This study involved designing and implementing constructionist learning in an undergraduate advertising photography course. The design and implementation involved face-to-face learning blended with a course application that provided access to online tools such as a Facebook group, Google classroom and Moodle. The first objective involved the creation of a framework to guide the design of constructionist learning in the course. The second objective involved designing learning activities with technology and implementing the learning in the course over a five-week period. The third objective involved measuring students' achievement and satisfaction. Results related of the design highlighted the centrality of students' artefact creation and of collaborative learning by doing and making. Implications for practice relate to the value of use of new and emerging technologies to engage students not only in active forms of learning but also in the production of artefacts of their learning.
Virtual Communities of Practice (VCoPs) are networks of people who share a common interest and a desire to learn together in the same domain via ICT. The limitations of the existing concepts for developing VCoPs in general contexts are not explained in terms of the integration between virtual learning technologies and digital learning strategies used to promote expected learning outcomes in the agricultural sector. This research aims to propose the conceptual framework for developing the Virtual Communities of Practice through Digital Inquiry (VCoPs-DI Model) to promote digital agriculturists' learning competencies and engagement. The research methodology was divided into three stages: the first stage involves a literature review for document analysis and synthesis, the second stage involves constructing the conceptual framework, and the third stage involves evaluating the content validity index. The key results showed that the developed conceptual framework has three parts: (1) The fundamentals of concept formation were divided into four concept bases: (1.1) Communities of Practice (CoPs), (1.2) Virtual Learning Environments (VLEs), (1.3) Digital Learning Resources (DLRs), and (1.4) Critical Inquiry Method; (2) The identification of the manipulated variable was divided into two compositions: (2.1) VCoPs and (2.2) Digital Inquiry (DI); (3) The identification of the dependent variable was divided into two compositions: (3.1) Digital agriculturists' learning competencies, and (3.2) learning engagement. Findings from an expert's review show that the scale levels of the content validity index (SCVI) were 0.958. We anticipate that our conceptual framework could be used for reference as part of the design and development of the VCoPs model to promote learning in the agricultural sector.
This paper reports the results of a survey study on attitudes towards religion and the environment, carried out with 1000 undergraduate students enrolled in two universities in Bangkok and Chiangmai, Thailand. There is a positive relationship between students' religious outlook and their attitudes towards the environment, a finding that underlines the educational significance of general epistemological stances.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.