Partnership of Learning Construction Through Model Making

Project-based learning offers an engaging instructional method to make learners active constructors of knowledge. This study aims to investigate the effectiveness of learning in two project-based learning of construction through model making in architecture using a case study and by designing. Model making is an innovative and time-consuming approach in teaching construction as this approach rely heavily on student-teacher partnership mimicking the studio learning. Learning construction through model making needs students to take an active role and to be ‘in-charge' of their learning and learning process. The study employs a survey to 78 participants of undergraduate architecture students. The results of this study demonstrated architecture students learn construction effectively using the model making method. This project-based learning allows students to have construction knowledge to consider buildability in their architecture design studio. The result can be used to improve teaching and learning of construction in architectural education.

Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

Integrating Service Learning Into Higher Education Curriculum

This study aims to assess the effectiveness of integrating service learning into the business curriculum of a higher education provider to enhance learners' competencies and reflective learning. Founded on the educational theories of constructivism and social learning, this research consolidates and takes research forward in the understanding of how transforming the business curriculum by integrating service learning through teacher-learner partnerships enhances a students' ability for reflective learning. Using a self-administered questionnaire-based survey with 256 respondents, the data were analysed using variance based PLS-SEM to reveal that service learning had a significant positive influence on reflective learning and on student competency development. The results indicate the positive impact that team-based service learning through teacher-learner partnerships had on the learners' experience. These findings offer some interesting insight for educators, researchers, and policy makers as a means to enhance the learning experience of students in tertiary education in Malaysia.

Reimagining Higher Education in the Post-Pandemic World

Higher education is often touted as a recession-proof occupation and industry. During a recession, jobs are lost, but people's hunger for higher education typically grows. The Covid-19 pandemic shattered this belief, particularly in the private higher education industry. The campus closures due to Covid-19 have led to a drastic decline in new student enrolment, increased student deferments while disrupting academic calendars and campus operations, with some universities and colleges likely to close down or merge. Institutions have had to pivot to online learning to try and maintain learning and business continuity. The pandemic accelerated digital adoption across the global higher education sector. For any recovery to be meaningful and sustainable, there must be reform. This chapter explores how higher education must transform in the new normal post Covid-19 pandemic. It implores university leaders to reimagine and adopt game changing strategies in curriculum design, assessment, and delivery in order to sustain and grow ahead of the market when the pandemic is over.

Exploring the Relationship Between Learners' Uncertainty Level and Learning Performance in an Authentic Problem-Based Learning Environment

Many educators believe that learners' learning experience can be enhanced by infusing uncertainty into their learning process. The authentic problem-based learning (APBL) model allows uncertainty to be incorporated into ill-structured problem to motivate learners' learning process. This study looks into the relationship between learners' uncertainty level and learning performance in APBL model which involve participation of 78 engineering students from Taylor's American Degree Program. A questionnaire consists of 30 items of uncertainty construct and 10 items of learning satisfaction is developed to measure learners' uncertainty level and satisfaction at the end of APBL. Learners' learning satisfaction, learning attitude, and learning score on APBL activities which form the learning performance is computed. The Cronbach's alphas for uncertainty construct and learning satisfaction are 0.89 and 0.92 respectively. The zero order Pearson's correlation analysis showed a strong negative correlation between uncertainty level and learning performance.

Teaching Engagement Scale Alignment Towards Purpose-Driven Delivery

This work proposes a way in which the engagement scale is embedded into the existing educational framework and help to identify training needs that makes the teacher to play a greater role graduate capability achievements. The framework, the key components, and the tracking of the performance to align the set outcomes are presented. A seven dimensional teaching engagement scale (TES) assessment at the end of the semester often is the closest tool to evaluate the partnership. The extraction of the data, analytics of the data, the imperatives, and the solutions with reflections are presented in this work. The analysis showed a wider gap with the way the learner required wanted to learn is and the way the teacher facilitate the class. Analysis of the dimensions is presented with implications sounding out to the point teach less through conventional modes of learning and to make learning to happen through engaging tools towards educational sustainability. The outcomes of the action plan strategy over a semester is presented with reflections and effectiveness.

Student-Faculty Partnership

Successful student-faculty partnerships should evidence the presence of the three guiding principles: respect, reciprocity, and shared responsibility. Therefore, the study focusing on the three guiding principles of partnership respect, reciprocity and responsibility have sought to investigate how students experience student–faculty partnership in a service-learning project in the undergraduate architecture course using a quantitative study. The study shows that students can contribute as partners in architecture course teaching, learning and assessment. The results highlight the need for students to be given the opportunity to be more involved in the decision-making process decisions about their own learning in student-faculty partnerships. Therefore, the study suggests to promote effective partnership in architecture learning, students should be treat as equal partners by faculty.

Participatory Approach in Reusable Learning Object (RLO) Development Using ASPIRE Framework

A reusable learning object (RLO) is a type of e-learning resource developed that can be reused again in a variety of different e-learning activities, modules, and courses. Each has its own learning objective, but they can still be combined to form a comprehensive e-learning experience. This chapter investigates the design and development process of developing reusable learning objects (RLO) to digitize healthcare curricular in Malaysia, a project co-funded by the Erasmus+ Programme of the European Union with partner universities from UK, Europe, and Malaysia. This participatory approach is based on the ASPIRE framework developed by one of the project partners (University of Nottingham). Using the ASPIRE process, stakeholders such as the subject matter experts (SME) and students are involved at the onset of the development process: storyboarding workshop and specification ideation. The completed RLOs are used in the module as part of the student's learning delivery.

Transforming Learning Experience to Achieve Learning Outcome

Active partnership between teachers and learners that requires curriculum change in terms of student's participation during lectures and tutorials have become increasingly popular in the current curriculum development for many universities. Kolb's and Argyris theories of learning were adapted for this study to establish the framework for the constructs developed. A total of 178 samples were collected for the study. The result from the study showed significant relationship between team dynamics and learning outcome, team dynamic and learning attitude and behavior, learning attitude and behavior with learning outcome. The result also indicated full mediation of learning attitude and behavior towards team dynamics and learning outcome. The finding from this study provided a transformed culture and direction with new partnership between facilitators and students in achieving the desired learning outcome.

Students as Partners in Architectural Design Education

Architectural design study is subjective. In order to aid a new pedagogy that welcomes the diversity of design approaches, the research project funded by Taylor's University incorporates teacher-learner partnerships in curriculum design. Engaging students as partners (SaP) in teaching and learning is an emerging yet contested topic in higher education. The research aims to offer learner-led pedagogy through engaging the SaP. Initially the research offers a critical discourse on various perspectives on design studio teaching pedagogy involving tools, teachers, and procedures. Later moves onto a series of studio observations and interviews with students, made for two consecutive semesters at Taylor's and University Malaya. By keeping the learners at the core, SaP, the subjectivity of designers brought to main focus. The contribution of the paper is a learner-led new pedagogy, on e-learning, for the emerging young learners. The significance is to offer tools for exploring originality in design and therefore to empower the budding designers, the learners in architecture.