The Impact of the Role of Teacher and Balance of Power in Transforming Conventional Teaching to Learner-Centered Teaching in Malaysian Institution of Higher Education
There have been many efforts in Malaysian institutions of higher education to move from curriculum-based education to outcome-based education. However, the readiness and acceptance level of teaching with ICT in Malaysian education is also still a challenge, and the confidence in developing effect...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universiti Putra Malaysia Press
2016
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| Subjects: | |
| Online Access: | http://eprints.intimal.edu.my/710/1/The%20impact%20of%20the%20role%20of%20teacher%20and%20balance%20of%20power%20in%20transforming%20conventional%20teaching%20to%20learner-centered%20teaching%20in%20Malaysian%20institution%20of%20higher%20education.pdf http://eprints.intimal.edu.my/710/ |
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| Summary: | There have been many efforts in Malaysian institutions of higher education to move from
curriculum-based education to outcome-based education. However, the readiness and
acceptance level of teaching with ICT in Malaysian education is also still a challenge,
and the confidence in developing effective learning materials and implementing more
learner-centred teaching environments is still lacking. Due to this, there is an urge to
investigate and propose guidelines for educators teaching in Malaysian institutions of
higher education in order to have an easier transition from conventional teaching to a
more learner-centred teaching environment. Weimer (2002) proposed five key strategies
of learner-centred teaching to be incorporated into the instructional process, four of which
were investigated. This research investigates the influence of implementing Weimer’s key
changes in three learning environments (face-to-face teaching with PowerPoint, learning
with multimedia application and online learning with multimedia application) on students’
learning outcomes. Data from pre- and post-tests, survey questionnaires and students’
comments were triangulated and ANOVA analyses were performed. The results indicate
that students showed better appreciation of the balance of power given in the class and they
accepted the change of the role of lecturer to a facilitator. The changes have resulted in
better learner understanding and learner motivation. The positive results contributed in the
form of a framework for tertiary education to implement Learner-Centred Teaching. Future
research could be conducted involving
different programmes of study. |
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