Self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics
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 imp...
Saved in:
| Main Authors: | , , , |
|---|---|
| 格式: | Book Section |
| 出版: |
IGI Global
2014
|
| 主題: | |
| 在線閱讀: | http://eprints.utm.my/id/eprint/74694/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957933115&doi=10.4018%2f978-1-4666-7363-2.ch029&partnerID=40&md5=72395f3d6ddc8574365bf872c4cd4eb0 |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| id |
my.utm.74694 |
|---|---|
| record_format |
eprints |
| spelling |
my.utm.746942017-11-26T07:42:18Z http://eprints.utm.my/id/eprint/74694/ Self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics Rahman, R. A. Baharun, S. Yusof, Y. M. Rahman, S. A. S. A. LB Theory and practice of education 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 selfregulated 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. IGI Global 2014 Book Section PeerReviewed Rahman, R. A. and Baharun, S. and Yusof, Y. M. and Rahman, S. A. S. A. (2014) Self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics. In: STEM Education: Concepts, Methodologies, Tools, and Applications. IGI Global, pp. 557-567. ISBN 978-146667364-9 https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957933115&doi=10.4018%2f978-1-4666-7363-2.ch029&partnerID=40&md5=72395f3d6ddc8574365bf872c4cd4eb0 |
| 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 |
LB Theory and practice of education |
| spellingShingle |
LB Theory and practice of education Rahman, R. A. Baharun, S. Yusof, Y. M. Rahman, S. A. S. A. Self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics |
| description |
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 selfregulated 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. |
| format |
Book Section |
| author |
Rahman, R. A. Baharun, S. Yusof, Y. M. Rahman, S. A. S. A. |
| author_facet |
Rahman, R. A. Baharun, S. Yusof, Y. M. Rahman, S. A. S. A. |
| author_sort |
Rahman, R. A. |
| title |
Self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics |
| title_short |
Self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics |
| title_full |
Self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics |
| title_fullStr |
Self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics |
| title_full_unstemmed |
Self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics |
| title_sort |
self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics |
| publisher |
IGI Global |
| publishDate |
2014 |
| url |
http://eprints.utm.my/id/eprint/74694/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957933115&doi=10.4018%2f978-1-4666-7363-2.ch029&partnerID=40&md5=72395f3d6ddc8574365bf872c4cd4eb0 |
| _version_ |
1643656912276815872 |
| score |
13.251813 |