandemic outbreak, Tamhidi Centre has faced a challenging time because the semester is already at the final semester for the cohort 2019/2020. During the MCO 1.0, while students were at home, classes were conducted fully online. The final exams was also done online via GOALS. Then, coming the next cohort, for the first time in history, orientation was held online, and students came to campus in an arranged time within the period of seven days. Without having new staff intake, the grouping of students now is increased from 25 students per group to 45 students. Initially, classes are conducted online, both synchronous and asynchronously. All students are involved in this kind of approach, but for science stream students; biology, physics dan chemistry experiments still need to do face to face sessions in the laboratory. This paper will document the experience of several Tamhidi in using online tools before the MCO, during MCO, and after the MCO 1.0 days are over.

Mobility impairments refer to a broad range of disabilities which limit functions of moving in any of the limbs, or in fine motor ability. Students and teachers with mobility impairments rely on assistive devices such as wheelchairs, walkers, canes, crutches, and artificial limbs to obtain mobility. Mobility impairments may involve limitations in performing certain acts such as entering classrooms, sitting for long periods of time, manipulating pencils and writing. For this, Ministry of Higher Education Malaysia has established the Guidelines for the Implementation of the Inclusive Policy of OKU (Orang Kurang Upaya @ disabled people) at institutions of higher learning. In response to the Disability Act of 2008 that mandates Disability Inclusion Policy at all education levels. This paper is a preliminary research review to start highlighting the need for designing facilities and classrooms that are accommodating and supportive for everyone, regardless of their physical abilities.

One of the elements in Malaysian University English Test (MUET) is listening skill. Whilst preparing for the exam, USIM’s foundation students experienced noise disturbance (outside and inside noises) when listening task were carried out in tutorial classroom (removable board-like walls), then, they move to lecture halls (well-built cemented walls) for appropriate venue. Nevertheless, it is identified that students still struggle to focus because of other distraction which is echo. It is a concern because the exam will be held at Dewan Tuanku Canselor (DTC). Sound intensity of the listening material was measured using a digital sound meter, then, echo was calculated by Institute of Physics method. Echo was detected to be 37 ms-1 (lecture halls) in comparison to 8.67 ms-1 (DTC). From the situation, it was suggested to the university that in order to reduce echo, installment of removable carpets and soft boards at certain setting can assist students in answering their listening task. Further study should be done to determine the suitable action towards this matter since MUET is one of the pre-requisites for students to enroll and to graduate.

The ambience of virtual world that is connected online or by Internet has influenced academia world by using these technologies amongst its users in teaching and learning sessions. Using online tools has been implemented in Tamhidi Centre in previous years. Before the Movement Control Order (MCO), blended learning has been carried out for all subjects taught in Tamhidi using GOALS as learning management system provided by USIM. Due to the pandemic outbreak, Tamhidi Centre has faced a challenging time because the semester is already at the final semester for cohort 2019/2020. During the MCO, while students were at home, classes were conducted fully online. The final exams was also done online via GOALS. For the first time, orientation was conducted online, and students came to campus in an arranged time within the period of seven days. Without having new staff intake, the grouping of students now is increased from 25 students per group to 45 students. Initially, classes are conducted online, both synchronous and asynchronously. All students are involved in this kind of approach, but for science stream students, biology, physics dan chemistry experiments still need to be done face to face in the laboratory. This paper will document the experience of several Tamhidi in using online tools before the MCO, during MCO, and after the MCO days are over.