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Motivating students towards independent learning
Author
Chan, Yuen Chuen
Abstract
This project looks into the characteristics of independent learning, which unfortunately is not commonly practiced amongst the tertiary students in Singapore, and how the students can be motivated towards this mode of learning. The possible demotivators of independent learning, which leads to the adoption of a surface approach just to pass examinations, are discussed. This can be attributed to various factors like inertia towards change, lack of time, lack of interest, lack of guidance and the obsession with examinations.
Project-based learning is one of the most effective ways to inculcate independent study. In the project exercise of the fabrication and characterization of an integrated audio amplifier, approaches, including linking with knowledge gained from lectures, design class and earlier project sub-module, imposing reflection on the significance of each measurement and asking questions to provoke thinking, were adopted. Surveys carried out prior to the project exercise and after the project class revealed the subtle shift of learning orientation from an achievement motive to a deep-level learning motive. The students were agreeable to the constant questioning and the need to get themselves involved by reflecting on their measurements. They felt particularly satisfied that they were able to pick up some knowledge and not leave the class not understanding anything. This shows that with encouragement and proper planning of the curriculum and course delivery, it is possible to lead the students away from the unhealthy trend of extreme achievement motive orientation.
Project-based learning is one of the most effective ways to inculcate independent study. In the project exercise of the fabrication and characterization of an integrated audio amplifier, approaches, including linking with knowledge gained from lectures, design class and earlier project sub-module, imposing reflection on the significance of each measurement and asking questions to provoke thinking, were adopted. Surveys carried out prior to the project exercise and after the project class revealed the subtle shift of learning orientation from an achievement motive to a deep-level learning motive. The students were agreeable to the constant questioning and the need to get themselves involved by reflecting on their measurements. They felt particularly satisfied that they were able to pick up some knowledge and not leave the class not understanding anything. This shows that with encouragement and proper planning of the curriculum and course delivery, it is possible to lead the students away from the unhealthy trend of extreme achievement motive orientation.
Date Issued
1998
Call Number
LB1060 Cha
Date Submitted
1998