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Collaborative and self-directed learning processes : a case study in Malaysia chemistry PBL lesson

Problem-based learning (PBL) provides students with the opportunity to conduct self-directed learning in collaborative groups, which are essential skills to meet challenges in the 21st century. This study aims to investigate the occurrence and types of collaborative and self-directed processes durin...

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Main Authors: Tan, Yin Peen, Arshad, Mohammad Yusof
Format: Conference or Workshop Item
Published: 2013
Subjects:
L Education
Online Access:http://eprints.utm.my/id/eprint/37393/
http://educ.utm.my/wp-content/uploads/2013/11/10.pdf
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spelling my.utm.373932017-09-02T15:39:03Z http://eprints.utm.my/id/eprint/37393/ Collaborative and self-directed learning processes : a case study in Malaysia chemistry PBL lesson Tan, Yin Peen Arshad, Mohammad Yusof L Education Problem-based learning (PBL) provides students with the opportunity to conduct self-directed learning in collaborative groups, which are essential skills to meet challenges in the 21st century. This study aims to investigate the occurrence and types of collaborative and self-directed processes during problem analysis phase utilizing the FILA-MMS chart in Malaysia secondary school. Two out of five groups of students taught by a teacher in one PBL chemistry lesson was observed, audio-recorded and the verbatim were analyzed. The findings show that collaborative process and self-directed process occur in both groups. Collaborative processes occur by 79.1% and 78.9% in group 1 and group 2 respectively. Major collaborative processes observed in both groups are ‘question and answer’, ‘co-construction’ and ‘sharing of ideas or information’. Self-directed processes occur by 18.3% and 12.9%. The main self-directed processes observed are ‘monitoring’ and ‘directing’. This study shows that there is a lack of selfdirected learning skills among students, such as planning, reflection, evaluation of understanding, and managing information and resources. To enhance these skills among students, future PBL teachers are suggested to emphasize and model planning, reflection and evaluation processes in their lessons. 2013 Conference or Workshop Item PeerReviewed Tan, Yin Peen and Arshad, Mohammad Yusof (2013) Collaborative and self-directed learning processes : a case study in Malaysia chemistry PBL lesson. In: 2nd International Seminar on Quality and Affordable Education (ISQAE 2013), 7th-10th October 2013, UTM Skudai, Johor, Johor Bahru. http://educ.utm.my/wp-content/uploads/2013/11/10.pdf
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic L Education
spellingShingle L Education
Tan, Yin Peen
Arshad, Mohammad Yusof
Collaborative and self-directed learning processes : a case study in Malaysia chemistry PBL lesson
description Problem-based learning (PBL) provides students with the opportunity to conduct self-directed learning in collaborative groups, which are essential skills to meet challenges in the 21st century. This study aims to investigate the occurrence and types of collaborative and self-directed processes during problem analysis phase utilizing the FILA-MMS chart in Malaysia secondary school. Two out of five groups of students taught by a teacher in one PBL chemistry lesson was observed, audio-recorded and the verbatim were analyzed. The findings show that collaborative process and self-directed process occur in both groups. Collaborative processes occur by 79.1% and 78.9% in group 1 and group 2 respectively. Major collaborative processes observed in both groups are ‘question and answer’, ‘co-construction’ and ‘sharing of ideas or information’. Self-directed processes occur by 18.3% and 12.9%. The main self-directed processes observed are ‘monitoring’ and ‘directing’. This study shows that there is a lack of selfdirected learning skills among students, such as planning, reflection, evaluation of understanding, and managing information and resources. To enhance these skills among students, future PBL teachers are suggested to emphasize and model planning, reflection and evaluation processes in their lessons.
format Conference or Workshop Item
author Tan, Yin Peen
Arshad, Mohammad Yusof
author_facet Tan, Yin Peen
Arshad, Mohammad Yusof
author_sort Tan, Yin Peen
title Collaborative and self-directed learning processes : a case study in Malaysia chemistry PBL lesson
title_short Collaborative and self-directed learning processes : a case study in Malaysia chemistry PBL lesson
title_full Collaborative and self-directed learning processes : a case study in Malaysia chemistry PBL lesson
title_fullStr Collaborative and self-directed learning processes : a case study in Malaysia chemistry PBL lesson
title_full_unstemmed Collaborative and self-directed learning processes : a case study in Malaysia chemistry PBL lesson
title_sort collaborative and self-directed learning processes : a case study in malaysia chemistry pbl lesson
publishDate 2013
url http://eprints.utm.my/id/eprint/37393/
http://educ.utm.my/wp-content/uploads/2013/11/10.pdf
_version_ 1643650124305399808
score 13.222552

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