1,720,984 research outputs found
When groups decide to use asynchronous online discussions: Collaborative learning and social presence under a voluntary participation structure
No full text1134Nssciscopu
Towards rigor of online interaction research: Implications for future distance learning research
No full textFor the past decade, distance learning research has shifted the focus from defining the notion of distance as a physical proximity or separateness to a psychological construct such as social presence. We have also witnessed the increasing number of research studies that have examined the role of interaction as a way to minimize psychological distance. However, the overall quality of online interaction research has been questioned due to the lack of rigorous methods, and the overly-positive assumption about the relationship between quantity and quality of interaction. This theoretical paper argues that future online interaction research in the area of distance learning should move beyond merely comparing the types or amounts of interaction, and that more rigorous criteria should be employed to design, implement and evaluate online interaction research studies. This paper presents a design-evaluation framework particularly focusing on the three dimensions of learning research on interaction: a) the conceptualization of interaction, b) the tight coupling of the pedagogical-technological design, and c) the valid and reliable evaluation. It is hoped that this paper will highlight critical theoretical and methodological issues for future research to consider for the advancement of our knowledge on the role of interaction in distance learning environments. © The Turkish Online Journal of Educational Technology.11Nssciahciscopu
ICT reform initiatives in Singapore schools: a complexity theory perspective
No full text118ssciscopuskc
Location matters: Leveraging knowledge building with mobile devices and Web 2.0 technology
No full textThis article examines the potential of mobile computing and Web 2.0 technology to support knowledge building in formal and informal settings. Desktop-based knowledge building tools have limited affordances of supporting one-to-one access, learning in situ, and seamless integration in and out of school environments. In this initial study, we explore how recent advances of mobile and Web 2.0 technologies can be utilized to support seamless knowledge building processes and to enhance contextualized learning experiences across multiple locations. Using design research as a methodological framework, we analyzed current practices and configurations of mobile learning in one primary school in Singapore, and codesigned a learning scenario with teachers toward seamless knowledge building experiences. The artifacts of primary grade 4 students created in the Google Maps space were analyzed to examine the knowledge building processes based on a location-based mobile learning scenario. We conclude by discussing both possibilities and challenges of knowledge building using mobile Web 2.0 technologies based on our early experiences. © 2009 Taylor & Francis.1128Nssciscopu
Learning about problem-based learning: Student teachers integrating technology, pedagogy, and content knowledge
No full textWhat should constitute knowledge bases that we expect our future teachers to gain related to pedagogically sound technology integration? Employing the Shulman's teacher knowledge base as a theoretical lens, this study examined the complexity of pre-service teachers' technological pedagogical content knowledge (TPCK) in the context of integrating problem based learning (PBL) and information and communications technology (ICT). Ninety-seven pre-service teachers in this study engaged in a collaborative lesson design project where they applied pedagogical knowledge about PBL to design a technology integrated lesson in their subject area of teaching. Data were collected from two sources: survey and lesson design artifacts. Data analyses revealed that while participants had theoretical understandings of pedagogical knowledge about PBL, their lesson designs showed a mismatch among technology tools, content representations, and pedagogical strategies, indicating conflicts in translating pedagogical content knowledge into designing pedagogically sound, technology integrated lessons. The areas that students perceived to be particularly challenging and difficult include: a) generating authentic and ill-structured problems for a chosen content topic, b) finding and integrating ICT tools and resources relevant for the target students and learning activities, and c) designing tasks with a balance between teacher guidance and student independence. The present study suggests the potential of two explanations for such difficulties: lack of intimate connection among beliefs, knowledge, and actions, and insufficient repertoires for teaching with technology for problem based learning.11Nssciscopu
The Singapore experience: Synergy of national policy, classroom practice and design research
No full text1146ssciscopu
Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea
No full text11ssciscopu
Examining young children's perception toward augmented reality-infused dramatic play
No full textX1112ssciscopu
- …
