Lesson Study Among Engineering Lecturers as a Way to Plan, Implement, and Improve an Industry-Integrated Course

Mohd‐Yusof, Khairiyah; Phang, Fatin Aliah; Sadikin, Aziatul Niza; Zakaria, Zaki Yamani; Man, Siti Hajjar Che; Hamid, Mohd. Kamaruddin Abd.

doi:10.1007/978-3-030-19139-9_3

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…That is the case of most book chapters. Even if it was the interest of the author to also include empirical studies found in the form of book chapters (e.g., Dillard, 2019; Garfield & Ben-Zvi, 2008; Kamen et al, 2011; Mohd-Yusof et al, 2019), only one (Dillard, 2019) was finally incorporated into the final qualitative synthesis, as it offered a clear, explicit, and extended explanation of the methods and procedures for data collection and analysis, making it possible to answer positively most of the questions for quality assessment of Table 3. The exclusion of the final analysis of the rest of book chapters does not speak ill of their quality; it is merely a consequence of the chosen quality indicators.…”

Section: Methodsmentioning

confidence: 99%

Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review

Hervas

2021

AERA Open

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Lesson study (LS) is a professional development practice that has mainly remained conducted by elementary, secondary, and preservice schoolteachers. However, in recent years, different studies have explored its practice among higher education (HE) faculty members. This article presents the first systematic review on LS among HE faculty members. Twenty-one studies published until December 2019 were analyzed. Among others, findings regarding reveal that (a) most of these studies are of U.S. origin and of linguistic and mathematics disciplines; (b) few faculty members participated in these studies; (c) most LS-related references used are not contextualized in HE; (d) beneficial outcomes of LS in the design of the lessons, the participants’ pedagogical knowledge and the participants’ approach to teaching; (e) mixed results regarding the participants’ reflection and collaboration, and (f) less positive outcomes about organizational issues when conducting LS. I discuss these results and present future research lines and limitations of this study.

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Section: Methodsmentioning

confidence: 99%

Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review

Hervas

2021

AERA Open

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“…Related industries and agencies are also included in the problem to make it more realistic. Besides, the use of integrated lesson study among the engineering lecturers has proven to improve classroom teaching in the implementation of CPBL (Mohd-Yusof et al, 2019 andSimon Howell et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Design of First Year Integrated Courses based on Constructive Alignment

Zakaria¹,

Man²,

Mohd‐Yusof³

et al. 2021

AJEE

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A design of chemical engineering 1st year integrated courses based on constructive alignment is presented. Introduction to Engineering (ITE) course is designed to stimulate students’ passion, strengthen their motivation, as well as enhancing their technical knowledge and relevant professional skills. ITE course is integrated with an Industrial Seminar and Profession (ISP) course to support the inclusion of stakeholders by inviting them to givepresentations and bringing students for related site visits. Although the ISP is a one-credit course, it is very important to plan and execute the activities hand-in-hand with the ITE course. In this study, reflection and meta-reflection journals which have been designed to integrate both courses have been analysed thematically to evaluate students’ response on the integration part. Besides that, other activities in ISP such as workshops, industrial visit etc that areintegrated with the design and implementation of cooperative problem based learning (CPBL) activities in ITE are highlighted and discussed. All of the above mentioned integrated CPBL are constructively aligned to achieve both course and program outcomes. Such integrated CPBL activities following constructive alignment saves time and effort among lecturers to fulfil the course and programme objectives.

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Constructive alignment in designing 1st year introduction to engineering-industrial seminar and profession integrated course using student centred learning approaches

Zakaria

Mohd‐Yusof

Hassim

et al. 2022

AIP Conference Proceedings

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Lesson Study Among Engineering Lecturers as a Way to Plan, Implement, and Improve an Industry-Integrated Course

Cited by 3 publications

References 8 publications

Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review

Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review

Design of First Year Integrated Courses based on Constructive Alignment

Constructive alignment in designing 1st year introduction to engineering-industrial seminar and profession integrated course using student centred learning approaches

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