Maizam Alias

Exploiting variations in concept map morphology as a lesson-planning tool for trainee teachers in higher education

Abstract Consideration of variations in the gross morphology of concept maps can be helpful in the context of lesson planning by promoting the consideration of the multiple perspectives held by students. The three basic concept map structures are described as having particular utility at different stages of the planning process: (a) chain-type maps emphasise a linear sequence of teaching sessions and are useful for organising lesson materials; (b) spoke-type maps can be helpful to the student by highlighting a knowledge structure that provides a fertile foundation for development, i.e. organising novice understanding; (c) net-type maps can demonstrate a deep understanding as held by the subject-specialist teacher and therefore illustrate expert knowledge structures to which students should aspire. Consideration of a teaching topic as depicted by a variety of map structures may help the ‘subject-expert novice-teacher’ to view the topic through the eyes of the subject-novice (student) and so increase the po...

Bridging the Spatial Visualisation Skills Gap through Engineering Drawing Using the Whole-to-Parts Approach

Summary This article reports on an attempt to bridge the spatial visualisation skills gap between 13 novices and 16 experts in one class of first-year civil engineering students. The aim of the study was to test the effectiveness of the whole-to-parts approach in bridging the skills gap between them. The results show that the teaching approach is capable of accelerating the learning of engineering drawing skills, and the approach has the potential to bridge the spatial visualisation skills gap between novices and experts in one semester course of study.

Translating theory into practice: integrating the affective and cognitive learning dimensions for effective instruction in engineering education

Learning in the cognitive domain is highly emphasised and has been widely investigated in engineering education. Lesser emphasis is placed on the affective dimension although the role of affects has been supported by research. The lack of understanding on learning theories and how they may be translated into classroom application of teaching and learning is one factor that contributes to this situation. This paper proposes a working framework for integrating the affective dimension of learning into engineering education that is expected to promote better learning within the cognitive domain. Four major learning theories namely behaviourism, cognitivism, socio-culturalism, and constructivism were analysed and how affects are postulated to influence cognition are identified. The affective domain constructs identified to be important are self-efficacy, attitude and locus of control. Based on the results of the analysis, a framework that integrates methodologies for achieving learning in the cognitive domain with the support of the affective dimension of learning is proposed. It is expected that integrated approach can be used as a guideline to engineering educators in designing effective and sustainable instructional material that would result in the effective engineers for future development.

An Affective-Cognitive Teaching and Learning Approach for Enhanced Behavioural Engagements among Engineering Students

Abstract Promoting students’ engagement has been of great interest to engineering educators as it is associated with better teaching and learning effectiveness. However, students’ engagement is a multifaceted construct comprising the cognitive, affective, and behavioural aspect of engagements which makes it difficult to get a holistic measure of it. Thus, the behavioural engagement alone is often measured as it enables the researcher to investigate outcomes ‘in-action’ and evaluate the individuals’ ability at high-order thinking. The aim of this study is to explore the effect of an integrated affective-cognitive teaching and learning approach on behavioural engagements. The study utilized the quasi-experimental design method with pre- and post-test. The experimental group (n = 36) was taught a course on mechanics of material using the integrated approach while the control group (n = 34) was taught the same course using the conventional method. The results indicate that the integrated affective-cognitive learning approach promotes some types of positive behavioural engagement while suppressing other types of negative engagements. Thus, it was concluded that the integrated teaching and learning approach is effective in promoting positive behavioural engagements among engineering students.

Advocating Green Technology Solutions for Sustainable Transport Efficiency: A Preliminary Investigation on Cab Providers and Users in Melaka

Reduced carbon footprints and sustainable public transportation including cab services can be achieved with the applications of suitable green technology. However, to promote the usage of green technology, the technology must not only meet public needs but the public must also appreciate the benefits of adopting green technology in the form of ICT solutions in their routines. Using a theoretical model based on the theory of Technology Acceptance Model (TAM), this study determines the needs for prompt delivery from cab operators as one of the most important modes of public transportation and to develop the appropriate technology applications that would best fulfill these needs. Twenty five cab drivers and users from the state of Malacca were surveyed on their perceptions of existing services as well as suggestions for actions to improve the services. Potential characteristics of green technology for meeting these needs were also identified which will be used for the development of the new technology. Initial findings from this research indicate that ascertaining availability of cab services is an issue that can be alleviated by employing appropriate applications. Important attributes of the ICT solution identified included ease of payment and ease of use.

Application of the generic process modelling in the preservation of heritage school buildings

The preservation of heritage school buildings requires special maintenance management practices. A thorough understanding of the maintenance management process is essential in ensuring effective maintenance practices can be instituted. The aim of this research was to develop a generic process model that will promote the understanding of an effective management of maintenance process for heritage school buildings. A process model for the Maintenance Management of Heritage School Buildings (MMHSB) was developed using the Integration Definition for Function Modelling (IDEF0) system through an iterative process. The initial MMHSB process model was submitted to a team of management experts from the Malaysian Ministry of Arts and Heritage and the Ministry of Education Malaysia for verifications. Based on their feedback the initial model was refined and a proposed model was developed and sent to them for a second verification. The feedback received from the second verification formed the basis for the final model that was also validated by the same experts. The final model elucidates the items for the input, mechanism, control and output elements that are critical in the maintenance management of heritage school buildings. The model also redefines the existing scope of responsibilities of the Headmasters’ and Senior Assistants’ in the management of maintenance. The perceived effectiveness of the model by potential users was surveyed using a selected number of administrators from about to be recognised heritage schools. The results indicated that the process model is perceived as being helpful in clarifying the maintenance management process of heritage school buildings and is potentially useful in changing the current reactive management practices to that of a more proactive practice. In conclusion, the MMHSB Process Model is potentially helpful in promoting understanding of the maintenance management process, which would lead to improve preservation practices of heritage school buildings.