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Facilitating active learning in small groups : tutorial strategies and assessment methods
Author
Zhu, Weiguang
Supervisor
Lim, Kee Yong
Abstract
The project examines how active learning in small groups could be facilitated through a number of tutorial strategies and assessment methods. In the tutorials for Engineering Materials, several active learning approaches including conceptual review, linking with previous knowledge, asking questions, invoking of problem solving skills, encouraging alternative approaches to solutions and the sub-group discussion were introduced to the student tutorial groups. A survey was conducted to elicit student feedback. The results show that university students in Singapore may be passive and surface learners, or examination-oriented, however, with time and proper guidance from tutors, they are willing to learn a subject in greater depth.
To this end, a cooperative learning method was also introduced in student tutorials. Students in a team discuss problems, share their questions and solutions, and check one another, before making necessary corrections and proposing possible alternative approaches. The results show that students, in general, approve the cooperative learning and feel that they have benefited the method. It developed their team spirit. Students realize that when they help their peers, they are also helped in return. Thus it is a win-win situation. I believe that with continuous effort, surface learning by most NTU students can be changed gradually, and active learning will take root in the minds during their study at NTU. Cooperative learning will benefit both academic performance and social skills. It is concluded that student participation can be achieved with a slow-change approach.
This project also shows that with appropriate assessment forms and careful selection of assessment questions educational standards, instructional goals and student motivation towards active learning can be facilitated. Proper assessment instruments should be chosen and used appropriately to meet the different objectives and tasks. In this project, a modified assessment approach was applied for the design module of an audio power amplifier and its practical project. This assessment approach emphasizes the motivation of students towards active learning. A combination test set comprising conventional written test questions and multiple-choice questions was introduced to assess the design module lecture. A comparison was made with the conventional assessment involving written test questions only. For the practical project assessment, on-the-spot discussion with student pairs and a checklist on both cognitive and practical elements were incorporated into the current assessment practice. Results show that using proper assessment approaches can motivate student towards active learning.
To this end, a cooperative learning method was also introduced in student tutorials. Students in a team discuss problems, share their questions and solutions, and check one another, before making necessary corrections and proposing possible alternative approaches. The results show that students, in general, approve the cooperative learning and feel that they have benefited the method. It developed their team spirit. Students realize that when they help their peers, they are also helped in return. Thus it is a win-win situation. I believe that with continuous effort, surface learning by most NTU students can be changed gradually, and active learning will take root in the minds during their study at NTU. Cooperative learning will benefit both academic performance and social skills. It is concluded that student participation can be achieved with a slow-change approach.
This project also shows that with appropriate assessment forms and careful selection of assessment questions educational standards, instructional goals and student motivation towards active learning can be facilitated. Proper assessment instruments should be chosen and used appropriately to meet the different objectives and tasks. In this project, a modified assessment approach was applied for the design module of an audio power amplifier and its practical project. This assessment approach emphasizes the motivation of students towards active learning. A combination test set comprising conventional written test questions and multiple-choice questions was introduced to assess the design module lecture. A comparison was made with the conventional assessment involving written test questions only. For the practical project assessment, on-the-spot discussion with student pairs and a checklist on both cognitive and practical elements were incorporated into the current assessment practice. Results show that using proper assessment approaches can motivate student towards active learning.
Date Issued
1996
Call Number
LB1060 Zhu
Date Submitted
1996