(Higher Education Methodology)
In Indonesia... |
"60 Percent Of Higher Education Graduates Are Unemployed"...
And it appears that most of the 40% of graduates that work, work outside their field of study... We need to ask, What Is The Purpose Of Higher Education In Indonesia?
It has been somewhat difficult to locate clear andragogical / pedagogical explanations of methodologies employed in the general higher education sector for the purpose of serving as a practical guide to higher education practitioners here in Indonesia. However, I was attracted to this overview of their methodologies at St. Gallen. They suggest that class size is an important factor related to enabling utilization of "diverse learning methods" (An important ongoing issue).
Higher education, like most other sectors of education, is increasingly feeling the pressures of limited financial resources (The Pinch), and is forever searching for strategies that can yield higher numbers of graduates, without compromising quality. Reducing class sizes as a solution to quality improvement tends to generate much rhetorical speculation and actual experimentation with strategies like "Blended Learning" which I personally percieve (after 40 years in technology and education) as a copromise in quality because we are fully aware of the dangers of electronic learning methodologies, and in the case of Indonesia the realities are even more exemplified. Technologists have strong vested interests in learning technologies and we must be continually vigilant and uncompromising professionals when it comes to issues of education quality.
I personally like the array of methodologies presented by the University of St. Gallen because all methodologies except for "structured lectures" and "seminars" focus upon active-participative, individual, group or contextual learning practices. It can be argued that structured lectures provide an opportunity for active participation by the students, however, the amount of participation is under the control of the lectureres and lectures can easily become a highly passive, lecturer-centred learning environments. This is highly dependent upon the quality of the individual lecturers themselves. Thus at minimum they require some pre-occupational andragogical / pedagogical training to ensure that the quality of lecturers is professionally consistant. Qulality monitoring and evaluation systems in higher education are extrtemely important.
Jakarta (June 17th, 2011)
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The small class size allows us to use diverse learning methods to help our students acquire knowledge and develop the skills you need to become successful business managers and leaders. The choice of teaching methods depends on the type of course. The composition of courses taken creates a unique learning experience for our students.
Lecture and class discussions:
A good portion of the teaching takes the form of structured lecture and case-study discussions, sometimes in small interactive groups, engaging in challenging in projects and applying
Students work independently on case-studies and/or academic literature to critically analyse the issue and provide recommendations.
Group projects and presentations:
A small group of diverse students is formed to extensively analyse cases or literature and present its recommendations, followed by class discussions. Student presentations can take a form of traditional PowerPoint presentation or creative approach that includes role plays, drama etc. Such group-works foster abilities to work in teams, which is essential in today's workplace.
International practice Projects
Engaging in challenging internal and self-initiated projects and applying course theory to reflect upon their experiences and vice-versa...
Field trips and guest speakers:
Depending on the nature of the course, field trips to different companies may be organized. Several business experts from leading corporations visit classes to share their experiences and insights.
Skill building workshops and seminars:
Students have the opportunity to attend various company presentations and workshops. The SIM also offers seminars and workshops in collaboration with its corporate partners, career service centre, and alumni network.
Intensive individual research:
Students are required to undertake an intensive individual research in the form of masters' thesis on the topic of their choice, subject to approval from the faculty. In this era of information, business leaders need to be able to collect, analyse and interpret data to make better decisions.
Student assessments are partly individual and partly group-based.
Individual element may include formal exams, case write-ups, evaluation of academic articles, take home exams and so on. Group element may include group presentations and group papers.
Exams are either central or de-central. Central examinations take place on pre-determined dates while de-central exams take place during scheduled lecture times during the semester. Ref: University of St. Gallen: Learning Methodology
We especially like this:
We are currently developing sites for each individual education sector.
Student presentations can take a form of traditional PowerPoint presentation or creative approach that includes role plays, drama etc. Such group-works foster abilities to work in teams, which is essential in today's workplace.
They clearly understand that creativity is a very important learner charactoristic that needs to be nurtured, developed and valued, and that there are far more creative ways of expressing and presenting rather than using technology, salute! - The understanding of this issue is particularly important for our lecturers here in Indonesia. The overuse of data projectors (with their associated high risks of increasing passive learning) is clearly beginning to become a problem.
We really need to ask the question, Isn't Contextual Teaching and Learning (CTL) based upon Active-Learning Practices still the most effective methodology for Higher Education?
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