Programme outcomes year III student through integrated project and open ended laboratory

Rahman, Norliza Abd; Kofli, Noorhisham Tan; Hassan, Shahid; Abdullah, Siti Rozaimah Sheikh; Rahman, Muhammad S. A.; Harun, Shuhaida

doi:10.1109/educon.2016.7474709

Cited by 5 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The adoption of OBE necessitated a change to the evaluation method, and lecturers were instructed to provide students with guidance that was directly proportionate to how well they were doing. The Program faculty should give evidence in the form of quizzes, examinations, laboratory work evaluation, case studies, mini-projects, and industrial training in order to facilitate a continuous quality improvement process (Sudheer et al, 2017), (Rahman et al, 2016). The evidence for the evaluations was then evaluated by faculty through reviews and observations of student work that was pertinent to the needs of the It is important to remember that a program's approach for continually improving students' outcomes should be well-structured in order to permit continuous development pertinent to the programme level of students' learning in order to perform an effective assessment of the process (Najadat et al, 2016).…”

Section: Obe Anas As the Measurement Methods For Po Attainmentmentioning

confidence: 99%

Implementation of Electrical Engineering Laboratory Course for Diploma Studies in Electrical Engineering during COVID-19 Pandemic Phase

Latiff¹,

Sidik²,

Zin³

et al. 2022

IJARPED

View full text Add to dashboard Cite

The rapid spread of a new coronavirus (COVID-19) has interrupted lectures and classes worldwide . Many academic institutions are moving toward online or blended course delivery, including laboratory course. This paper presents Electrical Engineering Laboratory course implementation during the COVID-19, highlighting the applied methodology and student's practical skill performance. The Electrical Engineering Laboratory course for Part 3 students of two diploma studies at Universiti Teknologi MARA (Pasir Gudang Campus) was implemented using an extended methodology. The methodology includes analysing the structure of Electrical Engineering Laboratory Course, selecting a relevant teaching method and delivering for each experiment, and using OBE-ANAS to measure the Course Outcome (CO) and Programme Outcome (PO). In the CO-PO analysis, a few important elements of Electrical Engineering Laboratory course are measured, but the most important element, which indicates practical skills in using modern engineering tools, has moderately surpassed the performance level set for this particular CO-PO Mapping despite the blended mode of delivery. It is may be due to the wise selection of experiment delivery mechanism. However, future study may compare the complete face-to-face delivery of the electrical engineering laboratory course with blended mode delivery to examine the effect of delivery mode on the laboratory course's execution.

show abstract

Section: Obe Anas As the Measurement Methods For Po Attainmentmentioning

confidence: 99%

Implementation of Electrical Engineering Laboratory Course for Diploma Studies in Electrical Engineering during COVID-19 Pandemic Phase

Latiff¹,

Sidik²,

Zin³

et al. 2022

IJARPED

View full text Add to dashboard Cite

show abstract

“…Project Based Learning (PBL) is a learning model that encourage students as a learner to solve real-world problems by applying the knowledge and the skill from academic course [7], [9], [14]. For the PBL experience, we deliver an assignment to all students to make software with topics: "A Software As Service for College Students".…”

Section: A Project Based Learningmentioning

confidence: 99%

“…As a complement to the success of Laboratory-Based Education that implemented on mostly University in Japan show that shifting conventional academic course (face to face model in the academic course) to peer teaching that could be as a solution to increase research publications [8], [9]. For implementing both learning methods in the daily academic courses, the lecturers need to be assisted by the supportive tool that not only monitors the learning process but also scores and publishes learning results on the public domain.…”

Section: Introductionmentioning

confidence: 99%

A Supportive Tool for Project Based Learning and Laboratory Based Education

Kautsar¹,

Sarno²

2019

Int. J. Adv. Sci. Eng. Inf. Technol.

View full text Add to dashboard Cite

This paper presents the current development supportive tool for both lecturers and students that conduct Project Based Learning (PBL) and Lab Based Education (LBE) on Higher Education Institution (HEI). For PBL and LBE implementations, lecturer needs to monitor, evaluate the learning process. And, students need to publish the learning outcomes in the public domain. In this research, we propose the supportive tool that will be used by lecturer which is taught on different academic courses. Also, the proposed supportive tool had designed to used by the student as a particular group. These groups were formed of the student from several academic courses that supervises by the same lecturer. The developed supportive tool are microframework based which mean it could be implemented on mini devices. The current development supportive tool could be an alternative software assistant that support lecturer to implement Project Based Learning (PBL) and Lab Based Education (LBE). The developed supportive tool has been introduced to 135 students and 16 lecturers as a participant to evaluate the system usability. The results from the questionnaire show more than 90% of users state the benefit of the use supportive tool. Also from analyzing Log metric, users on average complete a designated task in just less than 5 minutes. It indicates that the developed supportive tool is easy to use and shows the effectiveness of the developed supportive tools.

show abstract

“…It underscores a learning-based method focused on what students know and can do as a result of their learning experiences. It is a process that involves the restructuring of the curriculum, learning activities, and assessment and reporting practices in education that reflect the achievement of higher order learning and mastery of tasks rather than the accumulation of course credits or units (Rahman et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Outcome-Based Education in a State University

Cayot

2019

piej

View full text Add to dashboard Cite

Higher educational institutions are encouraged to implement the Outcome-Based Education to prepare instructors to be competitive and produce graduates who are ready to meet the global job needs. To determine the level of implementation of the Outcome-Based Education (OBE) in Central Philippines State University, the researcher employed the sequential explanatory mixed-method design which involves two phases: the quantitative followed by qualitative. The quantitative data were collected through a validated survey instrument, while the qualitative data were gathered from the participants through an in-depth semi-structured interview which culled out their experiences on the implementation of the Outcome-Based Education. The findings of the study revealed that Outcome-Based Education standards were moderately implemented in the university. This means that the learning experiences of students and the teaching methodology could hardly develop their skills to attain the intended learning outcomes. Qualitatively, the results yielded different themes that brought forth an eidetic insight that the OBE implementation is collaborative and value-laden effort: bridging theory and practice of the academic community. The research findings were used as a basis for designing the proposed CPSU-Operational Plan using the Approach, Deployment, Learning, Integration (ADLI) model that can be adopted and implemented by the University.

show abstract

Programme outcomes year III student through integrated project and open ended laboratory

Cited by 5 publications

References 5 publications

Implementation of Electrical Engineering Laboratory Course for Diploma Studies in Electrical Engineering during COVID-19 Pandemic Phase

Implementation of Electrical Engineering Laboratory Course for Diploma Studies in Electrical Engineering during COVID-19 Pandemic Phase

A Supportive Tool for Project Based Learning and Laboratory Based Education

The Implementation of Outcome-Based Education in a State University

Contact Info

Product

Resources

About