Integrating student-centered learning in finance courses: The case of a malaysian research university

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The student-centered learning (SCL) approach is an approach to education that focuses on learners and their needs, rather than relying upon the input of the teacher's. The present paper examines how the SCL approach is integrated as a learner-centered paradigm into finance courses offered at a business school in a research university in Malaysia. Specifically, this paper identifies how a learner-centered environment is integrated into teaching methods, learning activities and evaluation tools. Since the adoption of the SCL approach is partly to cater for the needs of the research university, the analysis of the courses is supported with responses from the respective lecturers. This study finds that the lecturers of the five courses examined have used active/interactive learning and group project approaches as standard teaching methods under the SCL approach which includes projects, class discussion and presentation. Alongside these standard methods, some of the courses use additional methods under the SCL approach, including real life experiential learning and case studies. For example, students of the Investment and Portfolio Analysis course are exposed to the real world investment decision making by investing funds in selected stocks listed on Bursa Malaysia. In terms of course evaluations, the courses place greater weight on continuous assessment based on group projects and presentations, while reduce the emphasis on examinations. Overall, implementing the SCL approach requires a careful design of the learning process, which includes the classroom setting; flexibility of the curriculum; teaching methods; evaluation policies; and course content. In general, the study demonstrates that SCL has great potential to function as an effective learning tool in an environment where the labor market demands generically skilled job candidates and in which universities are demanding further resources to be devoted to efforts relating to research and publications.

Original languageEnglish
Pages (from-to)108-123
Number of pages16
JournalInternational Education Studies
Volume6
Issue number6
DOIs
Publication statusPublished - 2013

Fingerprint

finance
university
learning
student
teaching method
project group
Malaysia
university teacher
evaluation
business school
learning process
flexibility
labor market
candidacy
paradigm
decision making
curriculum
classroom
examination
teacher

Keywords

  • Case study approach
  • Learning methods
  • Life experiential learning
  • Research university
  • Student centered learning (SCL)

ASJC Scopus subject areas

  • Education

Cite this

@article{9c14604c872c45ee9a4dcafef619cd10,
title = "Integrating student-centered learning in finance courses: The case of a malaysian research university",
abstract = "The student-centered learning (SCL) approach is an approach to education that focuses on learners and their needs, rather than relying upon the input of the teacher's. The present paper examines how the SCL approach is integrated as a learner-centered paradigm into finance courses offered at a business school in a research university in Malaysia. Specifically, this paper identifies how a learner-centered environment is integrated into teaching methods, learning activities and evaluation tools. Since the adoption of the SCL approach is partly to cater for the needs of the research university, the analysis of the courses is supported with responses from the respective lecturers. This study finds that the lecturers of the five courses examined have used active/interactive learning and group project approaches as standard teaching methods under the SCL approach which includes projects, class discussion and presentation. Alongside these standard methods, some of the courses use additional methods under the SCL approach, including real life experiential learning and case studies. For example, students of the Investment and Portfolio Analysis course are exposed to the real world investment decision making by investing funds in selected stocks listed on Bursa Malaysia. In terms of course evaluations, the courses place greater weight on continuous assessment based on group projects and presentations, while reduce the emphasis on examinations. Overall, implementing the SCL approach requires a careful design of the learning process, which includes the classroom setting; flexibility of the curriculum; teaching methods; evaluation policies; and course content. In general, the study demonstrates that SCL has great potential to function as an effective learning tool in an environment where the labor market demands generically skilled job candidates and in which universities are demanding further resources to be devoted to efforts relating to research and publications.",
keywords = "Case study approach, Learning methods, Life experiential learning, Research university, Student centered learning (SCL)",
author = "Hawati Janor and {Abdul Rahim}, Ruzita and {Abdul Rahman}, Aisyah and Auzairy, {Noor Azryani} and Hashim, {Noor Azuan} and Yusof, {Muhamad Zain}",
year = "2013",
doi = "10.5539/ies.v6n6p108",
language = "English",
volume = "6",
pages = "108--123",
journal = "International Education Studies",
issn = "1913-9020",
publisher = "Canadian Center of Science and Education",
number = "6",

}

TY - JOUR

T1 - Integrating student-centered learning in finance courses

T2 - The case of a malaysian research university

AU - Janor, Hawati

AU - Abdul Rahim, Ruzita

AU - Abdul Rahman, Aisyah

AU - Auzairy, Noor Azryani

AU - Hashim, Noor Azuan

AU - Yusof, Muhamad Zain

PY - 2013

Y1 - 2013

N2 - The student-centered learning (SCL) approach is an approach to education that focuses on learners and their needs, rather than relying upon the input of the teacher's. The present paper examines how the SCL approach is integrated as a learner-centered paradigm into finance courses offered at a business school in a research university in Malaysia. Specifically, this paper identifies how a learner-centered environment is integrated into teaching methods, learning activities and evaluation tools. Since the adoption of the SCL approach is partly to cater for the needs of the research university, the analysis of the courses is supported with responses from the respective lecturers. This study finds that the lecturers of the five courses examined have used active/interactive learning and group project approaches as standard teaching methods under the SCL approach which includes projects, class discussion and presentation. Alongside these standard methods, some of the courses use additional methods under the SCL approach, including real life experiential learning and case studies. For example, students of the Investment and Portfolio Analysis course are exposed to the real world investment decision making by investing funds in selected stocks listed on Bursa Malaysia. In terms of course evaluations, the courses place greater weight on continuous assessment based on group projects and presentations, while reduce the emphasis on examinations. Overall, implementing the SCL approach requires a careful design of the learning process, which includes the classroom setting; flexibility of the curriculum; teaching methods; evaluation policies; and course content. In general, the study demonstrates that SCL has great potential to function as an effective learning tool in an environment where the labor market demands generically skilled job candidates and in which universities are demanding further resources to be devoted to efforts relating to research and publications.

AB - The student-centered learning (SCL) approach is an approach to education that focuses on learners and their needs, rather than relying upon the input of the teacher's. The present paper examines how the SCL approach is integrated as a learner-centered paradigm into finance courses offered at a business school in a research university in Malaysia. Specifically, this paper identifies how a learner-centered environment is integrated into teaching methods, learning activities and evaluation tools. Since the adoption of the SCL approach is partly to cater for the needs of the research university, the analysis of the courses is supported with responses from the respective lecturers. This study finds that the lecturers of the five courses examined have used active/interactive learning and group project approaches as standard teaching methods under the SCL approach which includes projects, class discussion and presentation. Alongside these standard methods, some of the courses use additional methods under the SCL approach, including real life experiential learning and case studies. For example, students of the Investment and Portfolio Analysis course are exposed to the real world investment decision making by investing funds in selected stocks listed on Bursa Malaysia. In terms of course evaluations, the courses place greater weight on continuous assessment based on group projects and presentations, while reduce the emphasis on examinations. Overall, implementing the SCL approach requires a careful design of the learning process, which includes the classroom setting; flexibility of the curriculum; teaching methods; evaluation policies; and course content. In general, the study demonstrates that SCL has great potential to function as an effective learning tool in an environment where the labor market demands generically skilled job candidates and in which universities are demanding further resources to be devoted to efforts relating to research and publications.

KW - Case study approach

KW - Learning methods

KW - Life experiential learning

KW - Research university

KW - Student centered learning (SCL)

UR - http://www.scopus.com/inward/record.url?scp=84878693624&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84878693624&partnerID=8YFLogxK

U2 - 10.5539/ies.v6n6p108

DO - 10.5539/ies.v6n6p108

M3 - Article

AN - SCOPUS:84878693624

VL - 6

SP - 108

EP - 123

JO - International Education Studies

JF - International Education Studies

SN - 1913-9020

IS - 6

ER -