All this while, lecturers were trained on how to teach with various instructional strategies. Now, this university is progressively moving towards student centred teaching and lecturers need to be re-trained to focus further on students’ learning. Hence, Lecturer e-Training Programme (LeP) was designed and implemented.
The results show that Stage 3: Face-to-Face Action Learning, has the highest significant impact on the lecturers’ preparation for student centred teaching. On this stage, lecturers had face-to-face discussions with the trainer where real-world teaching and learning cases were put forward and debatable postings in the online forum were discussed too. Since Stage 3 has the highest significant impact, it goes to show that lecturers …show more content…
The consequence is they would be extremely likely to include online discussion in their learning activities. Since they attained first-hand experience through LeP, they would be skillful and competent to handle whichever technical problems and potential complications their students may encounter. Lecturers also learned from LeP the importance of choosing suitable and relevant topic or scenario for forum discussion in order to stimulate active interactions among students. However, Biggs (1987) cautions that interaction by itself does not promote deep approaches to learning, it is the specific design goal and interaction facilitated and directed in a sustained manner that promote deep approaches to learning. That is, lecturers must step on the forum to drive the discussion forward to obtain higher order learning. In other words, “guide on the side” for online learning may not be appropriate as it leaves many students adrift and faculty confused (Garrison and Vaughan, 2008). Lee (2014) concurs that active participation and interactions in a learning community may not be enough to promote higher order thinking skills. There is still a need for adequate and timely lecturer intervention to foster higher levels of reflecting. It is alright to shape the discussion through questions, nevertheless do not direct discussion to conclusions lecturers’ envisions or …show more content…
Do you agree with the method used in the video? Why?
What are the weaknesses you notice in the teaching? How would you improve them?
After this series of questions, there is an icon “Pause a Moment and Think”. Lecturers can discuss possible solutions to these questions with their colleagues and friends before they move on. The trainer suggests a few ‘leads’ to these questions in the following pages. The aim is to provide several directions, but not to provide direct solutions.
In this study, 44.4% (n=16) of the lecturers who read the online notes and discuss with their colleagues before taking the online tests acquired added benefit in terms of preparing their own online notes. They realise it is not the same as the notes they prepared in face-to-face teaching. Again through LeP, lecturers realise when they design learning materials for student centred teaching the materials should engage students in active learning; induce them to discuss in small groups, share ideas and reflect on their experiences.
Conclusions and Future
The results show that Stage 3: Face-to-Face Action Learning, has the highest significant impact on the lecturers’ preparation for student centred teaching. On this stage, lecturers had face-to-face discussions with the trainer where real-world teaching and learning cases were put forward and debatable postings in the online forum were discussed too. Since Stage 3 has the highest significant impact, it goes to show that lecturers …show more content…
The consequence is they would be extremely likely to include online discussion in their learning activities. Since they attained first-hand experience through LeP, they would be skillful and competent to handle whichever technical problems and potential complications their students may encounter. Lecturers also learned from LeP the importance of choosing suitable and relevant topic or scenario for forum discussion in order to stimulate active interactions among students. However, Biggs (1987) cautions that interaction by itself does not promote deep approaches to learning, it is the specific design goal and interaction facilitated and directed in a sustained manner that promote deep approaches to learning. That is, lecturers must step on the forum to drive the discussion forward to obtain higher order learning. In other words, “guide on the side” for online learning may not be appropriate as it leaves many students adrift and faculty confused (Garrison and Vaughan, 2008). Lee (2014) concurs that active participation and interactions in a learning community may not be enough to promote higher order thinking skills. There is still a need for adequate and timely lecturer intervention to foster higher levels of reflecting. It is alright to shape the discussion through questions, nevertheless do not direct discussion to conclusions lecturers’ envisions or …show more content…
Do you agree with the method used in the video? Why?
What are the weaknesses you notice in the teaching? How would you improve them?
After this series of questions, there is an icon “Pause a Moment and Think”. Lecturers can discuss possible solutions to these questions with their colleagues and friends before they move on. The trainer suggests a few ‘leads’ to these questions in the following pages. The aim is to provide several directions, but not to provide direct solutions.
In this study, 44.4% (n=16) of the lecturers who read the online notes and discuss with their colleagues before taking the online tests acquired added benefit in terms of preparing their own online notes. They realise it is not the same as the notes they prepared in face-to-face teaching. Again through LeP, lecturers realise when they design learning materials for student centred teaching the materials should engage students in active learning; induce them to discuss in small groups, share ideas and reflect on their experiences.
Conclusions and Future