Perception study on multiple active learning techniques for telecommunication courses in Universiti Kebangsaan Malaysia
Active learning is a 3-ways approach of teaching-learning in which lecturers and students engage in learning activities by using alternative methods such as writing exercises, educational games, problem-solving, reaction-viewing systems, debates, class discussions, and electronic media use. Al...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/17062/1/44544-143695-1-PB.pdf http://journalarticle.ukm.my/17062/ https://ejournal.ukm.my/ajtlhe/issue/view/1353 |
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| Summary: | Active learning is a 3-ways approach of teaching-learning in which lecturers and students
engage in learning activities by using alternative methods such as writing exercises,
educational games, problem-solving, reaction-viewing systems, debates, class discussions,
and electronic media use. Although there is evidence to support the effectiveness of active
learning strategies, the implementation of different techniques in higher learning programs is
minimal. This study aimed to evaluate the perception of active learning from students exposed
to the designed activities in three courses at the Department of Electrical, Electronics and
Systems, Faculty of Engineering and Architecture, UKM. The three courses were KKKT3243
(Communication Devices), KKKT4133 (Communication Data and Computer Networks), and
KKKT4193 (Radio and Satellite Communication). Evaluation using a questionnaire involved
27 student respondents from Years 3 and 4. In these courses, a number of complex topics
were presented using various active learning techniques involving teaching materials based
on the needs of the current telecommunications industry. The design also includes
collaborative learning using media such as Google Drive and iFolio, a UKM learning
management system. Questionnaire studies reported that students think they learn better and
can relate theory and practice easily and quickly. Students, however, reckoned that the main
obstacle to active learning was that lecturers needed more preparation and a lack of adequate
infrastructure. |
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