This study explores the use of the virtual classroom which has been created in myVLE, a learning management system used by the Open University Malaysia (OUM). The virtual classroom in myVLE is an asynchronous-based online learning environment that delivers course materials to learners and provides collaboration and interaction using an asynchronous-based forum as the main platform to support the learners' independent study. It also provides a learning environment with learning tools, learning materials, opportunities for contextual and collaborative discussions, and individual learning and assessment. OUM uses this virtual classroom to deliver the subject Object-Oriented Programming (CS1) and in this paper the impact of this delivery system is explored. The study aimed to elicit students' perceptions of the virtual classroom, based on their learning experiences, how well it supported their selfmanaged learning, and their personal preference for this compared with face to face interactions. Findings obtained using a questionnaire indicated moderate responses (average value for the items was between 2.0 to 3.6 on a five point Likert scale) for the use of the virtual classroom, and some possible reasons for this are discussed in this paper.
This paper investigated the effect of productive failure (PF) as an instructional strategy in computer-supported collaborative learning (CSCL) groups using Facebook and a discussion forum. PF is an instructional mode design that advocates the delaying of support for the learners during learning -the more they struggle, and even fail, while trying to master new information, the better they are likely to recall and apply that information later. PF has been used successfully in the classroom. However, it is not known whether the use of a PF instructional mode with adult learners in CSCL groups such as Facebook and discussion forums will produce such a positive effect. A discussion forum is an important platform used to deliver teaching and learning via the Web, while the use of social media, especially Facebook, for teaching and learning has gained prominence lately. This paper reports an initial study that compares a 'productive failure' instructional design in CSCL groups through Facebook and a discussion forum. Five Facebook and five discussion forum groups participated in the study. Both groups solved ill-structured complex problems in small groups without the provision of any support or scaffolding from their instructors. The findings suggest that the Facebook groups produced a variety of scope for discussion and deliberation for solving the problems and were more successful in sustaining the discussion compared to the discussion forum groups. Facebook groups also had a higher critical thinking ratio than the discussion forum groups. Based on these findings, the implications of a PF instructional design for adult learners are presented.
Blended pedagogy is an important delivery mechanism for open and distance learning. Here, face-to-face meetings in the blended pedagogy model remain as an important platform for teaching and learning. While there are many instructional techniques employed in faceto- face meetings, there is an urgent need to determine how face-to-face interactions in the blended pedagogy can be elevated to boost students' learning. This paper investigates whether productive failure (PF) as an instructional strategy boosts students' understanding of the subject matter in a face-to-face tutorial. PF instructional design advocates the delaying of support for learners during learning. The more they struggle, and even fail, while trying to master new information, the better they are likely to recall and apply that information later. Current research on the impact of PF treatments has shown that effective learning is achieved when learners are presented with a cycle of low structure, high structure and low structure activities. PF instructional design has been used successfully, especially in secondary schools in which learners have regular contact with the instructor. It is unknown whether the use of PF instructional design among adult learners in face-to-face interaction will yield such a positive effect. Can PF instructional design be used in tutorials that cater for adult learners resulting in fruitful learning outcomes? This paper reports an initial study of a quasi-experiment that compares a “productive failure” instructional design with a traditional “lecture and practice” instructional design for a 2-hour tutorial session attended by adult learners. A total of 17 adult learners participated in the study. Learners experienced either a traditional lecture and practice teaching cycle or a PF cycle, where they solved complex problems in small groups without the provision of any support or scaffolds up until a consolidation lecture by their teacher during the last hour of the tutorial. Findings suggest that learners from the PF condition produced a variety of problem models and methods for solving the problems but were unsuccessful in their efforts, be it in groups or individually. They also reported low confidence in their solutions. Despite failing in their group and individual problem-solving efforts, learners from the PF condition performed better than their counterparts from the lecture and practice condition on both knowledge and higherorder application problems based on the post-test. Implications of PF instructional design for adult learners based on these findings are presented.
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