Options
Active learning in engineering mathematics to enhance student learning
Author
Chuang, Poon Hwei
Supervisor
Tan, Ooi Kiang
Abstract
Singapore has just entered the era of an advanced developing country. Whether the nation can maintain its competitive edge in regional and world market depends very much on the quality of its future workforce. The task of the education professionals in tertiary institutions is to improve the quality of the future graduates so that they can become more thinking-oriented and innovative workers who will contribute more effectively towards the nation's economic development. Deep learning has been widely recognised as being more effective and advantageous over surface learning. The study aims to review the current practice of an engineering subject, C208 Engineering Mathematics, with a view of facilitating deep learning in students.
Deep learning is the product of active learning. Some active learning techniques have already been used in the current teaching of lectures and tutorials. Also, the current assessment practice is highly valid and reliable in meeting the cognitive educational objectives. Students' learning was observed to have benefited from active learning. However, it is felt that the current practice is biased towards the cognitive domain. Survey results showed that our students are largely surface learners who adopt the surface strategy. The existing tutorial teaching style for most subjects is also perceived to be passive. Interviews with students indicated that the heavy workload made them adopt the inherited surface approach.
To facilitate deep learning, the subject content will be curtailed to focus on the basic requirement of the degree programme and additional active learning techniques, especially collaborative learning, are recommended. This learning style not only facilitates deep learning, but also the acquisition of transferable personal skills, like communication, and interpersonal skills, which are highly sought after by employers. Sound instruction requires sound assessment of student achievement. Additional assessment instruments to assess the learning process and the personal transferal skills are hence proposed.
Diploma holder students have mathematical knowledge gap between their diploma course and C208. For then1 to integrate the new knowledge to their existing experience, they need to have the pre-requisite knowledge of C208. Therefore a qualifying test before they enter CSE second year course is proposed, and a revision course is designed by incorporating active learning to facilitate their learning and to help them prepare for the test.
Deep learning is the product of active learning. Some active learning techniques have already been used in the current teaching of lectures and tutorials. Also, the current assessment practice is highly valid and reliable in meeting the cognitive educational objectives. Students' learning was observed to have benefited from active learning. However, it is felt that the current practice is biased towards the cognitive domain. Survey results showed that our students are largely surface learners who adopt the surface strategy. The existing tutorial teaching style for most subjects is also perceived to be passive. Interviews with students indicated that the heavy workload made them adopt the inherited surface approach.
To facilitate deep learning, the subject content will be curtailed to focus on the basic requirement of the degree programme and additional active learning techniques, especially collaborative learning, are recommended. This learning style not only facilitates deep learning, but also the acquisition of transferable personal skills, like communication, and interpersonal skills, which are highly sought after by employers. Sound instruction requires sound assessment of student achievement. Additional assessment instruments to assess the learning process and the personal transferal skills are hence proposed.
Diploma holder students have mathematical knowledge gap between their diploma course and C208. For then1 to integrate the new knowledge to their existing experience, they need to have the pre-requisite knowledge of C208. Therefore a qualifying test before they enter CSE second year course is proposed, and a revision course is designed by incorporating active learning to facilitate their learning and to help them prepare for the test.
Date Issued
1996
Call Number
TA332.5 Chu
Date Submitted
1996