Abstract
This paper presents the perception of lecturers, tutors and lab instructors towards the implemented Continuous-Group-Self-Learning (CGSL) in the Department of Computer and Communication System Engineering (CCSE), Universiti Putra Malaysia. This innovative system introduces mock teaching and student-lecturer role as a technique of delivery. The system ensures a continuous group work and the students are learning with class-oriented problem-based learning (CO-PBL) instead of seasonal project oriented problem-based learning (PO-PBL). The radical change in the assessment by adopting mock teaching oriented assessment (MTOA) has given a new definition to assess the student thoroughly. 49 respondents have taken part in this study, in which 30 of them are lecturers, 8 are tutors and 11 are laboratory instructors who currently active serving in the department. In general, 56% of the respondent do not agree this learning system shifted the teaching job to the students and 56.55% of them disagree this approach is a burdensome to the students who are undergoing this learning style. This system in fact a catalyst that urges the lecturers, tutors and lab instructors to enhance themselves in order to cope up with the ‘knowledge demand’ from the student when 82.1% of the respondents agree to be more knowledgeable as compared to conventional teaching method.
Highlights
February, 2009 liberally allow the students to make decision
This paper discloses the views from the respondents towards the transition of the lecturing responsibility from the lecturers to the students, the presence of extraneous workload to the students and the necessity of the lecturers/tutors/laboratory instructors to furnish themselves with the up-to-date knowledge and teaching style
The tutors on the other hand feel CGSL does not shift the responsibility of teaching instead it provides an alternative mean in developing the students information acquisition
Summary
There are three core components in this system to name are the knowledge delivering entities, the method of delivery, and the assessment of the delivered knowledge. The lecturers/tutors/laboratory instructors who adopt CGSL system, should not be only delivering the knowledge but must well versed and knowledgeable in multi disciplinary in such that they can guide the students on where to find the information and how to mine the information effectively (Carroll 2002, McLauchlan 2007, Berry 2003, Susan 2001). Since this is a dynamic and innovative learning system, the methods of delivering the knowledge are radically different than the conventional education system.
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