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Promoting active learning in an EEE laboratory experiment
Author
Guan, Yong Liang
Supervisor
Chen, Ai Yen
Abstract
Active Learning helps students cultivate generic learning and personal skills that are of significance to themselves as well as the goal-oriented "Learning Nation". In this study, a 1st-year EEE laboratory experiment was re-designed to incorporate more active learning stimuli and activities. Strategies attempted included:
■ Short, problem-based approach to conducting briefing
■ 30-minute no-help zone
■ Collaborativelgroup experiential learning
■ Indirect progressive guidance
■ Integrative open-ended inquiry
Essentially, the main approach was to promote self-directed learning with the help of a short briefing conducted using problem-based approach, group effort, and indirect technical guidance. Suitable challenges were also put forth to induce initiatives and higher-order reflective activities in the students.
The strategies proposed above were implemented in two 1"-year laboratory sessions with a total of 37 students. Based on their feedback, it was found that the group-based learning and indirect technical guidance (instead of direct assistance) arrangements were received positively. Likewise, the shortened briefing duration and 30-minute no-help constraint were not perceived negatively as handicaps to the students.
Students' performance based on assessment of a log sheet and an optional design question revealed encouraging outcomes. Although this is the first time the IS'-year students are challenged with an optional design question that demands higher-order cognitive skills, about half of them attempted it with varying degrees of success, among which 5 (or 13% of the entire group of 37 students) obtained perfect/near-perfect solutions.
■ Short, problem-based approach to conducting briefing
■ 30-minute no-help zone
■ Collaborativelgroup experiential learning
■ Indirect progressive guidance
■ Integrative open-ended inquiry
Essentially, the main approach was to promote self-directed learning with the help of a short briefing conducted using problem-based approach, group effort, and indirect technical guidance. Suitable challenges were also put forth to induce initiatives and higher-order reflective activities in the students.
The strategies proposed above were implemented in two 1"-year laboratory sessions with a total of 37 students. Based on their feedback, it was found that the group-based learning and indirect technical guidance (instead of direct assistance) arrangements were received positively. Likewise, the shortened briefing duration and 30-minute no-help constraint were not perceived negatively as handicaps to the students.
Students' performance based on assessment of a log sheet and an optional design question revealed encouraging outcomes. Although this is the first time the IS'-year students are challenged with an optional design question that demands higher-order cognitive skills, about half of them attempted it with varying degrees of success, among which 5 (or 13% of the entire group of 37 students) obtained perfect/near-perfect solutions.
Date Issued
1999
Call Number
T65.3 Gua
Date Submitted
1999