LEARNING WITH WORKED-OUT PROBLEMS: THE IMPACTS OF INSTRUCTIONAL EXPLANATION AND SELF-EXPLANATION PROMPTS ON TRANSFER PERFORMANCE

In the present research, two different explanatory approaches – namely, instructional explanation and self-explanation prompts – were applied in worked-out-problembased learning (or learning from worked-out problems) in the domain of manufacturing technology. The main purpose of this investigation was to compare the effects of both explanatory approaches on topic knowledge acquisition, near-transfer performance, and far-transfer performance. Additionally, the mental efforts invested by the participants during the learning process were also recorded to examine its relation with learning performance. A pre- and post-tests were used to assess topic knowledge acquisition, near- and far-transfer performance, whereas mental effort was measured by means of NASA Task Load Index. The analysis outcomes revealed that the self-explanation prompts approach was significantly superior to the instructional-explanation approach in terms of topic knowledge acquisition and neartransfer performance. There was no significant difference found between both approaches in far transfer performance. Apart from the above, the findings also demonstrated that a high mental effort investment did not guarantee a fruitful learning performance

Learning with worked-out problems in Manufacturing Technology: The effects of instructional explanations and self-explanation prompts on acquired knowledge acquisition, near and far transfer performance

In the present research, two different explanatory approaches – namely, instructional explanation and self-explanation prompts – were applied in worked-out-problem-based learning (learning with worked-out problems) in a computer-assisted instructional environment in the domain of manufacturing technology. This research aims at comparing the effects of both explanatory approaches on topic knowledge acquisition, near transfer performance, and far transfer performance. Additionally, this research also attempts to examine the impact of topic interest on the aforementioned variables, in addition to the relationships between topic interest, mental effort, and learning outcomes. A total of 76 second-year students were randomly assigned to experimental and control groups. The pre- and post-tests were used to measure topic knowledge acquisition, near-transfer performance, and far-transfer performance, whereas topic interest and mental effort were measured by means of Topic Interest Questionnaire and NASA Task Load Index (NASA-TLX) respectively. The analysis outcomes revealed that the self-explanation prompts approach was significantly superior to the instructional-explanation approach in terms of topic knowledge acquisition and near transfer performance. In addition, the results demonstrated that the impact of topic interest was significantly noticeable on far transfer tasks, but not on topic knowledge acquisition and near transfer tasks. On the other hand, the relationship between mental effort investment and test performance was not statistically significant. Finally, an equivocal relationship, which varied depending on the treatment conditions, was discovered between topic interest, mental effort, and test performance. (DIPF/orig.)In der vorliegenden Untersuchung wurden zwei unterschiedliche Lehrmethoden – instruktionale Erklärung und Aufforderung zur Selbsterklärung – angewandt auf das Lernen mit Lösungsbeispielen in einer computergestützten Lernumgebung, die thematisch im Bereich der Fertigungstechnik angesiedelt ist. Die computergestützte Lernumgebung bestand aus einer vom Autor erstellten Lernsoftware, die mit Macromedia Authorware entworfen und entwickelt wurde. Hauptziel der Studie war ein Vergleich der Effekte beider Lehrmethoden auf die Aneignung von Sachwissen sowie die Leistung beim nahen und weiten Transfer. Außerdem wurden die Auswirkungen von Gegenstandsinteresse auf die zuvor genannten Kriterien untersucht und die Beziehungen zwischen Gegenstandsinteresse, mentaler Anstrengung und Lernergebnissen. Insgesamt wurden 76 Studierende im zweiten Jahr ihres Studiums an der Fakultät für Technische Bildung, Universität Tun Hussein Onn Malaysia (UTHM), nach dem Zufallsprinzip in drei Gruppen aufgeteilt: Selbsterklärungsaufforderung (SE: n = 25), instruktionale Erklärung (IE: n = 25) und Kontrollgruppe (n = 26). Mit Pre- und Post-Tests wurden die Aneignung von Sachwissen sowie die nahe und weite Transferleistung erhoben. Gegenstandsinteresse und mentale Anstrengung wurden mit dem Topic Interest–Fragebogen und dem NASA-TLX gemessen. Das Statistik-Paket für die Sozialwissenschaften (SPSS) wurde verwendet, um die Hypothesen an den gesammelten Daten zu prüfen. Die Hypothesenprüfung erfolgte mittels quantitativ statistischer Auswertungsverfahren (Korrelation, Varianzanalyse). (DIPF/Orig.

The effects of worked examples presentation on sub-cognitive loads

One promising technique for helping students in fulfilling complex problem solving tasks is through learning with worked example. Although worked example approach is the most prominent technique discussed in the literature of cognitive load theory, there is still very little scientific understanding of managing the students’ sub-cognitive load, namely intrinsic, extraneous and germane load on different complexity of worked example approach especially in engineering domain. Thus, this study was conducted to investigate the effects worked examples presentation on sub-cognitive loads among electrical engineering students. In this research, the worked examples were presented in three different sequences: (i) all examples were of same level of difficulty (ii) from difficult to easy example; (iii) from easy to difficult example. Data were collected from 82 students (Condition (i) =27; Condition (ii) = 34; condition (iii) = 21) of Diploma in Electrical Engineering Program at three selected polytechnics. The inventory tool of sub cognitive load were given to students after each teaching and learning session ends. The findings suggested that worked examples presented in easy to difficult format could be one of the approaches that is more efficient to manage students’ cognitive load and effective to be applied in engineering lesson

EFFECTS OF EXAMPLE-PROBLEM BASED LEARNING ON TRANSFER PERFORMANCE IN CIRCUIT THEORY

The main goal of the study was to test a hypothesis that Example-Problem-Based Learning (EPBL) would lead to better transfer performance compared Traditional Learning (TL) approach.  The participants were vocational diploma-level students and the learning domain was Circuit Theory. As a means of data collection, 10-items open-ended test (five items each for assessing near-transfer and far-transfer) was administered as a pre-test and post-test. A sufficient reliability estimate was obtained, a= 0.74, based on the Cronbach Alpha method. A statistically significant difference on the post test score was observed between the EPBL and the TL group where the EPBL group scored higher than the TL group on both near and far-transfer.  In conclusion, EPBL approaches produces greater learning compared to TL approach, for both near and distant-transfer

Integrasi konsep dan teori beban kognitif dalam pendidikan kejuruteraan di Malaysia: satu kajian literatur

Bidang pendidikan kejuruteraan telah menyaksikan pertumbuhan yang mampan kebelakangan ini. Namun, kurangnya penyelidikan dalam bidang ini menyebabkan sukar menemui emprikal dan teoritikal yang boleh dijadikan panduan bagi membantu pelajar kejuruteraan menyerap kandungan pembelajaran dengan lebih efektif. Secara dasarnya, reka bentuk kejuruteraan merupakan satu aktiviti kognitif yang kompleks, disebabkan pembelajaran domain ini kebanyakannya memerlukan keupayaan pelajar untuk menggunakan beban mental yang tinggi dalam pembelajaran. Bagaimanapun, salah satu kunci untuk membantu pelajar menghadapi cabaran ini adalah dengan membantu mereka menyesuaikan diri dalam membina pengetahuan dan kemahiran dengan mudah untuk menguasai kandungan pembelajaran yang berbentuk novel atau kompleks. Mujurlah, Teori Beban Kognitif kaya dengan pelbagai maklumat dan berupaya menjana kaedah pengajaran yang lebih berkesan dalam menyediakan garis panduan untuk reka bentuk pengajaran. Merujuk kepada teori ini, sebahagian besar sifat-sifat pembelajaran dan ciri-ciri pelajar telah ditekankan dalam menguruskan beban ingatan kerja melalui reka bentuk pengajaran. Oleh itu, kajian literatur ini bertujuan untuk mengkaji dan meneliti kajian emprikal terdahulu dalam prospek Teori Beban Kognitif dengan membandingkan keberkesanan pembelajaran pelajar bagi mendapatkan satu pendekatan yang relavan dengan domain kejuruteraan. Hasil kajian mendapati, pembelajaran berasaskan contoh kerja adalah lebih relavan dilaksanakan dalam pembelajaran kejuruteraan berbanding penyelesaian masalah terutamanya pada fasa awal pembelajaran. Seterusnya, dua jenis pendekatan pengajaran berasaskan contoh kerja dicadangkan dalam kajian ini. Pertama, pendekatan contoh kerja mudah ke sukar dan kedua adalah sebaliknya

Integrasi konsep dan teori beban kognitif dalam pendidikan kejuruteraan di Malaysia: satu kajian literatur

Bidang pendidikan kejuruteraan telah menyaksikan pertumbuhan yang mampan kebelakangan ini. Namun, kurangnya penyelidikan dalam bidang ini menyebabkan sukar menemui emprikal dan teoritikal yang boleh dijadikan panduan bagi membantu pelajar kejuruteraan menyerap kandungan pembelajaran dengan lebih efektif. Secara dasarnya, reka bentuk kejuruteraan merupakan satu aktiviti kognitif yang kompleks, disebabkan pembelajaran domain ini kebanyakannya memerlukan keupayaan pelajar untuk menggunakan beban mental yang tinggi dalam pembelajaran. Bagaimanapun, salah satu kunci untuk membantu pelajar menghadapi cabaran ini adalah dengan membantu mereka menyesuaikan diri dalam membina pengetahuan dan kemahiran dengan mudah untuk menguasai kandungan pembelajaran yang berbentuk novel atau kompleks. Mujurlah, Teori Beban Kognitif kaya dengan pelbagai maklumat dan berupaya menjana kaedah pengajaran yang lebih berkesan dalam menyediakan garis panduan untuk reka bentuk pengajaran. Merujuk kepada teori ini, sebahagian besar sifat-sifat pembelajaran dan ciri-ciri pelajar telah ditekankan dalam menguruskan beban ingatan kerja melalui reka bentuk pengajaran. Oleh itu, kajian literatur ini bertujuan untuk mengkaji dan meneliti kajian emprikal terdahulu dalam prospek Teori Beban Kognitif dengan membandingkan keberkesanan pembelajaran pelajar bagi mendapatkan satu pendekatan yang relavan dengan domain kejuruteraan. Hasil kajian mendapati, pembelajaran berasaskan contoh kerja adalah lebih relavan dilaksanakan dalam pembelajaran kejuruteraan berbanding penyelesaian masalah terutamanya pada fasa awal pembelajaran. Seterusnya, dua jenis pendekatan pengajaran berasaskan contoh kerja dicadangkan dalam kajian ini. Pertama, pendekatan contoh kerja mudah ke sukar dan kedua adalah sebaliknya

Assessing soft skills components in science and technology programs within Malaysian Technical Universities

The workforce is a social environment where particular skills are essential in order for workers to perform well, have a competitive edge and succeed in their careers. A soft skill is one of the skills needed in every type of workplace setting. Soft skills include communication skills, collaboration skills, entrepreneurship, and others. Workplace need workers who are competent not only with technical skills but who also have soft skills. There is lack of literature discussion on the perceptions of needed soft skills in the workplace. Therefore, this study aimed to close the gap in the literature concerning the perceptions of instructors and students in the area of soft skills especially in communication skills, collaboration skills, and entrepreneurship at the workplace. This study aims to decrease the divide in soft skills differences among instructors and students in higher learning institutions so that students have the opportunity to excel in their learning process. This study employs quantitative method specifically using survey as an instrument. The findings shows soft skills including communication, collaboration, and entrepreneurship skills are one of the aspects stressed by the students and instructors at higher learning institutions to ensure that graduates will be employable and competent in order to contribute to the nation development

Assessing soft skills components in science and technology programs within Malaysian Technical Universities

The workforce is a social environment where particular skills are essential in order for workers to perform well, have a competitive edge and succeed in their careers. A soft skill is one of the skills needed in every type of workplace setting. Soft skills include communication skills, collaboration skills, entrepreneurship, and others. Workplace need workers who are competent not only with technical skills but who also have soft skills. There is lack of literature discussion on the perceptions of needed soft skills in the workplace. Therefore, this study aimed to close the gap in the literature concerning the perceptions of instructors and students in the area of soft skills especially in communication skills, collaboration skills, and entrepreneurship at the workplace. This study aims to decrease the divide in soft skills differences among instructors and students in higher learning institutions so that students have the opportunity to excel in their learning process. This study employs quantitative method specifically using survey as an instrument. The findings shows soft skills including communication, collaboration, and entrepreneurship skills are one of the aspects stressed by the students and instructors at higher learning institutions to ensure that graduates will be employable and competent in order to contribute to the nation development

Technical and vocational education in Malaysia: policy, leadership, and professional growth on Malaysia women

Technical and Vocational Education (TVE) is facing new challenges in an increasingly competitive global context. The continuing under representation of women in engineering fields at semi-skilled and high-skilled levels is receiving renewed attention. This paper explores women as part of special population in Malaysia who desire to be placed as equal to men in Malaysian context. Policy, leadership, and professional growth are discussed comprehensively to support Malaysian females’ involvement in engineering disciplines, one of Technical and Vocational Education (TVE) programs in Malaysia. This paper also explores issues and challenges facing by Malaysian women in order to be recognized by the sub-ordinates, peers, leaders and society within male-dominated professions and environment

Green skills for green industry: a review of literature

Apart from technical and generic skills, employers start looking for manpower with green skills which are much needed for promoting sustainable development in social, economic as well as environment. This article aimed at finding out the major green skills demanded by the green industry based on the existing literature. In the present study, document analysis was employed. The published articles and technical reports related to green skills in various disciplines were identified from electronic databases that includes ScienceDirect, Google Scholar, ResearchGate, and Academia. The findings from literature review revealed that there are ten most common green skills demanded by various industrial sectors, namely, design skill, leadership skill, management skill, energy skill, city planning skill, landscaping skill, communication skill, waste management skill, procurement skill, and financial skill. The role and directions of skill training institutions should be aligned with the needs and wants of the industrial sectors. Therefore, it is imperative for the skill training institutions to revise and revamp their curriculum in order to produce graduates with green skills to cater for the demand of manpower market