Critical Reflection (newest 20/11)

The ES1102 module is coming to an end; yet, it is neither the end of my learning journey in the National University of Singapore (NUS) nor is it the end of my life-long learning process. The end of the ES1102 module marks the start of my “self-independent” learning journey.

At the beginning of this module, I was a passive learner; because in my thirteen years of schooling, I had a habit of relying on teachers to provide me with “ready-made” answers without taking the time and effort to do my own research on these topics. Furthermore, the result-driven education system in Singapore has always spoon-fed students, like myself, with textbook answers; thus, installing in students a mind-set that they are not encouraged to think out of the box, and they are only allowed to follow the instructions of the textbooks and their teachers. (Lay, 2012)

Initially, like my peers, I welcomed this form of education, because it made learning easier for students, all that needs to be done is to memorise all these facts and to compose them into model answers during examinations. However, when I entered university, it became clear that this form of learning that I had been so used to proved to be unsuitable and an obstacle to true learning. For example, in the ES1102 module, I am supposed to do before class tasks to familiarise myself with the topics that are going to be taught in class. After learning what was being taught in class, I am also expected to do practice to reinforce my knowledge of topics learnt. In addition, university education is not about spoon-feeding students, it gives students an opportunity to search for answers to existing problems and it strongly encourages students to be self-independent in the process of learning. Although, I am striving to become an independent learner, I feel that there is still room for improvement. Other than doing pre-class research and revision after each lesson; I could download mobile phone apps that are relevant to my subjects, thereby, enabling me to master these subjects in a fun and interacting manner.

In conclusion, I believe that learning does not stop when a module has ended, nor does it stop when I have completed my university education. Hence, the next stage of my learning is not just the learning of more knowledge for my intended major, rather it is about approaching learning in a more autonomous and self-driven way; and I could start by taking more initiative to conduct pre-class research on the upcoming topics and to do my practice and revision after every lesson.

Critical Reflection (newest)

The ES1102 module is coming to an end; yet, it is neither the end of my learning journey in the National University of Singapore (NUS) nor is it the end of my life-long learning process. The end of the ES1102 module marks the start of my “self-independent” learning journey.

At the beginning of this module, I was a passive learner; because in my thirteen years of schooling, I had a habit of relying on teachers to provide me with “ready-made” answers without taking the time and effort to do my own research on these topics. Furthermore, the result-driven education system in Singapore has always spoon-fed students, like myself, with textbook answers; thus, installing in students a mind-set that they are not encouraged to think out of the box, and they are only allowed to follow the instructions of the textbooks and their teachers. (Lay, 2012)

Initially, like my peers, I welcomed this form of education, because it made learning easier for students, all that needs to be done is to memorise all these facts and to compose them into model answers during examinations. However, when I entered university, it became clear that this form of learning that I had been so used to proved to be unsuitable and an obstacle to true learning. For example, in the ES1102 module, I am supposed to do before class tasks to familiarise myself with the topics that are going to be taught in class. After learning what was being taught in class, I am also expected to do practice to reinforce my knowledge on topics learnt. In addition, university education is not about spoon-feeding students, it gives students an opportunity to search for answers to existing problems and it strongly encourages students to be self-independent in the process of learning. Although, I am striving to become an independent learner, I feel that there is still room for improvement. Other than doing pre-class research and revision after each lesson; I could download mobile phone apps that are relevant to my subjects, thereby, enabling me to master these subjects in a fun and interacting manner.

In conclusion, I believe that learning does not stop when a module has ended, nor does it stop when I have completed my university education. Hence, the next stage of my learning is not just the learning of more knowledge for my intended major, rather it is about approaching learning in a more autonomous and self-driven way; and I could start by taking more initiative to conduct pre-class research on the upcoming topics and to do my practice and revision after every lesson.

Reference:

Lay, B. (2012). The problem with Singapore’s education system. Retrieved from http://sg.news.yahoo.com/blogs/the-flipside/lack-drive-due-singapore-education-system-015701542.html

Critical Reflection: The next stage for my learning (12Nov)

The ES1102 module is coming to an end; yet, it is neither the end of my learning journey in the National University of Singapore (NUS) nor is it the end of my life-long learning process. The end of the ES1102 module marks the start of my “self-independent” learning journey.

At the beginning of this module, I was a passive learner; because in my thirteen years of schooling, I had a habit of relying on teachers to provide me with “ready-made” answers without taking the time and effort to do my own research on these topics. Furthermore, the result-driven education system in Singapore has always spoon-fed students, like myself, with textbook answers, and installed in students a mind-set that they are not encouraged to think out of the box, they are only allowed to follow the instructions of the textbooks and their teachers. (Lay, 2012)

Initially, like my peers, I welcomed this form of education, because it made learning easier for students, all that needs to be done is to memorise all these facts and to compose them into model answers during examinations. However, when I entered university, it became clear that this form of learning that I had been so used to prove to be unsuitable and an obstacle to true learning. For example, in the ES1102 module, I am supposed to do before class tasks to familiarise myself with the topics that are going to be taught in class. After learning what was being taught in class, I am also expected to do practice to reinforce my knowledge on topics learnt. In addition, university education is not about spoon-feeding students, it gives students an opportunity to search for answers to existing problems and it strongly encourages students to be self-independent in the process of learning. Although, I am striving to become an independent learner, I feel that there is still room for improvement. Other than doing pre-class research and revision after each lesson; I could download mobile phone apps that are relevant to my subjects, thereby, enabling me to learn and recap lessons anywhere and anytime.

In conclusion, I believe that learning does not stop when a module has ended, nor does it stop when I have completed my university education. Hence, the next stage of my learning is not just the learning of more knowledge for my intended major, rather it is about approaching learning in a more autonomous and self-driven way; and I could start by taking more initiative to conduct pre-class research on the upcoming topics and to do my practice and revision after every lesson.

Reference:

Lay, B. (2012). The problem with Singapore’s education system. Retrieved from http://sg.news.yahoo.com/blogs/the-flipside/lack-drive-due-singapore-education-system-015701542.html