Self-Regulated Learning as the Enabling Environment to Enhance Outcome-Based Education of Undergraduate Engineering Mathematics

2015 ◽  
pp. 557-567
Author(s):  
Roselainy Abdul Rahman ◽  
Sabariah Baharun ◽  
Yudariah Mohamad Yusof ◽  
Sharifah Alwiah S. Abdur Rahman
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
International Institute ◽  
Self Regulated Learning ◽  
Engineering Mathematics ◽  
Regulated Learning ◽  
Institute Of Technology ◽  
Philosophy Of Knowledge

The paper discusses the results of an action research to improve teaching practice which applied the philosophy of Knowledge – Experiential – Self-regulated (KES) at the Malaysia-Japan International Institute of Technology, Universiti Teknologi Malaysia. The teaching and learning strategies were implemented to achieve the following objectives; (i) to enhance students' mathematical competencies; (ii) to support self-regulated learning; and (iii) to improve the teaching practice of Engineering Mathematics 3 i.e. Advanced Calculus. A modification to a previously developed framework by Roselainy et al. (2012a) was performed to encourage students to adopt self-regulated learning behaviour in an active learning environment. The teaching, learning and assessment activities were aligned constructively based on the theory of Biggs & Tang (2010). Data was collected, analysed and later employed to modify the teaching and learning activities. The findings found that it is imperative for teachers to design an appropriate learning environment and apply suitable strategies in encouraging and supporting students to embrace and take charge of their own learning.

Self-Regulated Learning as the Enabling Environment to Enhance Outcome-Based Education of Undergraduate Engineering Mathematics

2014 ◽  
Vol 3 (2) ◽  
pp. 43-53
Author(s):  
Roselainy Abdul Rahman ◽  
Sabariah Baharun ◽  
Yudariah Mohamad Yusof ◽  
Sharifah Alwiah S. Abdur Rahman
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
International Institute ◽  
Self Regulated Learning ◽  
Engineering Mathematics ◽  
Regulated Learning ◽  
Institute Of Technology ◽  
Philosophy Of Knowledge

The paper discusses the results of an action research to improve teaching practice which applied the philosophy of Knowledge – Experiential – Self-regulated (KES) at the Malaysia-Japan International Institute of Technology, Universiti Teknologi Malaysia. The teaching and learning strategies were implemented to achieve the following objectives; (i) to enhance students' mathematical competencies; (ii) to support self-regulated learning; and (iii) to improve the teaching practice of Engineering Mathematics 3 i.e. Advanced Calculus. A modification to a previously developed framework by Roselainy et al. (2012a) was performed to encourage students to adopt self-regulated learning behaviour in an active learning environment. The teaching, learning and assessment activities were aligned constructively based on the theory of Biggs & Tang (2010). Data was collected, analysed and later employed to modify the teaching and learning activities. The findings found that it is imperative for teachers to design an appropriate learning environment and apply suitable strategies in encouraging and supporting students to embrace and take charge of their own learning.

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

scholarly journals Academic English Teaching for Postgraduates Based on Self-regulated Learning Environment: A Case Study of Academic Reading Course

2016 ◽  
Vol 9 (5) ◽  
pp. 214 ◽  
Author(s):  
Wei Zhao
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
First Grade ◽  
Academic English ◽  
Academic Journal ◽  
Postgraduate Students ◽  
Academic Reading ◽  
Self Regulated Learning ◽  
Regulated Learning

<p>This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this study focuses on foreign language teachers how to guide postgraduate students in academic reading course, so as to implement students’ self-regulated learning strategies and enhance their motivations, as well as how the students to adjust to experience and respond to the teaching process through the adjustment. Accordingly, we theoretically construct self-regulated teaching and learning environment, expectations for enlightenment to the teaching practices of academic English instructions, especially in reading academic journal articles in English. The future direction should be towards to assessing and applying the learning environment model.</p>

scholarly journals Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Inga Glogger ◽  
Lars Holzäpfel ◽  
Julian Kappich ◽  
Rolf Schwonke ◽  
Matthias Nückles ◽  
...  
Keyword(s):  
Learning Environment ◽  
Student Teachers ◽  
Learning Strategies ◽  
Process Models ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Learning Journals ◽  
Regulated Learning ◽  
Assessment Skills ◽  
Computer Based

Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE) that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44;N2=89) worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

Using Student Assessment Choice and eAssessment to Achieve Self Regulated Learning

2010 ◽  
pp. 89-104 ◽  
Author(s):  
Cath Ellis ◽  
Sue Folley
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Essential Role ◽  
Learning Experience ◽  
Student Assessment ◽  
Learning Objectives ◽  
Assessment Process ◽  
Assessment Practices ◽  
Self Regulated Learning ◽  
Regulated Learning

This chapter explores how we can harness technology to foster self-regulated learning in assessment practices. Traditionally innovation in assessment lags behind that in other areas of teaching and learning, however, it is important to make sure that assessment methods and practices are aligned with learning objectives. For assessment to be a beneficial learning experience for students it is important that they are afforded more autonomy and agency over what, when and how they are assessed. This chapter reflects on the ‘problem’ that assessment and feedback presents and on what the research is showing academics need to concentrate. Secondly, it considers how eAssessment tools can provide a way forward to achieving these objectives and helping students to develop more self-regulated learning strategies. Finally the authors will explore how the use of these tools can allow students greater autonomy over the whole assessment process, and the essential role that technology may play in achieving this.

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