| Title: |
Continuous-Grouped-Self-Learning: In the Perspective of Lecturers, Tutors and Laboratory Instructors |
| Language: |
English |
| Authors: |
Azau, Mohd Azrin Mohd; Yao, Low Ming; Aik, Goo Soon; Yeong, Chin Kock; Nor, Mohamad Nizam; Abdullah, Ahmad Yusri; Jamil, Mohd Hafidz Mohamad; Yahya, Nasiruddin; Abas, Ahmad Fauzi; Saripan, M. Iqbal |
| Source: |
International Education Studies. Feb 2009 2(1):58-63. |
| Availability: |
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es |
| Peer Reviewed: |
Y |
| Page Count: |
6 |
| Publication Date: |
2009 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Foreign Countries; Higher Education; Computer Science Education; Engineering; Engineering Education; Problem Based Learning; College Students; Student Evaluation; Cooperative Learning; College Faculty; Teacher Attitudes; Educational Change; Teaching Methods |
| Geographic Terms: |
Malaysia |
| ISSN: |
1913-9020 |
| Abstract: |
This paper presents the perception of lecturers, tutors and lab instructors towards the implemented Continuous-Group-Self-Learning (CGSL) in the Department of Computer and Communication System Engineering (CCSE), Universiti Putra Malaysia. This innovative system introduces mock teaching and student-lecturer role as a technique of delivery. The system ensures a continuous group work and the students are learning with class-oriented problem-based learning (CO-PBL) instead of seasonal project oriented problem-based learning (PO-PBL). The radical change in the assessment by adopting mock teaching oriented assessment (MTOA) has given a new definition to assess the student thoroughly. 49 respondents have taken part in this study, in which 30 of them are lecturers, 8 are tutors and 11 are laboratory instructors who currently active serving in the department. In general, 56% of the respondent do not agree this learning system shifted the teaching job to the students and 56.55% of them disagree this approach is a burdensome to the students who are undergoing this learning style. This system in fact a catalyst that urges the lecturers, tutors and lab instructors to enhance themselves in order to cope up with the 'knowledge demand' from the student when 82.1% of the respondents agree to be more knowledgeable as compared to conventional teaching method. |
| Abstractor: |
As Provided |
| Number of References: |
25 |
| Entry Date: |
2015 |
| Accession Number: |
EJ1065490 |
| Database: |
ERIC |