About this paper

Appears in:
Pages: 101-109
Publication year: 2011
ISBN: 978-84-614-7423-3
ISSN: 2340-1079

Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain

PRE-LECTURE INSTRUCTION IN THE TEACHING AND LEARNING AMONG TERTIARY LEARNERS : ITS IMPORTANCE AND IMPLEMENTATION

H.B. Yeoh1, P.H. Siew1, S.F. Wong2

1Universiti Tunku Abdul Rahman (MALAYSIA)
2Sunway University (MALAYSIA)
Most fundamental science and mathematical courses at the tertiary education cover the depth and breadth of abstract concepts and their applications. Higher order thinking skills such as problem-solving and critical thinking are part of the learning outcomes of these courses. As they are common core papers for different degree programs, a large group of tertiary learners with disparity in cognitive ability, prior knowledge, learning styles and past experience will register these courses in every semester of an academic year. Hence, it is indeed a challenging task for the instructor concerned to design a standardized instruction to enhance learning experience and facilitate the achievement of the course learning outcomes among tertiary learners. It is vital to homogenize the learners’ prior knowledge before active and reflective learning strategies can be effectively implemented in lectures to enhance learners’ motivation, interest, engagement and self-efficacy. This paper elaborates the importance of pre-lecture instruction on reducing prior knowledge deficiency of tertiary learners in their first-year basic core subjects and its integration with learners’ experiential learning and cognitive information processing to facilitate evaluation and synthesis of knowledge. The proposed implementation of pre-lecture instruction accommodates learners with different levels of prior knowledge, learning preference and past experience in order to establish and extend a pool of inter-connected knowledge constructs in the learners’ long-term memory for new learning to take place. On top of that, Information and Communications Technology (ICT) has been recommended as a mediating tool in the presentation of pre-lecture instruction to engage learners with visual, verbal and kinesthetic preferences as well as to provide timely feedback of pre-lecture assessment to both instructors and learners before commencement of the respective lectures.
@InProceedings{YEOH2011PRE,
author = {Yeoh, H.B. and Siew, P.H. and Wong, S.F.},
title = {PRE-LECTURE INSTRUCTION IN THE TEACHING AND LEARNING AMONG TERTIARY LEARNERS : ITS IMPORTANCE AND IMPLEMENTATION},
series = {5th International Technology, Education and Development Conference},
booktitle = {INTED2011 Proceedings},
isbn = {978-84-614-7423-3},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2011},
year = {2011},
pages = {101-109}}
TY - CONF
AU - H.B. Yeoh AU - P.H. Siew AU - S.F. Wong
TI - PRE-LECTURE INSTRUCTION IN THE TEACHING AND LEARNING AMONG TERTIARY LEARNERS : ITS IMPORTANCE AND IMPLEMENTATION
SN - 978-84-614-7423-3/2340-1079
PY - 2011
Y1 - 7-9 March, 2011
CI - Valencia, Spain
JO - 5th International Technology, Education and Development Conference
JA - INTED2011 Proceedings
SP - 101
EP - 109
ER -
H.B. Yeoh, P.H. Siew, S.F. Wong (2011) PRE-LECTURE INSTRUCTION IN THE TEACHING AND LEARNING AMONG TERTIARY LEARNERS : ITS IMPORTANCE AND IMPLEMENTATION, INTED2011 Proceedings, pp. 101-109.
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