1,248 research outputs found

    Teaching Competency in the Digital Era in Indonesia, Malaysia and the Philippines

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    This study investigated the challenges of teaching in the digital environment and identified digital competency among lecturers in higher learning institutions in the digital era. The survey was carried out from April to September 2022 with 155 valid responses among 200 lecturers, 77.5% response rate from private and public higher learning institutions from Indonesia, Malaysia, and the Philippines. PLS-SEM was used to analyse the survey results and hypothesis testing was conducted through bootstrapping. Among the seven hypotheses proposed, six were accepted and one was rejected, which was the development of digital learning resources towards competency teaching in the digital era

    On site challenges for the construction of 16-storey condominium: as observed by a young civil engineering technologist

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    The difference between an engineer and an engineering technologist is that, an engineer would mainly focus and produce structural designs based on engineering calculations, while the job of an engineering technologist is to execute the design in the real working environment by adopting flexible and critical technical ideas on-site. The challenges can be divided into two categories, namely design challenges faced by an engineer and the construction challenges faced by an engineering technologist. Thus, the job scope of an engineering technologist is relatively wider when compared to that of an engineer, as the engineering technologist would be dealing with the consultant, contractors and suppliers on site, while handling the in situ construction challenges. This requires basic understanding of engineering principles and technology, critical thinking and problem-solving skills, modern tools competency in software applications, designs and construction calculations, as well as communication and leadership skills all rolled into one. I have recorded my experience as a junior civil engineering technologist engaged in the construction works of a 16-storey condominium at Langkawi, Kedah. Included in the descriptions are in situ technical problems encountered, potentially unsafe working conditions, foundations, scheduling and housekeeping on site, among others. I hope that the information shared in this entry would make a good introduction and induction for juniors entering the work site, where my personal undertakings could serve as a guide and reminder for them

    Space Learning Model for Flipped Classroom: Startup to Improve Learning and Innovation Skills in Higher Education

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    This research objectives were to: (1)study the problems of current learning management from five instructors teaching in Software Engineering course by using a semi-structured interview form and the in-depth interviews; (2) examine the level of opinion of 204 students who had studied a Software Engineering course, related to the problems of learning management and learning behaviour in higher education; and (3)find the guidelines for a model of learning management from seven experts on education by using focus group discussions. The data were analysed through the content analysis and descriptive statistics. The findings showed that instructors lacked a variety of processes to transfer knowledge and lacked the motivation to encourage students to acquire learning and innovation skills. The opinions of the students indicated a problem in the measurement and evaluation that emphasised only the final examination, a lack of effective communication in interactions between the students and the instructor in the classroom, and a lack of practice in thinking and problem-solving skills, both in and outside the classroom. The behaviour of the students showed that there was a problem in the students’ preparation before class, as well as a lack of knowledge application. From the results of this research, a model for learning management in 5 steps was obtained, including Stimulation, Peer Coaching, Action, Construct Skills and Evaluation

    ASEAN 4 KIDS: AN INTERACTIVE APPLICATION FOR LEARNING ASEAN CULTURE

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    With three years to the implementation of ASEAN Community in 2015, knowledge about ASEAN is the basic fundamental building block to the success of the ASEAN Community. A research has revealed that currently there is still a significant knowledge gap about ASEAN among young generation. Therefore, this project aims to fulfill this gap by designing and developing an interactive application for learning ASEAN culture named “ASEAN 4 KIDS”. Objective of this project are to develop an interactive application that encourages young children especially primary school students to learn some basic knowledge about ASEAN and culture of each member countries. The project also aims to raise awareness and understanding of ASEAN, its people and cultures to the target users through ICT. Additionally, the objectives are to explore the use of game-based approach in promoting culture learning as well as to evaluate the effectiveness of the application in learning ASEAN culture. Currently in the market, there are limited numbers of culture teaching applications that integrate various aspects of culture. Furthermore, the products that actually focus on teaching ASEAN Culture are very scarce. Using Flash and Augmented Reality, the system exposes the young children to the technology while they learn from the animation lessons and play the interactive games which are the mechanism to teach about ASEAN and deliver the educational content. Besides, the proposed system, this project also involves the study of how culture is being taught in school and the study of young children nature. As a result, the lessons and games are age-appropriate and match the abilities of the children. As a consequence the system is not only creating a joyful learning for the children but also help create awareness and understanding about ASEAN among them. The prototype system was tested with 5 primary school children aged between nine to twelve years old under the instruction of the developer and parents. The result of the testing showed the excitement of the children towards the system which is a good sign for the implementation in the real learning environment later on

    Teaching Competency in the Digital Era in Indonesia, Malaysia and the Philippines

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    This study investigated the challenges of teaching in the digital environment and identified digital competency among lecturers in higher learning institutions in the digital era. The survey was carried out from April to September 2022 with 155 valid responses among 200 lecturers, 77.5% response rate from private and public higher learning institutions from Indonesia, Malaysia, and the Philippines. PLS-SEM was used to analyse the survey results and hypothesis testing was conducted through bootstrapping. Among the seven hypotheses proposed, six were accepted and one was rejected, which was the development of digital learning resources towards competency teaching in the digital era. Keywords: teaching competency, digital era, higher learning institutions, PLS-SEM eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI

    Girls’ Education Programmes in the ASEAN region

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    This non-standard research exercise identified and mapped girls’ education programmes and interventions across Asia and the Pacific. The study primarily focused on interventions that benefit girls, including those that support the transition to secondary school and school completion. The following areas of technical and thematic focus were of particular interest: Accelerated learning, Girls’ education post-Covid-19, Non-formal education, Supplementary education, Female empowerment (i.e. girls’ clubs, life skills programmes, economic empowerment), Climate change, Education Technology (EdTech), and Inclusion of the most marginalised. This mapping study follows a K4D report outlining key barriers to girls’ education in the ASEAN and Pacific region (Price, 2020). It included active programmes and those that finished between 2015 and 2020, with a particular focus on programmes in Cambodia, Laos, Viet Nam, Myanmar, Indonesia, the Philippines, East Timor (Timor-Leste) and Papua New Guinea. Three days of researcher time was allocated to this study, so the exercise was therefore limited in identifying and mapping a large number of applicable programmes. The study relied on publicly available information, so may not have captured all relevant current and previous programming.FCDO (Foreign, Commonwealth and Development Office

    EduLingua 7. évfolyam 1. szåm - Alkalmazott nyelvészeti folyóirat

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    LIFELONG LEARNING AS THE CATALYST IN HUMAN CAPITAL DEVELOPMENT IN MALAYSIA

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    In Malaysia’s National Higher Education Strategic Plan (NHESP): 2007-2020 with its emphasis on higher education excellence, lifelong learning is recognised as one of its seven strategic thrusts. In the ensuing National Higher Education Action Plan Phase 2: 2011-2015, lifelong learning is identified as one of its 23 Critical Agenda Projects (CAPs). Each CAP sets its direction, implements its plans, formulates its key performance indicators, measures and monitors its performance for benchmarking purposes. As for the Lifelong Learning CAP, a Blueprint for the Enculturation of Lifelong Learning in Malaysia: 2011-2020 was officially launched in November 2011. In the blueprint, the status of lifelong learning is elevated to be the Third Pillar of Malaysia’s Human Capital Development System alongside the First Pillar (School System) and the Second Pillar (Tertiary System). The Blueprint focuses on upgrading the productive segment of the society, aged between 15 to 65 years. This is in line with the national aspiration to be a developed and high income nation in the year 2020. To achieve this vision, among others, there is an urgent need to transform our nation’s workforce into knowledge workers. As the largest higher education lifelong learning provider of the country, Open University Malaysia (OUM) needs to play its role effectively in this national agenda. This paper will highlight the focus of the National Lifelong Learning Blueprint and the role of OUM in it. (Abstract by authors
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