Proceedings of the 2nd International Conference of Teaching and Learning (ICTL 2009) INTI University College, Malaysia
CREATING AND MAINTAINING A CONDUCIVE LEARNING AT PRIVATE HIGHER LEARNING INSTITUTIONS Sabarudin Zakaria1 and Siti Nurbayah Daud2 1
Multimedia University, Malaysia (
[email protected]) INTI University College, Malaysia (
[email protected])
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ABSTRACT In current competitive business world, it is visible that education should be fundamentally beneficial to both students and their educators. However, in order to achieve degrees of top quality which is consistent with industry requirement, higher institutions are required to have an increase interest in creating a conducive learning environment. Conducive learning in this contact means to create programs not only to improve the qualifications with added value bearing attractive contents and syllabus but include non academics matter that help both educators and students. Even though, educators recognize the importance of delivering lessons relevant to students’ needs, the application must be realistic and also taken into consideration of students comfort and flexibility. Therefore, most educators and academicians have to continue to revise and update their programs with new approaches in order to construct a valuable, compelling and convincing teaching and learning process. The objective of this paper is to explore the features which create conducive learning towards quality for academic qualification, evaluate its importance to the students, but also assessing the view of educators and proposing a composition that can improve the same. Findings gathered will determine the significant perspective of conducive learning, the outcome to the students and the consciousness of educators which generate long term reliability, performance, efficiency, flexibility and completeness in academics context.
KEYWORDS Conducive, Learning, Competitiveness, Quality, Private higher learning
INTRODUCTION Education in Malaysia since it achieved independence in 1957 has been growing tremendously especially in the establishment of a many universities and colleges comprising of both public and private. This phenomenon has truly fulfilled the country's inspiration to form the base for future in terms of quality human capital equipped with knowledge. The establishment of Ministry of Higher education (MOHE) in 2004, initiated by the government is to make Malaysia a center of educational excellence in producing skilled human workforce (Ainin, 2006 as cited by Rassiah et al., 2008). The aim of this study is to evaluate and analyze what are the possible factors that can be evaluated in achieving this mission by creating conducive teaching and learning environment. For the purpose of this study several points has been raised and evaluated by several selected focus groups which prioritized and then refined to define what constitute conducive teaching and learning environment. To facilitate this study so as to be meaningful and logical the points discussed will be categorised into four segments; teaching, student, facilities and research.
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LITERATURE REVIEW Definitions of learning have been proposed by Woolfolk’s (1998) cited by Kelly (2002) where he define learning as encompassing a range of the theoretical approaches: In the broadest sense, learning occurs when experience causes a relatively permanent change in an individual’s knowledge or behavior. The change may be deliberate or unintentional, for better or for worse. To qualify as learning, this change must be brought about by experience – by the interaction of a person with his or her environment. In true sense of today's education, the learning environment is the interaction and the application of many elements. Basically the human factor, the educator and the infrastructure and the way they interact with the student will determine the outcome of the learning environment. This leads to Hansman concept of learning is not something that happens, or is just inside the head, but instead is shaped by the context, culture, and tools in the learning situation’ (Hansman) (2001) cited by Kelly (2002). Govender(1997) relate the learning environment which is inclusive of some of the following, – lecture halls, individual study areas, libraries, instructional materials, support services and options available must not simply permit learning to occur in the educational institution. All environments should be conducive in a way so as to enhance the learning process. Going further, conducive learning can also include classroom management which means more than just maintaining strict and rigid control over the class and its content it means establishing a comfortable environment that allows everyone to learn and participate freely” (Penn State Teacher II, 1997 as cited by Findley & Varble (2006).Thus, the concept of conducive covers all aspects both the process itself but also the physical which incorporated the function of management. As learners are transformed in higher education, it would directly address and even exceed the 'value for money” criteria of the funding bodies and the community at large (Srikanthan et al., 2007). Creating a conducive educational environment is as important as what is taught and shared (Kwa, 2007). Meaning, it is not only the infrastructure, the technology, the educators, or the student itself. Generally learning environment which is inclusive of some of the following, – lecture halls, individual study areas, libraries, instructional materials, support services and options available must not simply permit learning to occur in the educational institution. All environments should be conducive in a way so as to enhance the learning process Govender (1997). According to Donald (1997) cited in Govender (1997) the learning environment should be productive rather than merely neutral. Hiemstra (1991) cited by Govender (1997) in his evaluation of adult learning environment which can be adopted in higher education environment regarded physical surroundings, psychological or emotional conditions, and social or cultural influences affecting the growth and development. There is a perception that many students are poorly prepared and have little concept of the basic requirements for study at higher education level, including study skills, motivation and independence Copeland, 2001) cited by Dart (2007).
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METHODOLOGY For this study about sixty lecturers representing a cross-section of the faculties, participated in a three hours brainstorming workshop divided into two sessions to contribute and discuss points that constitute conducive teaching and learning environment. These lecturers have been divided into smaller groups and given the tasks to discuss on points that can improve teaching and learning. Based on their levels of experience and observation in teaching deliberated in their respective group points to be created and similarly what points to be eliminated that finalized conducive and learning environment. The data and inputs was taken in a controlled environment; specifically, a facilitator brief and read a standard set of instructions to the groups informing them of the brainstorming purpose and conditions. Participants were given a time frame to discuss and present.
FINDINGS From the three hours brainstorming, numerous points has been raised and discussed, however, twelve of the points which group into four statements need reasonable attention which can be listed as follows: Table 1. To be raised Quality of lecturers Quality of students Quality of facilities/infrastructure Research and Development Networking with industries Online support for students On line application for leave, classrooms, claims, etc Update the research database Up-to-date research software LCD/projector in every room Soft skills of students Appropriate & relevant training for lecturers
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Table 2. To be created: Research Culture New building Consultation work Increase library resources One room to one lecturer Collaboration with major industries Guest lectures from the industry related fields. Faculty website and image Tutors and teaching assistants Better management of student complaints New critical thinking course for the students Faculty counseling personnel Table 3. To be reduced Inefficiency of monitoring of students’ attendance Student evaluation as the major determinant of performance Teaching load Lecturers’ involvement in administrative work Number of students per class. Documentation Too much entertainment on student complaints. Notes given to students. Meetings. Student to lecturer ratio should be manageable Student evaluation to be reduced to a weightage of 10% Minimize Paperwork.
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Table 4: To be eliminated Spoon feeding culture Warning letters to students Students’ evaluation on 100% teaching aspect Invigilation (for lecturers teaching the respective subjects) 4pm to 6pm class Hazardous features in the classroom – example platform Library fines (for lecturers) Submission of grade lists. Due date for marking papers Unfairness One hour teaching slot Peer Observation Formal atmosphere at the workplace
DISCUSSION From the findings, it can be deduce and commented that some of the points raised in each of the statements are most common issues that are not considered having an immediate effect to both lecturers and students, but merely an occupational hazard that can be confronted and solve professionally. While several of the points need both immediate or gradual actions vis a vis interventions of the management both at higher level or faculty levels. However, things won't be a successful without the lecturers themselves involving directly as a catalyst of change towards students’ betterment and supporting the management aspirations. What the finding beckons is a win-win situation to all parties that can contribute to conducive teaching and learning environment. As preliminary move towards this change the findings can be further narrowed and selective that needs attentions and higher resolution from the management. This can be model as a framework illustrated in Figure 1 that identified and the relevance variables that can contribute to conducive learning and teaching.
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Teaching
Quality lecturer Facilities Teaching load
Students
Quality Spoon feeding Critical thinking
Facilities
Smart classroom Comfort Online support
Research
Conducive Learning
Research culture Research grant Research resource
Figure 1. Framework on Conducive Learning Briefly, to produce quality teaching, lecturers or educators competencies should not be compromised, not only academic qualifications but the commitment and passion to teach should be a condition. Adequate and up to date facilities must be made available to induce the comfort and the confident of teaching. Balance and reasonable teaching load of lecturer should be discussed to reduce the burden of over teaching which limit involvement to other academic tasks such as research or reviewing subject content. This may sound gritty or 'not urgent' matters that need consideration since the institution itself operates as a business entity with the objective of maximising profits. Though student entry is deliberately the discretion of the higher institution, but to ensure the quality students these prerequisite conditions should not be compromised. If not, the habit of spoon feeding, laziness to read and think critically will suffice and become a thorny issue. Conducive physical environment demand good and up to date facilities such as more smart classroom which add to lecturer convenient and readiness to teach with the usage of the latest technology. Space to move around, chairs and tables for the comfort of students to absorb lesson may sound unimportant but there are proof that hard surface chairs or impractical table causes students to be restless and lose attention. On the area of technology, the use of online resources should be widened and enforcedly encourage students. Not just to upload notes, but to widen the scope into many functions, this culture should be inculcated to both students as well as lecturers. While education remains the mainstay of most private higher education as this generates the bulk of their income, the shift towards research must not be discounted. As most public universities in Malaysia has balanced its role between education and research as requirements in the job descriptions of university lecturers. Findings indicate that research is essential in acquiring knowledge and disseminate to students as well as to gain competitive advantage (Izah & Mazlina, 2008). However, to inculcate this research culture, lecturers should be given opportunity to attend conference, submit proposals, and apply for research grant. To start with, the set up of research department or unit with one full-fledged officer in-charge will be the catalyst and encouragement to lecturers to participate in research initiative. As an added value this will form a major portion of staff assessment or “kpi's” for promotion or some other forms of rewards.
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CONCLUSION Conducive learning and teaching is not merely the concentration of offering nice written program having partnership with foreign universities in the form of franchised, astounding college with concrete buildings or lauded with large intake of students. These are quantitative assessment which does not guarantee success towards output of quality students of self reliance, independence and sense of intellectuality. The successful business school or universities of the future will need to ensure an adequate level of resources to concretize their mission statements and afford qualified faculty, will need adequately funded doctoral research programmes in this field, will need to globalise their faculty and student body but also their curricula (which will have to be reshaped to be both multi-cultural and multidisciplinary), and will train students to become globally responsible leaders (Cornuel, 2007). These views underscore the need for higher learning institutions without hesitation to adopt structures of conducive learning that are responsive and flexible, as both educators and students have to succeed in a competitive environment.
REFERENCES Cornuel, E, (2007), Challenges facing business schools in the future, Journal of Management Development, Vol. 26 No 1. Dart, J. (2006) Developing a Learning Environment Conducive to Active Learning and Participation: Group Presentations and Formative Assessment at Level One, Journal of Hospitality, Leisure, Sport and Tourism Education, Findley, B and Varble, D. (2006). Creating a Conducive Classroom Environment: Classroom Management Is the Key, College Teaching Methods & Styles Journal – Third QuarterVol. 2, No. 3 Govender, D, (1997) Appropriate theme: Overcoming Barriers to access & success, Creating an environment conducive to adult distance learning, Personnel Practitioner: Training & Development (SA Board for Personnel Practice), South Africa. Izah Mohd Tahir and Nor Mazlina Abu Bakar, (2008), A Study of Lecturers Perception Towards Research, conference preceding at 8th Annual SEAAIR Conference, 4-6 November, 2008, Surabaya, Indonesia. Kelly, L (2002), What is learning … and why do museums need to do something about it? Paper presented at Why Learning? Seminar, Australian Museum/University of Technology Sydney, 22nd November Kwa, Sk, (2007), Medical Education Notes for the Primary Care Teachers, How do adults learn?, Malaysian Family Physician Rassiah, P, Seng YC, & Jayabalan, J (2008), The relationship between student satisfaction and academic performance in the private higher education institutions in Malaysia, 8th Annual SEAAIR Conference, 4-6 November, Surabaya, Indonesia.
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Srikanthan,G and Dalrymple, JF (2007), A conceptual overview of a holistic model for quality in higher educarion, International Journal of Educational Management Vol. 21 No. 3
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