UMSKAL-A Feasible Electronic Classroom Technology (ECT) Enhanced Campus
Abstract:
For the last few years, Universiti Malaysia Sabah, Labuan International campus has been creating the facilities heading towards the possibility of becoming Electronic Classroom Technology (ECT) enhanced campus. As an international campus, it is inevitable to boost up Electronic Classroom Technology for creating updated and remarkable study environment. In line with the Technology Enhanced Language Learning (TELL) concept, Electronic Classroom Technology (ECT) is fated and mandatory as it is the prime condition. Establishment of some E-Classrooms to support the existing curriculum is the first step in implementing the concept of ECT enhanced campus. This paper focuses on the ways of implementing the relevant components for an effective ECT setting and exonerating impediments in the pathway of establishing that.
This paper highlights on existing components, and suggests those which are still needed for implementing a full-fledged ECT campus. These include various software installations, hardware requirements, on demand broadcast system, environmental conditions, motivating students of using Social Networks more effectively in education, refreshing teachers role and learners self-responsibility and above all, developing technological infrastructure.
Keywords
Electronic Classroom Technology (ECT), E-Classrooms, Computer Mediated Communication (CMC), wireless connections
Introduction:
As a part of a targeted Malaysian research University (RU), University Malaysia Sabah, Labuan International Campus requires incessant growth in harmony with updated educational delivery concept. Teaching and learning processes are to be included with this view. Hence, the students and teachers stay usually most of their working and extra time with electronic devices and communications. Facilitating these options can enhance the updated knowledge of both learners and teachers. Electronic Classroom Technology (ECT) is a virtual world that must be incorporate with the actual environment (Levy and Hubbard, 2005). The term ECT is a fusion of some subjects such as Computer Assisted language Learning (CALL), Computer Mediated Communication (CMC), Mobile Assisted Language Learning (MALL), Technology Assisted Language Learning (TELL) etc with some relevant electronic devices and components.
Environment:
Universiti Malaysia Sabah, Labuan International Campus is silently emerging as an ECT oriented campus. Some facilities of electronic access have already been provided. Facilitating the other options in a large scale can attribute in enhancing the updated knowledge of both Learners and teachers. The campus has already been covered under wireless (Wi-Fi) connections and these connections are available even from the students’ hostel. A private telecom operator has already installed an independent network tower (Celcom Malaysia) for uninterrupted and smooth access by the users of this campus. Students are using these facilities from dawn till dusk. The cafeterias inside the campus are using Wi-Fi lines to provide 24/7 internet access. The library is equipped with high-speed internet facilities joining top-rated world famous on line libraries under a single umbrella by a single click. It has got a Mega Lab having sufficient computers for the students. A group of trained employees are working till midnight to mitigate the learners’ need. Twelve International Girls Hostel, seven Boys Hostel, Library, Cafe premises are 24/7 under Wi-Fi network. The campus has achieved the external line-up for becoming an ECT campus. The infrastructural renovation is expected to be completed soon.
Classroom Pattern:
In line with Effective Classroom Teaching (ECT) and Effective classroom Instruction (ECI) codes, there are some basics for a standardised effective classroom. Except a few exceptions, UMSKAL does not vary the concept of ECT campus regarding class size where a single class size should not exceed 20-25 learners. Some business classes still require division in to smaller group in harmony with ideal ECT concept. The existing class time ranges from two to three hours sounds ideal for ECT campus. Existing sitting arrangement is also suitable for an ideal ECT set-up. Multimedia Projectors (MMP) are inserted few years back. Excellent sound system is already installed. What is needed, in some floor, especially in Menara level 6, 8, 12 Wi-Fi is not reachable from the classroom. It is a barrier for becoming considered as an ECT campus. For seamless integration of Electronic classroom, ‘’monitor at eye level” is needed (Coppola and Thomas, 1999). A few classes or a floor can be selected as a pilot project for establishing ECT campus. Having all infrastructural benefits, the campus is still away from the concept of full-fledged ECT. A desktop pc for each learner, routers inside each classroom are still needed in achieving the goal. As per ECT set up, learners and teachers together require the following applications (Walker, Davies and Hewer, 2011)
a) Image Storage and Sharing
b) Social bookmarking
c) Discussion lists, blogs, wikis, social networking
d) Chat rooms environment, MUDs, MOOs and MUVEs (virtual world)
e) Podcasting
f) Audio tools
g) Video Sharing applications and screen capture tools
h) Animation tools, comic strips, movies, etc
i) Mashups
It is true, the concept of web based classroom is now the main focus of the teachers of present time because they are now increasingly making use of its wide range of facilities (Dudeney, 2007). The responsibility of teachers in motivating the learner’s effective as well healthy use of networking is very important (Sarwar, 2011). Electronic classroom concept has further been exemplified by Lamy and Klarskov Mortensen (2010). In fact Data Driven Learning (DDL) encourages the learners as they are many times faster than any other manual sources such as Textbooks, Library, Reference books, even than the daily use of dictionary for word or phrase meaning, translation, antonyms and synonyms or for the purpose of grammar checking, on line data analysis, questionnaire making, video conferencing or video tutorial, what not. These functions were previously described as sources of knowledge by Robb (2003). From above discussion, it can be assumed easily that UMSKAL having most of the ECT facilities is emerging as an ideal ECT campus. The components those are required by the campus for the complete fulfilment can be inserted easily by the administration.
Teaching Strategies:
Use of effective teacher activities and strategies, is a pre-condition of setting up ECT enhanced campus because the persons who will propel the curriculum are teachers (Coppola and Barbara, 1999). Teachers will implement ECT, ignite students zeal for alertness, interactivity, ability to use ECT settings effectively, independent and group-work, mental prowess to quick research, mind set-up of not using abusive websites etc. As the whole world with her reach library resources will be in front of the learner’s eye, they are to be taught the effective and managed surfing. Hence the motivation can be aptly flourished by the skilled teachers. E-learning and E-teaching courses such as TALL, CMC, CALL, TELL, MALL etc can be emphasized in every year. Even, a portion of KPI can be mandatorily imposed for the improvisation of the trainer’s knowledge-book. At this moment, the Universiti Malaysia Sabah is offering a course related to ECT concept i.e. ‘’Installing Soft skills into Education”. By furthering the opportunities for a complete ECT campus, UMSKAL can be an ‘A-Grade’ ECT enhanced campus in near future.
References
Alam M. Sarwar (2011), Grammar Studies: Undergraduate Education in Bangladesh. JU, Dhaka, Bangladesh
Beatty, K. (2003). Teaching and Researching Computer Assisted Language Learning. Essex, England: Pearson Education Limited.
Brown, E. (Ed.) (2001, January 
Mobile Learning explorations at the Stanford Learning Lab. Speaking of computers, Stanford, CA
Colpaert, j. (2004). From courseware to course wear? Computer Assisted Language Learning, 17(3-4), 261-266.
Dickey,R.J.(2001). Make it a conference call: An English Conversation course by Telephone in South Korea. Distance Learning Programs (pp. 51-60). Alexandria, VA.
Green, B.A., Collier, K.J., & Evans, N.(2001). Teaching tomorrow’s Class Today: English by Telephone and Computer from Hawaii to Tonga. Distance Learning Programs (PP. 71-82). Alexandria, VA.
Kvavik, R.B.(2005). Convenience, Communication and Control: How Students Use technology. In D.G. Oblinger, and J.L. Oblinger (Eds.), Educating the Next Generation. Boulder, CO.
Levy, M., & Kennedy, C. (2005). Mobile Learning: A Handbook for Educators and Trainers. London: Taylor and Francis.
Mayrath, M & Nihalani, P.(2011, July,31). Digital Texts and the Future of Education: Why Books? Educause Quarterly.Retrived August 1, 2011, from http://www.educause.edu/EDUCAUSE+Quarterly/EQVolume342011/EDUCAUSEQuarterlyMagazineVolum/225844
Salabery, M.R.(2001). The Use of technology for Second Language Learning and Teaching: A Retrospective. The modern Language journal, 85(i), 30-57
Salmon, G.(2003). E-moderating: The Key to Teaching and Learning Online (2nd Edn.).London: Taylor and Francis.
About the Author
Alam M. Sarwar is an English faculty at the Universiti Malaysia Sabah and working at Centre for Promotion of Knowledge and Language Learning, Labuan International Campus. Previously, he had been teaching English in universities in Bangladesh and in Kingdom of Saudi Arabia since 1996. He possesses an M.A. in English and is currently pursuing a PhD in Linguistics in Jahangirnagar University, Bangladesh. He has written some books on English Grammar, Writing Skills and on Literature for the undergraduate and graduate English students. E-mail: Sarwar@ums.edu.my
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