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Tutoring E304 computer engineering : a paradigm shift
Author
Leyman, Abdul Rahim
Supervisor
Lim, Kee Yong
Abstract
Technological advances in Singapore in recent years, have encouraged engineering educators to search for more advance and efficient teaching methods. Issues pertaining to conceptions and classifications of assessment methodologies, students' learning styles and motivational levels, classroom active learning strategies are all perennial research topics. As these researchers, have different frames of reference and different course structure, each group tends to view these issues according to their own understanding. For example, more undergraduate curricula now include the use of computers in teaching programmes, not only for complex mathematical computations and computer simulations, but also as an important vehicle for the delivery of teaching materials and instructions. However, on a more crucial point, most analytical engineering courses in NTU are generally taught through lectures where the active participant, the lecturer, disseminates knowledge and information to students with the hope that they learn by listening and observation and later practice through solving mostly tutorial and textbook problems which are usually well defined. The result of this teaching style could be a group of passive engineers who would have much difficulty after graduation to deal with ill-defined applied problems which require self-guided investigation. This report presents a model for change in the teaching of E304 Computer Engineering course at NTU, School of Electrical and Electronic Engineering, which should be useful for curriculum planners, concerned with an effective system of learning and training.
The study described in this report offers a useful methodology for changing the conventional lecture and tutorial-based course with final examination to a student-based approach with a mixture of continuous assessment and examination. The proposed method was implemented for a group of one hundred and twenty third year EEE students. The students were exposed to unstructured problem solving of open-ended problems. Considerable emphasis was placed on a balance between exploratory learning and the development of basic computer programming skills. The major difference of the proposed methodology as compared to the lecture-tutorial based system is that the applied nature of the former lends support to a problem-based teaching style highlighted. The conditions deemed critical for such an exercise to succeed. The report includes an overview of the E304 Computer Engineering course. The aims and objectives are set out in sufficient detail to understand the context in which the proposed methodology is operating. The importance of accurate assessment of the given problem was examined in terms of the implication for students' development in general, and students' appreciation and programming skills of computer engineering in particular. The effectiveness of the current tutorial system of the course, the dynamic relation of evaluation and active learning, as well as the lecturer's role in affecting the trends of motivation were studied. This report will discuss the administrative adjustment and the dimension of change that need to be implemented in the E304 programme, underscoring the implication on students' motivationa pointed out are some consequences from a pedagogical viewpoint.
Central to this theme of motivation and improving students' learning outcomes, is the discussion of two complimentary proposals: Firstly, is the concept of a learning contract proposed as a feedback scheme to monitor students' progress. Its objectives, possible advantages, and possible congruence with students' education aspirations will be dealt with. Next, a development strategy of an electronic classroom, for the tutoring E304 is presented: the promise, the possibilities and the practicalities.
The study described in this report offers a useful methodology for changing the conventional lecture and tutorial-based course with final examination to a student-based approach with a mixture of continuous assessment and examination. The proposed method was implemented for a group of one hundred and twenty third year EEE students. The students were exposed to unstructured problem solving of open-ended problems. Considerable emphasis was placed on a balance between exploratory learning and the development of basic computer programming skills. The major difference of the proposed methodology as compared to the lecture-tutorial based system is that the applied nature of the former lends support to a problem-based teaching style highlighted. The conditions deemed critical for such an exercise to succeed. The report includes an overview of the E304 Computer Engineering course. The aims and objectives are set out in sufficient detail to understand the context in which the proposed methodology is operating. The importance of accurate assessment of the given problem was examined in terms of the implication for students' development in general, and students' appreciation and programming skills of computer engineering in particular. The effectiveness of the current tutorial system of the course, the dynamic relation of evaluation and active learning, as well as the lecturer's role in affecting the trends of motivation were studied. This report will discuss the administrative adjustment and the dimension of change that need to be implemented in the E304 programme, underscoring the implication on students' motivationa pointed out are some consequences from a pedagogical viewpoint.
Central to this theme of motivation and improving students' learning outcomes, is the discussion of two complimentary proposals: Firstly, is the concept of a learning contract proposed as a feedback scheme to monitor students' progress. Its objectives, possible advantages, and possible congruence with students' education aspirations will be dealt with. Next, a development strategy of an electronic classroom, for the tutoring E304 is presented: the promise, the possibilities and the practicalities.
Date Issued
1996
Call Number
T65.3 Ley
Date Submitted
1996