Caroline Koh

Spectrum Survey in Singapore: Occupancy Measurements and Analyses

We study the 24-hour spectrum usage pattern in Singapore in the frequency bands ranging from 80 MHz to 5850 MHz. The objectives are to find how the scarce radio spectrum allocated to different services is utilized in Singapore and identify the bands that could be accessed for future opportunistic use due to their low or no active utilization. The results from the spectrum measurements taken over 12 weekday periods reveal that a significant amount of spectrum in Singapore has very low occupancy all the time. The occupancy is quantified as the amount of spectrum detected above a certain received power threshold. The outcome of this study suggests that Singapore has a great potential for employing emerging spectrum sharing technology such as the cognitive radio technology to accommodate enormous demands for future wireless services. However, this study of spectrum survey is preliminary in its nature and future long term studies need to be performed to determine any potential secondary usage on those channels that have low or no active utilization.

College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach

The development of effective self-regulated learning strategies is of interest to educationalists. In this paper, we examine inherent individual difference in self-regulated learning based on Motivated Learning for Learning Questionnaire (MLSQ) using the cluster analytic approach and examine cluster difference in terms of self-determination theory related variables. The sample of the study consisted of 238 junior college students from 12 intact classes. Two adaptive clusters and two maladaptive clusters were uncovered based on the MLSQ, with the adaptive clusters showing better academic grades. Results from the one-way MANOVA showed that the four clusters differed significantly in terms of their needs satisfaction, behavioural regulations, enjoyment, effort and value. The findings supported the importance of needs satisfaction in the development of self-regulated learning behaviour.

Perceptions of Low Ability Students on Group Project Work and Cooperative Learning.

The benefits of cooperative learning strategies, such as group project work, have been advocated in a wide range of educational contexts. There is however, scant information on the outcome of such programs on students of low academic ability. In this study, interviews were conducted with four groups of low-ability students, with the aim of investigating their perceptions on the effectiveness of group project work in promoting their social and cognitive skills. Our findings show that although the students recognized that the program improved their competence in interacting with others, there are problematic organizational and instructional issues that have to be ironed out before students can profit fully from cooperative learning programs.

Assessing motivational styles of students in the south-east Asian context of Singapore

High levels of academic achievement in Asian educational systems have generated interest in the study of motivational patterns of students in these contexts. The objectives of this paper are firstly, to provide a review of existing literature on the study of motivational styles amongst students and secondly, to identify the occurrence of different motivational styles amongst students in Singapore,. The method of identifying different motivational styles was adapted from a procedure first developed by Craske (1988). The findings of this study indicate that although the distribution of motivational styles amongst the Singaporean students was consistent with that as obtained by Craske, there was a higher tendency for maladaptive motivation amongst the males than the females. In contrast, Craske found no gender differentiation, though earlier researchers had found that maladaptive motivation was more common among the females.

Understanding and Facilitating Learning for the Net Generation and Twenty-first-century Learners Through Motivation, Leadership and Curriculum Design

To meet the needs of the Net Gen and other twenty-first century learners, educators need to adopt a three-pronged approach through motivation, leadership and design of learning. Currently, there are many publications on ICT and/or twenty-first century learners, but none of them focus specifically on a compendium of these three domains. The aim of this book is to gather the expert opinions of a team of international authors, who through their respective chapters would offer their perspectives on how motivational, leadership and curriculum design principles and constructs can be applied to promote learning in the twenty-first century, Net Gen context. The contributions of these authors reflect the diversity and abundance of ideas, approaches and methodologies that other educators, researchers and practitioners can adopt or adapt in their own educational and socio-cultural milieus.

The value simulation‐based learning added to machining technology in Singapore

This study seeks to understand the value simulation‐based learning (SBL) added to the learning of Machining Technology in a 15‐week core subject course offered to university students. The research questions were: (1) How did SBL enhance classroom learning? (2) How did SBL help participants in their test? (3) How did SBL prepare participants for workshop practice? The findings suggest that SBL enlivened the learning of Machining Technology, and promoted autonomous and mastery learning. SBL made a deep impression on the participants’ visual experience, helping them remember the machine processes. SBL also helped learners to conceptualize their answers and provided them with opportunities to become familiar with the conventional machines before workshop practice. An infusion of SBL has the potential to add value to the learning of Machining Technology.

Translating Motivational Theory into Application of Information Technology in the Classroom

Much has been discussed, blogged, googled, tweeted about the application of Information and Communication Technology (ICT) and Web 2.0 tools in educational settings. The current impetus is for the main stakeholders in education, ranging from high ranking policy makers and school leaders to teachers and students at ground level, to get on the bandwagon of mining what they could out of the so-called ‘golden’ opportunities that ICT has to offer. However, formal research on the effectiveness of ICT-powered tools in facilitating teaching and learning has just started to emerge from the backwaters, and there is a pressing need to review the extent to which conventional theories are applicable to ICT infused learning contexts.

Leading Technology-Enhanced Learning: Upgrading the Digital Immigrants and Stretching the Natives

This chapter presents a review of recent research and findings on the role of leaders in initiating, implementing and sustaining the integration of new technologies in education. In addition, the chapter discusses the challenges encountered by educational leaders, their staff and students in integrating technology with learning in their respective institutions. Finally, some of the effective practices and strategies for successful technology integration are considered.

Developing Thinking Teachers Through Learning Portfolios

The rapid pace of globalisation, the exponential rate of knowledge generation, and the revolutionary evolution of technology and social media have resulted in a flatter, more interconnected, and interdependent world. The empowerment of individuals to contribute globally through the dynamism of connecting knowledge and people in a single global network brings forth innovation and creativity. This borderless sharing of knowledge and values increases the complexity of the world we are living in. It is increasingly pertinent that our students today be equipped with the essential twenty-first century skills such as critical thinking and problem-solving skills that are grounded on values to face challenges not documented in manuals and textbooks. They need to develop a deep passion for lifelong learning, nurture an inquisitive and creative mind, and cultivate a strong sense of responsibility to the community and environment (Tan et al. 2012). Therefore, the focus of education must shift from efficiency to diversity, from knowing to thinking and creating, and from fitting people to specific jobs to equipping them with values and skills essential for lifelong learning.

Group work as a strategy for attribution retraining in the Asian educational context of Singapore

The aim of this study is to investigate the effectiveness of group work as a strategy for attribution retraining and improving students’ motivational styles. Students were first categorised into one of three motivational styles: learned helplessness, self-worth motivation and mastery orientation. In the intervention procedure, selected students from each of these three categories were subjected to an intervention procedure requiring the students to work in groups, with the emphasis on personal effort as the major contributor to group success. Post-intervention assessment of motivation showed an improvement in the motivation of self-worth motivated students although there was generally a decrease in mastery orientation amongst students in both the control as well as the experimental groups.