Abstract:



Action learning has been one of the strategy in delivering teaching and learning amongst students. Educators and scholars exploring and investigating on ways or methodologies that can ensure teaching and learning activity in class are fun and benefited students as to knowledge, generic skills/soft skills transferred and practices. This study explored ethics transferred amongst students through action learning in mind mapping activity.  Researcher found that good values such as integrity and objectivity could be transferred through action learning

Bakar, N.

Hasan, Hazmilah

Husain, K.

Shahbodin, F.

Action learning has been one of the strategy in delivering teaching and learning amongst students. Educators and scholars exploring and investigating on ways or methodologies that can ensure teaching and learning activity in class are fun and benefited students as to knowledge, generic skills/soft skills transferred and practices. This study explored ethics transferred amongst students through action learning in mind mapping activity.  Researcher found that good values such as integrity and objectivity could be transferred through action learning

Bakar, Norasiken

Shahbodin, Faaizah

Hussain, Kalthom

Universiti Teknikal Malaysia Melaka (UTeM) Repository

INCULCATING ETHICS THROUGH ACTION LEARNINGHazmilah Hasan, Hajah Norasiken Bakar, Faaizah Shahbodin, Aida Nasirah Abdullah and Kalthom HussainUniversity Technical Malaysia MelakaAbstract:Action learning has been one of the strategy in delivering teaching and learning amongst students. Educators and scholars exploring and investigating on ways or methodologies that can ensure teaching and learning activity in class are fun and benefited students as to knowledge, generic skills/soft skills transferred and practices. This study explored ethics transferred amongst students through action learning in mind mapping activity.  Researcher found that good values such as integrity and objectivity could be transferred through action learning.Introduction  Traditional lecture shows that the one who is active is the lecturer; teaching through talking, writing on the white board, sharing power point presentation.  Sometimes lecturer asks questions but seldom get answers from the students. Therefore, lecturer used to answer their own questions too.  In traditional method of teaching, students are usually observing, listening, taking notes and sometimes when a dominant student talks others do not dare to participate into the discussion. Studies and scholar in teaching and learning had found that there is better way of learning.  Lecturer possibly want the students mind and focus to their teaching material but mostly some of them prefer think about other think rather than the topic lectured.  Other study of soft skills transferred in engineering classes in United States (Kumar, 2007) found that implementation of problem-based learning in the curriculum and service-learning pedagogy in engineering is the most effective way to prepare engineers for the 21st Century.   Students performing service-learning are not doing something for the community but with the community (Lime, et. al., 2006).  It involved integration of community, practicing firms, students and their university faculty.  This study focuses on planting leadership skills in engineering classes and uses Accreditation Board for Engineering and Technology (ABET)’s engineering criteria 2000 as benchmark to the criteria needed in an engineering leader.  Time constraints were mentioned as part of the obstacle in the success of the approach chosen.   Other findings were that implementation requires lots of commitment and dedication from everybody involved and needs modification of the teaching style.  The researcher interested with the approach of teaching soft skills through problem based learning and service-learning with community would be an enhancement to add value to the Malaysian engineering education curriculum.  Through the researcher observation, the Malaysian engineering education curriculum did include the working with community in universities but as society activities and not as a part of the engineering curriculum.  The researcher found also that interpersonal communication is imbedded in leadership skills.  The National Qualifications Framework (NQF) emphasized skills over formal knowledge, taking a holistic view of personal, social and economic needs in South African society (NCHE, 1996).    The NQF endorses an outcomes-based approach towards education and training.  This move is due to the growing concern about the effectiveness of traditional methods of teaching and training, which were content-based. This is to promote overall improvement in the level of skills of the workforce as a means to improve and promote the prospects of employees, the productivity in the workplace, self-employment and the provision of social services. It is believed that active learning and cooperative learning could help students actively involved and participate in classroom setting of learning.  Action learning is a continuous process of learning and reflection, supported by colleagues, with an intention of getting things done.  Through action learning individuals learn with and from each other by working on real problems and reflecting on their own experiences.  The process helps us to take an active stance towards life and helps to overcome the tendency to think, feel and be passive towards the pressure of life (Mc Gill and Beaty, 2001).Davies, et.al., (2006) in the study of what makes a good engineering lecturer, provide a useful reference point of discussion about what engineering students actually want from their lecturers.  The analysis has identified three attributes which identify a good lecturer is; enthusiastic, gives clear, well-structured presentations and uses real-world engineering examples backed up by industrial experience.  This can be used as guidance for engineering educators or young lecturers to measure them to see whether they match the criteria or they should undergo training for development as engineering lecturer.Action learning is based on an experiential learning cycle (Kolb, 1984; Pedlar et al., 1986).  This learning cycle, is also a problem-solving cycle and a management learning and development cycle (Bourner et.al., 1992).  How action learning works.In action learning, students may work as individual or groups.  There is usually a facilitator called a set adviser.  The students will engage themselves with answer questions, solving problem, fill in steps in a problem solution or derivation, brainstorm lists, troubleshoot processes or reflect about the topic lectured in class.   The lecturer than will asked for answer from individual or group, or volunteers and will move on when the right answer mentioned by students.  This shows that students have understand about the topic being discussed. The activity too will pull the students attention to focus to the topic studied in class.  Active learning can be better mixed with collaborative learning- it is essentially a group based process; projects are linked to the real world of experience either for personal and/or organizational development; action planning and evaluation are emphasized as personally constructed rather than given by an expert and it uses processes which enhance development of interpersonal skills.HEI’s are trying to provide undergraduates with the nearest or similar to on-job syllabus but unfortunately, project working, as an employability-enhancing activity, for example, range from employability-linked, problem-solving team projects to academic projects and are rarely connected to the world of work, (Harvey, 2001).  Therefore, it is not an easy job to demonstrate and practice the real on the job situation in a class environment.  Bowden and Masters, (1993) agreed by stating that there is ample evidence that students in the classroom do not ‘transfer’ knowledge developed in solving the classroom assignment to the professional situation they meet  in the field, or to the practical problem they meet in their day-to-day life (Tempone and Martin, 2003).  Many writers assert that students have difficulty in transferring theoretical concepts acquired in the classroom to practical applications in the workplace in areas as varied as aviation, psychology, accounting and mathematics (Crebbin, 1997; Wiggin, 1997; Yap, 1997; Yasukawa, 1997).   The researcher found that there are debates on what, and how to provide the best way to transmit soft skills to students.  From the research observation and literature, it is still an on going debate.  The decision relates to the debates involved in the changing of the economy with the change in producing and manufacturing a product and also there is a change in demand of the skills involved.Methodology	This study applied action learning, collaborative learning and student centred learning (SCL) in critical and creative thinking (DLHC 3022) course.  The respondents are second year engineering students and DLHC 3022 is an elective course consists of two credits. Method of teaching and learning used in this class are of mixed method.  The traditional teaching method; lecture and teaching power point slide are the normal tool used in the classroom.  Students are feed with topic content and further with activity imposed in group of three or four discussions. The activity is to ensure students have better understanding of the topic introduced.                                                                                                                                                                                                                            Group of students are asked to draw the mind map of their other course lecture plan by applying the ten elements of mind mapping and other sources that they had learned.  Then they have to display their work of mind mapping to the wall. Other group has to evaluate the mind map whether it’s complying with the elements and criteria given in the theory. Each group have to discuss amongst the group member and decide positive comments supported by theory given and facts as evidence for the specific mark given to the other group mind mapping. The full mark is five. Discussion and findingsThe students try to negotiate with other group to be given five marks (full marks) but the researcher foreseen the situation and ordered the group has to provide evidence and justification on the marks given and sign their name for further references.  Evaluator group has to defend for the marks given by them. Should be if the marks given are not appropriate e.g marks are given full mark which is normally done by the students so that everyone are happy and passed the course together. The researcher felt that every student should learn to take responsibility on their action and decision.  Surprisingly, no group gets full marks or one mark.The researcher immediately checks the marks and comments made by the groups in front of the class. This study finds that 100% of students had given between 2 to 4 marks to other group evaluated by them.  There is no 1 mark (lowest mark) or 5 marks (full marks) for the poor and best mind mapping group. Even though 10.7% missed lead the marking.  There are mind mapping drawn that are wrongly done according to the theory given such as a mind map should start from centre but there are students starts the mind map from a corner of the paper.  Should be they are obviously wrong.  Unfortunately, students do not dare to give 0 % or redo comments.  Students have to explain the justification of marks given. The reason given for lower mark is that they do not want the other group to feel unhappy with the lower mark given. Findings showed 89.3% mentioned that they are more confidence speaking, debating and presenting in class relating their group decision.  They are happy with the opportunity for their ideas to be heard either it is good or the simplest.  10.7% still felt shy and prefer the dominant student talk on behalf of them. 90.0% felt that they have to be highly integrity during the evaluation.  They do not want to wrongly evaluate their friends either poor mark or similarly given the highest marks where should be they do not deserve it.   10% felt that they should not gave the least mark because it will make the other group not happy. Mostly, 90% of the class agreed that they have learned good values and something positive from this process.   In this experiment, the students are given a chance to do corrections according to the comments given by their student colleagues.  Their corrections are checked again by the researcher which is the lecturer of the course and are worth to get full marks of five after all the comments of improvement being addressed.  100% of the students are happy with this practice where they have learned the process of doing mind mapping and they are given a chance to unlearn and relearn the right method of doing mind mapping.100% of the class responses agreed that they are happy they learned mind mapping by themselves with minimum delegation from the lecturer.  They being ask to prove their understanding by applying the knowledge understood into activity of real mind mapping as draft and transferred in A1 size paper following the action learning approach.  Students had collaboratively learned from each other.  In learning, there are issues that the rate of understanding is different amongst individual.  Therefore, by collaborate the technique of learning and teaching between active learning and collaborative learning, students learned from each other and help their colleagues which are slow learner.  To move on the group has to ensure that each of their member should have same parameter of understanding of the topic learned.The researcher then asks the students to reflect on the activity done.  Even though they learned about mind mapping for future work, indirectly they have learned also about good values.  This learning process has transferred on how to evaluate other peoples’ work with integrity, objectivity and justice.  ConclusionWorking as an engineer and the need to be working in team, objective, justice and integrity is crucial.  There are literature (Harold and Russell, 2002) related that engineer without the good values will always involved in unethical behaviour. Engineering profession demand working in teams and their performance of evaluation could depend on how well they can work on those team rather than their technical skills (Felder and Rebecca, 2004).  Research shows that working and studying individually outcome of learning is much lesser than team learning which is much deeper. The DLHC 3022 students (87.3%) had commented that they wanted the course to continue offered for future students.  12.7% demand to have more video session and instrumental music as the background of the class during the lesson.  This is the added value tools to consider for the future session in this course.References:Bowden, J.A. and Masters, G.N. (1993), Implications for Higher Education of aCompetency Based Approach to Education and Training.  Canberra: Australian Government Publishing Service. Crebbin, W. (1997) Teaching for lifelong learning.  In Irene Tempone and ElaineMartin (2003) Iteration between theory and practice as a pathway to developing generic skills in accounting, Accounting Education, 12 (3), pp. 227-244, Routledge.Davies, J.W., Arlett, C., Carpenter, S., Lamb, F., and Donaghy, L., (2006) Whatmakes a good engineering lecturer?  Students put their thoughts in writing,  European Journal of Engineering Education, Vol.31, No.5, 543-553Harold, P.E Stern and Russel P., (2002), An Instructional Module for Engineering Ethics, 32nd ASEE/IEEE Frontiers in Education Conference, 6-9 Nov.Harvey, L.,(2001), Defining and Measuring Employability, Quality in HigherEducation, Vol. 7, No. 2, pg. 97-109, Taylor & Francis Ltd.Felder, R.M. and Rebecca B., (2004), The ABC’s of engineering education:ABET, Bloom Taxonomy, Cooperative Learning and so on. Proceeding of the 2004 American Society Engineering Education Annual Conference & ExpositionKolb, D., (1984) Experiential Learning: experience as the source of learning and development, Prentice-Hall.Kumar, S. and Hsiao, J.K., (2007) Engineers learn “soft skills the hard way”: planting a seed of leadership in engineering classes, leadership and management in engineering, Leadership & Management in Engineering, January, Vol. 7 (1) p18-23. Wiggin, M. (1997),Bridging the gap between theory and practice.  In Irene TemponeAnd Elaine Martin (2003),Iteration between theory and practice as a pathwayto developing generic skills in accounting, Accounting Education, 12 (3), pp.227-244, Routledge.Yap, C. (1997) Teaching overseas Students: the case of introductory accounting.  In Irene Tempone and Elaine Martin (2003), Iteration between theory and practice as a pathway to developing generic skills in accounting, Accounting Education, 12 (3), pp. 227-244, Routledge.Yasukawa, K. (1997) Challenging myths about mathematics learning and teaching.  In Irene Tempone and Elaine Martin (2003), Iteration between theory and practice as a	 pathway to developing generic skills in accounting, Accounting Education, 12 (3),	 pp. 227-244, Routledge.

Inculcating ethics through action learning

http://eprints.utem.edu.my/id/eprint/276/1/Inculcating_ethic_values_through_active_laerning%5B1%5D.doc

INCULCATING ETHICS THROUGH ACTION LEARNING

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