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Educational Assessment, Evaluation, and Research

Selected Works

2006

Articles 1 - 4 of 4

Full-Text Articles in Engineering

A Longitudinal Evaluation Of Electromagnetic Theory Students’ Continuous Improvement In Learning Skills, Rozeha A Rashid, Mazlina Esa, Mohd Saidfudin Masodi, Razimah Abdullah Sep 2006

A Longitudinal Evaluation Of Electromagnetic Theory Students’ Continuous Improvement In Learning Skills, Rozeha A Rashid, Mazlina Esa, Mohd Saidfudin Masodi, Razimah Abdullah

Razimah Abdullah

Since 2003, Fakulti Kejuruteraan Elektrik, Universiti Teknologi Malaysia, Skudai subscribed to good practices as required by their teaching and learning processes which was duly certified to ISO 9001:2000. It was developed based on the American Accreditation Board of Engineering and Technology (ABET) requirements which promote the Outcome Based Education (OBE) learning process. Collaborative and cooperative learning (CCL) technique was applied to inculcate the necessary generic skills attributes. A series of assessment were designed to validate such learning outcomes. Final exam questions were evaluated using Bloom’s Taxonomy. The tests employed include index of difficulty and index of discrimination. This paper presents …

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Performance Of Continual Quality Improvement For Learning Process In A Microwave Engineering Based Core Subject, Mazlina Esa, Rozeha A Rashid, Mohd Saidfudin Masodi, Razimah Abdullah Sep 2006

Performance Of Continual Quality Improvement For Learning Process In A Microwave Engineering Based Core Subject, Mazlina Esa, Rozeha A Rashid, Mohd Saidfudin Masodi, Razimah Abdullah

Razimah Abdullah

At the Faculty of Electrical Engineering, Universiti Teknologi Malaysia, Skudai campus, Communication System is a core subject offered to senior students of the Electrical Engineering Undergraduate Program. The student enrolment is the largest. This paper describes the continual quality improvement performance measured for the learning process of the students. Cooperative Learning (CL) technique has been successively introduced, a serious continuous effort in implementing alternative teaching method to enhance student learning process and inculcate generic skills that have been noticeably lacked among students and recent graduates. It was found that all CL classes achieved impressive 100% passes, with >80% achieved a …

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A Social-Cognitive Framework For Designing Pedagogical Agents As Learning Companions, Yanghee Kim, Amy L. Baylor Jan 2006

A Social-Cognitive Framework For Designing Pedagogical Agents As Learning Companions, Yanghee Kim, Amy L. Baylor

Yanghee Kim

Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer-interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions (PALs) -- animated digital characters functioning to simulate human-peer-like interaction -- might provide an opportunity to simulate such social interaction in …

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Content-Based English Learning Through Pedagogical Agents, Yanghee Kim, P. Punahm, Y. Ko Jan 2006

Content-Based English Learning Through Pedagogical Agents, Yanghee Kim, P. Punahm, Y. Ko

Yanghee Kim

This paper suggests how an advanced technology called pedagogical agents can be applied to English education to benefit learners across ages through computer-assisted language learning (CALL) and content-based language learning (CBLL). CALL, when designed appropriately, has positively influenced the development of a learner’s linguistic proficiency and communicative competence (Chun, 1994; Fotos & Browne, 2004). CBLL integrates language learning with subject-matter learning to make language learning more meaningful (Snow, 2001; Swain, 1998). However, the conventional CALL programs are often criticized for the lacking a social context, considered essential for successful language learning ( Warschauer, 2004). Also, CBLL seems rarely applied to …

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