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Student Centered Learning Environment

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ARTICLE DECEMBER 2013
DOI: 10.1016/j.protcy.2013.12.279

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Procedia Technology 11 (2013) 940 949

The 4th International Conference on Electrical Engineering and Informatics (ICEEI 2013)

Student Centered Learning Environment for Project Monitoring

Marini Abu Bakar*, Jamhiriah Jilani, Norleyza Jailani, Rozilawati Razali,
Zarina Shukur, Mohd Juzaiddin Abd Aziz
Universiti Kebangsaan Malaysia, Fakulti Teknologi dan Sains Maklumat, 43600, UKM Bangi, Selangor, Malaysia

Abstract
Student Centered Learning Environment is a learning environment that describes thinking methods about learning and teaching
that emphasizes student responsibility in learning activities such as planning, interacting with lecturers and other students, doing
research and evaluating learning. This means that students play an important and active role in learning. Applying the concept to
Computer Science final year project requires students to be independent in carrying out activities related to the research literature,
mastering software tools or libraries, designing, developing and testing software, and writing reports. Theoretically, a supervisor
plays the role of an advisor to ensure the project is successfully completed within the designated timeframe. However, most of
the time, students are often given the freedom to manage their project, sometimes without adequate guidance from supervisors.
This is a rather complicated problem for moderate and weak students. For students to actively participate in their own learning
they must possess self-monitoring and other meta-cognitive skills which are not necessarily inherent in every individual. A
survey done in our faculty shows that Computer Science students face a number of problems in the course of accomplishing their
final year project which include time management, anxiety, academicachievements, and capability of managing project and
strategy to complete the project (listed according to factors that most affected them). This paper will discuss the role of the Final
Year Project Supervision Management System in support of student-centered learning for final year project at the School of
Computer Science. Mapping between system features and principles of student centered learning is also presented. The system
has been developed to monitor students progress both in software development and report writing, as well as managing the
process of allocating supervisors and examiners to students and grading.

2013 The
The Authors.
Authors.Published
PublishedbybyElsevier
ElsevierB.V.
Ltd. Open access under CC BY-NC-ND license.
2013
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underresponsibility
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* Corresponding author. Tel.: +0-603-8921-6183; fax: +0-603-8925-6732.

E-mail address:marini@ftsm.ukm.my

2212-0173 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer-review under responsibility of the Faculty of Information Science & Technology, Universiti Kebangsaan Malaysia.
doi:10.1016/j.protcy.2013.12.279

Marini Abu Bakar et al. / Procedia Technology 11 (2013) 940 949

Keywords: Computer Science final year project; Project supervision; Student Centered Learning; Software development;

1. Introduction
To transform college education beyond the traditional education boundaries, student centered learning focuses on
educational practices and principles that would provide all students reasonable access to the knowledge and skills
necessary for college and career readiness. In class exercises and drills alone do not contribute much to students
competencies. Instead, specific tasks such as report writing, conduct interview, system development, research and
analysis can enhance student competencies that surpass the knowledge and skills typically measured in achievement
tests. These competencies include problem solving, analyzing, critical thinking, creativity, collaboration, data
management and communication. Many employers find these skills lacking amongst todays college graduates
(Moeller & Reitzes 2011). The question that remains to be answered is how to assess an individual students
strengths and needs. Two main approaches to technology-supported assessment exist. The first approach is a
mastery learning approach tied to accountability systems. This enables lecturers to benchmark students as they
progress through a standards-based curriculum. The latter assesses understanding which produces a picture of
student thinking. Both approaches help establish a clear baseline from which lecturers can then serve as mentors and
advisors, guiding students to the right use of tools and projects that meet curricular requirements.
Changes in education paradigms were discussed in Moravec (2009a) by explaining the relationship between
technology and society, and extending the relationship to transformations in human capital development. Moravec
defines Society 1.0 as referring to pre-industrial, industrial and information age society that was based on linear,
task-oriented relationships. The role of corresponding Education 1.0 was to create graduates that would perform
well in jobs with easily defined parameters and relationships.Society 2.0 refers to the knowledge-based society that
is driven by globalization and the growth of networking technologies.In this paradigm, people are becoming more
valued for their personal knowledge rather than their ability to perform tasks. Moreover, rapidly evolving
information and communications technologies allow us to socially construct knowledge in new ways (i.e., through
Twitter, Facebook and other social networking tools). The role of Education 2.0 is to develop talents to compete in a
global market with new social relationships, and where we are able to leverage our knowledge.Society 3.0 refers to
an emerging innovation-based society that is not quite here, yet. This is a society that is driven by accelerating
change, globalized relationships, and fueled by knowmads. In an era of accelerating change, the amount of
information available doubles at an increasing rate, and the half-life of useful knowledge decreases exponentially.
This requires innovative thinking and action by all members of society.The use of technologies must be purposive
and expand to the realm of adopting social technologies in learning environment (Moravec, 2009b). New
technologies integrate the development of imagination, creativity and innovation which are critical in the 21st
century workplace. They have facilitated the management of electronic resources, making student-centered learning
both possible and feasible (Hannafin and Land, 1997) and can equip students to independently organize their
learning process. Computer-enhanced learning environments promote engagement through student centered learning
activities. In other words, instead of being passive recipients of information, students who use technology become
active users. These technologies creates student-centered learning environment which can provide complimentary
activities, interactive in nature, enabling students to address their own learning interests and needs, and move
forward into increasingly complex levels of content to further their understanding and appreciate subject matter. At
the same time, it transfers some responsibility for learning to students. Lectures can be replaced with active learning,
integrating self-paced learning programs and/or cooperative group situations, ultimately holding the students
responsible for their own advances in education. Integrating technology into educational practices has proven to be a
slow and complex process. In fact, it can take four or more years from the time new technologies are first introduced
to the point when changes can be observed in students.
While, at face value, the potential of student centered learning environments is compelling, the logistical
problems associated with implementing them are quite alarming. For several years we have been discussing and
formulating strategies to help our final year students to achieve specific knowledge and skills required for their
future career from their final year project. In some cases, workshops, short courses and discussions are conducted to
give students a head start with their project (Norleyza et al, 2009). Nevertheless from a survey conducted by Hazura

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and Hairulliza (2010) we found out the problems that affected our students which include time management,
anxiety, academic achievement, capability of managing project, strategy to complete the project (listed according to
factors that most affected them). Hence, we have developed a Final Year Project Supervision Management System
as a student centered learning environment to help students with time and project management. This paper provides
a brief introduction on student centered learning, analysis on the current process practiced by the faculty, and
presents the system as a student centered learning environment.
2. Student Centered Learning
Student centered learning approaches usually emphasize for students to take an active role in learning. Brandes
and Ginis (1986) present the main principles of student centered learning as:
x Principle 1 : The learner has full responsibility for his/her learning
x Principle 2 : Involvement and participation are necessary for learning
x Principle 3 : The relationship between learners is more equal, promoting growth and development
x Principle 4 : The teacher becomes a facilitator and resource person
x Principle 5 : The learner experiences confluence in his education (Affective and cognitive domains flow
together)
x Principle 6 : The learner sees himself differently as a result of the learning experience
Although there is growing evidence that student-centered learning activities promote the development of higherorder skills such as critical thinking, problem solving, leadership and interpersonal skills (Billig 2007, Clark2008,
Peppler & Kafai 2007, SPEC Associates 2006), there are difficulties associated with supporting student-centered
learning. The content and activities used to promote student-centered learning often do not provide enough structure
to adequately guide students towards successful completion of classroom activities, thus increasing student
disorientation and frustration (Brush, 1998, Hannafin, Land, & Oliver, 1999). Furthermore, in order for students to
actively participate in their own learning they must possess self-monitoring and other metacognitive skills which are
not necessarily inherent in every individual (Hannafin, Hill, & Land, 1997). Successful implementation of studentcentered learning requires enhancements to the learning environment which teachers and curriculum developers
must integrate into existing curricula. These include problem contexts, evaluation mechanisms, and tools or
scaffolds to support both student learning and teacher management (Hannafin, Land, & Oliver, 1999; Brush & Saye,
1999). Hence, in our case, it is vital that we comprehend the process of managing and handling final year project, as
well as the technologies that students prefer to use for communication and managing resources related to their
project. The next section will briefly discuss the current practice in our school.
3. Final Year Project Supervision Management System
During the initial phase of the project, a survey has been conducted to gather information on supervisors'
practices and problems occurred during the supervision Findings from this survey was analysed and discussed, and
detailed schedule was suggested (Marini et al., 2009, 2012). Based on the findings, a web based system to help
manage the supervision of the final year Computer Science project had been proposed. Detail specification and
system design, as well the initial prototype of the system developed by Izzul Sayyidi (2010) is discussed in Marini
et. al (2011).
The system is then further developed and enhanced by Jamhiriah (2012). Figure 1 shows the use case diagram of
the current version of Final Year Supervision Management System (Sistem Pengurusan Penyeliaan Projek Akhir SP3A).The system supports three entities or users, the first entity is Lecturer who plays a role of a supervisor, the
second is Student and the third is the Administrator which represents the Head of Computer Science office.

Marini Abu Bakar et al. / Procedia Technology 11 (2013) 940 949

Fig. 1. Use case diagram of SP3A

Five main modules have been successfully developed, which are User Profile, Appointment, Project Monitoring,
Announcement and User and Project Administration.
The user profile module is for the Student and Lecturer to update their detail information such as full name,
phone number, email address, profile picture and change password. Student can also input academic information
such as current CGPA, grade for certain subjects, list of enrolled subjects in that semester and description of projects
completed during their industrial training.
In the Appointment module, Lecturer can set weekly timeslot for the whole semester and also unplanned time
slot. Student can then request for appointment timeslot and the supervisor can approve, reject or suggest different
time slot.
The Project Monitoring module which is the most important module in the system allows the Administrator to set
a standard schedule for system development and report writing activities.The start date and end date for each activity
is set in the standard template. Lecturers are able to update the status and the actual start and completion date for the
activities. Different colour code is used to represent the early, on time or late process completion.The standard
schedule and also the actual time for the activities can also be viewed via the Gantt chart. Status of all students under
a lecturer's supervision is displayed in a single screen so that the overall progress can be viewed. Notification
messages are sent through email to remind students and lecturers on important dates. Students will be alarmed when
the deadline is fast approaching, turned up or passed. Students can upload related document related to the activities
for further reference or for supervisor's review. Students and Lecturers can also communicate using the Comment
function included in the module.
The Announcement module allows the lecturer to post announcement for all the students under his/her
supervision. It also allows the Administrator to post important announcement for all the students.
The final module included in the system is the Administrator module which is managed by the Head of Computer
Science office. Administrator is able to register new users, assign students to supervisors, sets the system
development and chapters writing schedule and manage the schedule template. To facilitate grading process, the
Administrator is able to assign examiners to students. Supervisor and examiners evaluate the students projects using
rubric-based criteria. Marks are and grades are automatically calculated and generated based on percentage specified
for supervisor and examiner.

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4. How SP3A supports SCL

The current version of SP3A (Jamhiriah, 2012) is more functional and user-friendly compared to the initial
version. In particular, it fulfills the requirements of student centered learning (SCL) environment and the interfaces
are now more appealing. SP3A supports SCL through its four main modules: Monitoring, Appointment,
Announcement and Profile. The following paragraphs explain in detail how each of these modules comply with the
principles of SCL.
4.1. Monitoring
Figure 2illustrates the interface for monitoring module. The interface is divided into three sections that reflect the
phases involved in the project life cycle: Proposal; Development; and Writing-up. The activities for each section are
set by the coordinator. Before commencing the project, the student is required to plan the starting and finishing dates
for each activity (Principle 1). As the project evolves, the student needs to update his/her status by keying-in the
actual starting and finishing dates for the activities (Principle 2). The interface uses color codes to indicate the
progress status. White means that the task has not yet begun; yellow indicates that the task is in progress; green
confirms that the task has been completed within the stipulated time; and finally red portrays that the task has
exceeded the planned finishing date. This feature enables the student to plan and be responsible for his/her own plan.
In order to ensure the project runs as planned, he/she needs to be actively involved in the process by participating in
the scheduled activities as necessary. Over time, he/she is informed about the consequences of his/her own actions
either through positive (white, green and yellow code) or negative (red code) sign. The positive sign would motivate
the student to progress further whereas the negative one would urge him/her to take the necessary corrective actions
(Principle 6).

Fig. 2. Monitoring Module Interface

In addition, the lecturer is able to review the documents uploaded by the student and write comments through this
interface (Principle 4). To reveal the actual scenario, the module also provides a graphical illustration in the form of
Gantt chart. The chart depicts the planned and actual duration for each task, as shown in Figure 3. Both the student
and the lecturer are therefore able to measure the projects progress, reflect and act accordingly (Principle 5).

Marini Abu Bakar et al. / Procedia Technology 11 (2013) 940 949

Fig. 3. Monitoring Module Interface (Gantt chart)

4.2. Appointment
Figure 4illustrates the interface for appointment module. The interface allows the lecturer to allocate appointment
time slots (Principle 4). The student then has to set appointments based on the allocated time slots. In case the
student is unable to meet the lecture at any of those slots, he/she can personally request forother times. Figure 5
illustrates the interface on which the lecturer approves or rejects the requested appointments (Principle 4). This
feature enables the student to organize his/her appointments with the lecturer. The student is given the flexibility to
choose the most appropriate time slots to meet the lecturer based on availability, readiness and necessity (Principle
1). Once set, he/she is obliged to fulfill those promises by turning-up on the set date and time (Principle 2).

Fig. 4. Setting Appointments Module Interface

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Fig. 5. Setting Appointments Module Interface (Confirming)

4.3. Announcement
Figure 6illustrates the interface for announcement module. The interface enables the coordinator or the lecture to
inform a number of students on certain matters (Principle 4). Through this feature, the students are aware of
important issues and messages that are related to the project. The information indirectly motivates the students to
compare each others scenario and performance. This may trigger them to work harder, share and collaborate with
others or seek help if necessary (Principle 3).

Fig. 6. Announcement Module Interface

Marini Abu Bakar et al. / Procedia Technology 11 (2013) 940 949

4.4. User Profile

Figure 7 and 8illustrates the interface for profile module. The interface enables the student and the lecturer to
provide some background information. Besides basic personal information such as name and contact details, the
student presents his/her academic results and aspiration of the project. The lecturer on the other hand states his/her
specialization area, experience and interest. By providing this information, both student and lecturer agree to take
part in the project (Principle 2). In other words, the student is ready to commit (Principle 1) and the lecturer is
willing to offer guidance (Principle 4).

Fig. 7. Profile Module Interface (Lecturer)

Fig. 8. Profile Module Interface (Student)

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Table 1 summarizes the mapping between SP3A modules and the principles that support student centered
learning.
Table 1. Mapping SP3A and SCL Principles.
Module

SCL Principle

Monitoring

Principle 1, 2, 4, 5 and 6

Appointment

Principle 1, 2 and 4

Announcement

Principle 3 and 4

Profile

Principle 1, 2 and 4

5. Conclusion
IT job specifications nowadays do not only require technical skills, but also include many other generic skills
such as time management, effective communication skills, managing multiple tasks, risk and change management,
all of which can be learnt and experienced by students in their final year project. In real working environment
project managers are often equipped with varying project management tools. In comparison, students are expected
to cope and often left unaided with such a tool while managing their final year project. Hence, we have proposed a
student centered learning environment tool to facilitate students, supervisors and administrator in managing final
year project for Computer Science program. All the main modules in SP3A namely the User Profile, Appointment,
Project Monitoring, Announcement and User and Project Administration have been successfully developed. Testing
and evaluation of the system is currently being carried out and the results will be reported in our future writing.We
have also shown that the modules in SP3A maps with the SCL principles.

Acknowledgements
We would like to express our appreciation to Universiti Kebangsaan Malaysia for funding this project through
the Strategic and Action Research Fund UKM-PTS-087-2009 and UKM-PTS-2011-053.

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