Continuous-grouped-self-learning: in the perspective of lecturers, tutors and laboratory instructors
This paper presents the perception of lecturers, tutors and lab instructors towards the implemented Continuous-Group-Self-Learning (CGSL) in the Department of Computer and Communication System Engineering (CCSE), Universiti Putra Malaysia. This innovative system introduces mock teaching and student-...
| Main Authors: | , , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Canadian Center of Science and Education
2009
|
| Online Access: | http://psasir.upm.edu.my/id/eprint/15121/ http://psasir.upm.edu.my/id/eprint/15121/1/15121.pdf |
| _version_ | 1848842588329607168 |
|---|---|
| author | Mohd Azau, Mohd Azrin Low, Ming Yao Goo, Soon Aik Chin, Kock Yeong Nor, Mohamad Nizam Abdullah, Ahmad Yusri Mohamad Jamil, Mohd Hafidz Yahya, Nasiruddin Abas, Ahmad Fauzi Saripan, M. Iqbal |
| author_facet | Mohd Azau, Mohd Azrin Low, Ming Yao Goo, Soon Aik Chin, Kock Yeong Nor, Mohamad Nizam Abdullah, Ahmad Yusri Mohamad Jamil, Mohd Hafidz Yahya, Nasiruddin Abas, Ahmad Fauzi Saripan, M. Iqbal |
| author_sort | Mohd Azau, Mohd Azrin |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | This paper presents the perception of lecturers, tutors and lab instructors towards the implemented Continuous-Group-Self-Learning (CGSL) in the Department of Computer and Communication System Engineering (CCSE), Universiti Putra Malaysia. This innovative system introduces mock teaching and student-lecturer role as a technique of delivery. The system ensures a continuous group work and the students are learning with class-oriented problem-based learning (CO-PBL) instead of seasonal project oriented problem-based learning (PO-PBL). The radical change in the assessment by adopting mock teaching oriented assessment (MTOA) has given a new definition to assess the student thoroughly. 49 respondents have taken part in this study, in which 30 of them are lecturers, 8 are tutors and 11 are laboratory instructors who currently active serving in the department. In general, 56% of the respondent do not agree this learning system shifted the teaching job to the students and 56.55% of them disagree this approach is a burdensome to the students who are undergoing this learning style. This system in fact a catalyst that urges the lecturers, tutors and lab instructors to enhance themselves in order to cope up with the ‘knowledge demand’ from the student when 82.1% of the respondents agree to be more knowledgeable as compared to conventional teaching method. |
| first_indexed | 2025-11-15T08:01:31Z |
| format | Article |
| id | upm-15121 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T08:01:31Z |
| publishDate | 2009 |
| publisher | Canadian Center of Science and Education |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-151212019-05-09T01:25:26Z http://psasir.upm.edu.my/id/eprint/15121/ Continuous-grouped-self-learning: in the perspective of lecturers, tutors and laboratory instructors Mohd Azau, Mohd Azrin Low, Ming Yao Goo, Soon Aik Chin, Kock Yeong Nor, Mohamad Nizam Abdullah, Ahmad Yusri Mohamad Jamil, Mohd Hafidz Yahya, Nasiruddin Abas, Ahmad Fauzi Saripan, M. Iqbal This paper presents the perception of lecturers, tutors and lab instructors towards the implemented Continuous-Group-Self-Learning (CGSL) in the Department of Computer and Communication System Engineering (CCSE), Universiti Putra Malaysia. This innovative system introduces mock teaching and student-lecturer role as a technique of delivery. The system ensures a continuous group work and the students are learning with class-oriented problem-based learning (CO-PBL) instead of seasonal project oriented problem-based learning (PO-PBL). The radical change in the assessment by adopting mock teaching oriented assessment (MTOA) has given a new definition to assess the student thoroughly. 49 respondents have taken part in this study, in which 30 of them are lecturers, 8 are tutors and 11 are laboratory instructors who currently active serving in the department. In general, 56% of the respondent do not agree this learning system shifted the teaching job to the students and 56.55% of them disagree this approach is a burdensome to the students who are undergoing this learning style. This system in fact a catalyst that urges the lecturers, tutors and lab instructors to enhance themselves in order to cope up with the ‘knowledge demand’ from the student when 82.1% of the respondents agree to be more knowledgeable as compared to conventional teaching method. Canadian Center of Science and Education 2009 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/15121/1/15121.pdf Mohd Azau, Mohd Azrin and Low, Ming Yao and Goo, Soon Aik and Chin, Kock Yeong and Nor, Mohamad Nizam and Abdullah, Ahmad Yusri and Mohamad Jamil, Mohd Hafidz and Yahya, Nasiruddin and Abas, Ahmad Fauzi and Saripan, M. Iqbal (2009) Continuous-grouped-self-learning: in the perspective of lecturers, tutors and laboratory instructors. International Education Studies, 2 (1). pp. 58-63. ISSN 1913-9020; ESSN: 1913-9039 http://www.ccsenet.org/journal/index.php/ies/article/view/292/16201 10.5539/ies.v2n1p58 |
| spellingShingle | Mohd Azau, Mohd Azrin Low, Ming Yao Goo, Soon Aik Chin, Kock Yeong Nor, Mohamad Nizam Abdullah, Ahmad Yusri Mohamad Jamil, Mohd Hafidz Yahya, Nasiruddin Abas, Ahmad Fauzi Saripan, M. Iqbal Continuous-grouped-self-learning: in the perspective of lecturers, tutors and laboratory instructors |
| title | Continuous-grouped-self-learning: in the perspective of lecturers, tutors and laboratory instructors |
| title_full | Continuous-grouped-self-learning: in the perspective of lecturers, tutors and laboratory instructors |
| title_fullStr | Continuous-grouped-self-learning: in the perspective of lecturers, tutors and laboratory instructors |
| title_full_unstemmed | Continuous-grouped-self-learning: in the perspective of lecturers, tutors and laboratory instructors |
| title_short | Continuous-grouped-self-learning: in the perspective of lecturers, tutors and laboratory instructors |
| title_sort | continuous-grouped-self-learning: in the perspective of lecturers, tutors and laboratory instructors |
| url | http://psasir.upm.edu.my/id/eprint/15121/ http://psasir.upm.edu.my/id/eprint/15121/ http://psasir.upm.edu.my/id/eprint/15121/ http://psasir.upm.edu.my/id/eprint/15121/1/15121.pdf |