1,722,130 research outputs found
Sharing of experience from a collaborative program leader / Leow Min Hui
Full text linkA collaborative program, the Chinese Character Writing Competition, was held from the 28th to the 30th of October, with the closing ceremony taking place on the 9th of November 2024. The program was initiated by the lecturers from the Academy of Language Studies (APB). Universiti Teknologi MARA Cowangan Pulau Pinang (UiTMCPP), in collaboration with Universiti Kuala Lumpur - Malaysian Spanish Institute (UniKL MSI). As the program leader. I, Dr. Leow Min Hui, have gained valuable experience from leading and conducting the program. Thus, the significant insights from the program are worth sharing
Self-love journey through drawing / Dr. Leow Min Hui
Full text linkA feeling of appreciation for oneself that promotes physical, mental, and spiritual development is known as self-love. Cultivating self-love is a good way to increase self-esteem and discover inner serenity. Self-love can be incorporated into one’s lifestyle in different ways. When you take good care of your body and health, by getting enough sleep, eating a balanced diet, and engaging in regular exercise, self-love is demonstrated through your efforts to maintain well-being and the value of your life. When you embrace self-compassion through acknowledging your strengths and imperfections, you will stop comparing yourself to others and start accepting yourself as who you are; self-love begins to grow here. For me, finding a good thing in myself is the key to self-love; and I appreciate living with it, enjoy practicing it. To be honest, working equates to racing for fulfilling goals and KPI. A person who loves himself can balance work and life well, but somehow hardly find peace. We occasionally need to “escape” from reality to find peace. The state of peace often reveals our true selves, which cultivates self-love
Meimei! Who is Meimei? – read, read, trade / Leow Min Hui
Full text linkMost language teachers have probably heard of the enjoyable cooperative learning game called Quiz, Quiz, Trade, advocated by Dr. Spencer Kagan (Brandt, 1990; Kagan, 1990). This game is well-liked because it encourages students to move around the classroom and engage with their peers, which increases students’ active participation in the learning process. Essentially, Quiz, Quiz, Trade is a vocabulary reinforcement method that enables students to review important vocabularies and definitions from their reading. Some instructors modified it into a question-and-answer activity to recap or strengthen students’ understanding of the knowledge. Let me briefly go over the Quiz, Quiz, Trade procedure used in language classrooms. First, every student is given a task card with different keywords or questions. It is optional to write a keyword definition or answer to the question on the back of the card. Then, students will work in pairs with their peers to accomplish the task (e.g., explain the definition of the word, answer question, etc.); students in pairs reverse the process among themselves. After completing the task, students “trade” their task card, find new partners, and the process starts over again with their new partners
Maths, arts, or language? / Dr. Leow Min Hui
Full text linkLanguage learning is a continuous active learning process throughout one’s life. Humans learn language to communicate their feelings, thoughts, and establish relationships with others. Therefore, active learning in a language classroom is an essential approach in which active interaction using target language comes naturally. Active learning is commonly viewed as a superior teaching and learning approach in the 21st century classroom (Bolefski, 2020; Yuh,2020). Active learning in a language classroom allows students to engage in multi-sensory learning via speaking, listening, and reading at the same time. Students’ engagement in active learning activities throughout the multi-sensory learning circumstance makes learning more fun and productive. In a tertiary foreign language education, the main goal is to help students acquire practical communication skills that will aid them to analyse information, convey ideas, and use the target language in daily life. Therefore, it is important to link language to different contexts or subjects in order to ensure the functional purpose of the target language. Consequently, this type of multidisciplinary integrated language classroom transforms the learning environment from passive to active as students become the centre of the learning experience by collaborating on target language in real-life or career contexts that relate to their future pursuits
Postgraduate Supervision Course 3/2023: roles and responsibilities of a supervisor / Dr. Leow Min Hui
Full text linkPostgraduate programmes are offered in all Universiti Teknologi MARA (UiTM) campuses around Malaysia. Meanwhile, Institute of Postgraduate Studies (IPSis) has been established for the purpose of administration and management of postgraduate programmes in UiTM. According to university and Malaysian Qualifications Agency (MQA) regulations, UiTM PhD lecturers who intend to supervise postgraduate students must enrol in the Postgraduate Supervision Course starting from 2019. Recently, I participated in a two-day academic research supervision course entitled ‘Effective Postgraduate Supervision’ organised by IPSis. The course offered a deep dive into the process and procedure in supervising postgraduate students as well as to deliver important information regarding the roles and responsibilities of a supervisor. Considering what I have learned from the course, I believe that developing a distinct personality or set of qualities that makes a good supervisor is crucial for all prospective postgraduate supervisors. Terminologically, ‘academic research supervision’ means the academic guide for a student throughout his/her higher degree by research program, which usually includes offering advice or guidance, showing direction, monitoring research progress, and providing necessary feedback or support in a field of research. Throughout the process of advising, coaching, and mentoring, a good supervision should not overlook the human side of the relationship between a supervisor and a student. Abusive(continuous hostile behaviour), ghost (rarely responding to student), or controlling (micro manager who awaits updates on small issues)supervision must be avoided to keep positive human relationships
What is it like to be a fur-parent? / Dr. Leow Min Hui
Full text linkGiving care to a pet is like giving care to a human child. Someone would say taking a role as a fur parent before becoming a real parent is a good practise that nurtures motherly love. Well, I did not give much thought when I first brought Lucky home. It was simply “Aw! My childhood’s dream finally comes true! I have got myself a pet dog!” Up until the first week after I brought a puppy home, that was a nightmare! It was 7 years ago, and Lucky was still a 3-month-old puppy. He (I prefer to call my fur baby “he” instead of “it”) is a Jack Russell Terrier with intense curiosity and adventurous nature. He is a great escape artist who can climb, jump, or dig under the cage. Imagine that you are walking up to your front door and finding an escaping puppy pooped all over himself, pee all over the place, and your USB cable was badly chewed. What are you going to do? The naive puppy would wag his tail and give you a friendly greeting as usual, unaware that he had done something wrong. You must bear in mind that at that point, it would be pointless to scold or punish him because he would not understand the reason and would likely have forgotten what he had done
Framing a personalized online tutorial instruction: cognition and metacognition considerations / Dr. Leow Min Hui
No full textCurrent research interest in technology-driven learning instructions is acknowledged to have a specific emphasis on personalized learning. Since the twenty-first century teaching and learning strategies have shifted from student-centered learning to student-directed learning in a culture where technology is widely used. The development of online tutorials is one of the initiatives that addresses pandemic crisis. This study focuses on the investigation of online tutorials in a post-pandemic context which contributes to online learning modulation concerning personalized instructional design in Malaysian elementary schools. This study investigates the instructional personalization through learners’ cognition and metacognition practices when experiencing online tutorials, in order to discover learners’ learning needs and preferences. 14 learners (aged 9) from a Malaysian elementary school were included in this study. An observational and interview-based qualitative case study was adopted. Thematic analysis was employed to generate codes, categories, and themes. As a result, a personalized online tutorial instruction was framed by including the features such as freedom in task and activity selection and planning on the basis of explicit instructional goals, complexity of information input and capacity of resources or materials for different learners’ needs, suitability of task difficulty level for various learners, multiple intelligence consideration, and differentiated peer scaffolding and teacher feedback. This study draws attention to the significance of cognition and metacognition considerations to suggest online tutorial instruction that underpins personalization
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
- …
