Assessment for Learning Within and Beyond the Classroom

doi:10.1007/978-981-10-0908-2

Cited by 6 publications

(3 citation statements)

References 181 publications

(240 reference statements)

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“…Although Malaysia is developing in terms of postgraduate education, literature in research writing is relatively sparse (Sidhu, Kaur, Fook, & Yunus, 2013). Some recent examples of studies in this area are Sidhu, Kaur, Lim, and Fook (2016) and Lim, Sidhu, Fook, Fong, and Jamian (2016) who explored the reading and writing skills of postgraduate students based on the perceptions of supervisors and students. There are also a handful of studies which have specifically focused on the writing experiences and challenges of international students in public Malaysian universities.…”

Section: Postgraduate Research Writing In Malaysiamentioning

confidence: 99%

Academic Writing Needs of Postgraduate Research Students in Malaysia

Jeyaraj

2020

Malaysian Journal of Learning and Instruction

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Purpose – In this study, the writing needs of postgraduate research students are explored, so that support structures that enable successful completion rates and student satisfaction can be identified. Postgraduate education is expanding in Malaysian public and private higher education institutions; yet research tends to focus on public institutions, because private institutions have traditionally been oriented towards teaching instead of research. Therefore, this study explores the needs of students in a branch campus of a private overseas university in Malaysia. Methodology - Semi-structured exploratory interviews were carried out with six postgraduate students, so that a deeper understanding of their research writing needs could be obtained. Interviews were then analysed using a general inductive approach. Findings – It was found that students required support in three main areas: writing, supervision and ICT. Students sought English language support and more workshops and programmes which specifically dealt with thesis writing. They also believed that peer support groups would be beneficial. Secondly, more guidance was needed from supervisors to enable greater clarity on writing and institutional processes and procedures. Finally, students wanted greater access to ICT writing tools to facilitate writing and language learning. Significance – The findings of this study are beneficial to institutions seeking to provide greater support for postgraduate students to ensure timely completion rates and greater student satisfaction. Based on the findings of this study, it is recommended that postgraduate support incorporate 3Ps, i.e., be pedagogically driven; peer oriented; and programmatically implemented.

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Section: Postgraduate Research Writing In Malaysiamentioning

confidence: 99%

Academic Writing Needs of Postgraduate Research Students in Malaysia

Jeyaraj

2020

Malaysian Journal of Learning and Instruction

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“…Outdoor learning activities are recommended in teaching science, especially when learning about the environment and nature (Education & Development, 2019). Field trips can motivate students to appreciate and understand the concepts taught in the classroom (Ramachandiran & Dhanapal, 2016). In the design that has been implemented, the expectations and the reality experienced by PSTs are not significantly different, both of which are strongly perceived.…”

Section: Integrationmentioning

confidence: 99%

Assessing Psychosocial Outdoor Learning Environment of Pre-service Science Teachers through The Field Trip Experiences

Rahmawati

Imaduddin

Haqiqi

et al. 2020

Participatory Educational Research

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Field trip activities are often considered additional activities and are considered recreational activities rather than ones that teach science effectively to students. Field trip activities are one form of effective experience-based learning to train pre-service teachers in the outdoor environment. This study attempted to describe the design of outdoor science learning in the form of the field trip for pre-service science teachers (PSTs) and the condition of psychosocial learning environments in outdoor activities. This research is a case study carried out in a pre-service science teacher training program at Institut Agama Islam Negeri Kudus, Indonesia. The field trip was designed with field visits on six objects for three days in Bandung, West Java, Indonesia. The field trip activity was attended by 70 PSTs. Qualitative data is captured through the documentation of activities at each outdoor learning location. Quantitative data collection instruments included seven psychosocial scales, namely (1) Environmental Interaction; (2) Integration; (3) Students cohesiveness; (4) Teacher supportiveness; (5) Open-endedness; (6) Preparation and organization; (7) Material environment. The field trip design for PSTs recommends activities that lead to observation and exploration of visiting objects relating not only to the content of the science but also to the pedagogical aspects of the science. The psychosocial aspects of PSTs indicate that field trip activities show a positive meaning in all aspects, although there are significant differences in the conditions of expectations and reality experienced by PSTs. The integration aspect is not significantly different. The decline in perception is still at the medium level, and the condition of the perception is still at a positive level. Research and development studies that emphasize the process of integrating classroom learning with outdoor activities can be carried out further to be able to give meaning to science learning, which is not limited by classrooms or laboratories.

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“…In Malaysia, which is the context of this study, postgraduate research writing is also beginning to gain increased attention among scholars. Some recent examples of studies in postgraduate research writing in Malaysia are by and Lim et al (2016) who explore the reading and writing skills of postgraduate students based on the perceptions of supervisors and students.…”

Section: Introductionmentioning

confidence: 99%

It’s A Jungle Out There: Challenges In Postgraduate Research Writing

Jeyaraj

2018

GEMA

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Literature in English for academic purposes and postgraduate education suggests that research writing is challenging for students and acts as a barrier to timely completion. In Malaysia, postgraduate numbers are steadily increasing, yet high attrition rates remain a significant problem. Research into thesis writing appears to be an area that is slowly beginning to grow among Malaysian scholars, however most studies focus on public higher education institutions in the country. This study seeks to provide a voice for students from an off-campus university in Malaysia by investigating their writing experiences. The aim was to explore research writing challenges because there seemed to be a lack of any formalised structure which supported the writing process in this institution. Semi-structured interviews were carried out with six full-time postgraduate research students from non-native Englishspeaking backgrounds and data were analysed using a general inductive approach. It was found that academic language demands were challenging, and this affected writing and disciplinary socialisation. Additionally, some students felt there was an absence of clear direction in writing. Finally, isolation was experienced and resulted in a need to reach out to other communities. These findings reveal the diverse needs of students; if addressed, more timely completion rates and greater student learning experiences may be achieved.

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Assessment for Learning Within and Beyond the Classroom

Cited by 6 publications

References 181 publications

Academic Writing Needs of Postgraduate Research Students in Malaysia

Academic Writing Needs of Postgraduate Research Students in Malaysia

Assessing Psychosocial Outdoor Learning Environment of Pre-service Science Teachers through The Field Trip Experiences

It’s A Jungle Out There: Challenges In Postgraduate Research Writing

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