PGDipTHE

To prepare our students for the knowledge-based economy, there is a need to explore the use of technology-enhanced instruction for more independent learning.

A number of educational reforms such as an emphasis on developing critical and creative thinking and an emphasis on learning/teaching through the use of information technology are concerned with nurturing "thinking individuals".

Therefore, as of the July 1999 semester, all first year accountancy students of Ngee Ann Polytechnic were equipped with laptops. About 20 modules of the Diploma in Accountancy Course are on the department's Web site for students to access and learn for their respective modules. This research project aims to evaluate the use of mobile computing and its impact on teaching and learning. It will discuss some of the problems faced by staff in developing instructional materials and in the delivery of these materials on the Web in trying to improve the teaching and learning of the students. The results of the survey did show that more than half of the students surveyed were motivated to read, think and learn independently. Although a majority of them did not agree that the laptop had helped them to think analytically in solving problems. In assessing if this mode of teaching and learning had achieved the course objectives such as accessing, retrieving and processing accounting, financial and other information; communicating more effectively with lecturers and friends; being more cost and quality conscious m doing projects/tasks; the majority of the students agreed that it did. The results also showed that a majority of the students did not think that computerised testing was better than a written test. They have yet to be used to this form of assessment. There was an improvement in their test results from an average 'C' grade to an average 'B' grade as they were permitted to do a retest. However, their overall examination results showed marginal improvements. Implications of the findings from the study are discussed for relevance to practice and work.

Lately, the Singapore education system is heading for reform. This is to ensure that future students are creative and able to think independently. These attributes are essential for achieving the overall objective of a "learning nation with thinking schools" spelled out by the government for the next century.

Among the suggested changes, the open-book method was identified as an alternative to the conventional closed-book examination. Hence, this project was undertaken to:

(a) collate information on the costs and benefits of open-book examination,

(b) evaluate the use of the method for accounting courses in the School of Accountancy and Business (SAB) at NTU,

(c) draw implications of using the method on the education processes, and

(d) make recommendations to improving the education practices in SAB.

Based on the results obtained from literature review and empirical studies, it is found that:

(a) the claims on the pros and cons of open-book examination are not conclusive,

(b) there is no pressing need to use the open-book examination for accounting papers in SAB, and

(c) the need for changes in the School should be extended beyond the method of examination to include teaching and learning strategies, and other aspects of assessment

The project ends with a conclusion that one should avoid introducing short-term measures on an ad hoc basis. To achieve the ultimate aim of a learning nation with thinking schools, a national collaborative effort would be required.