Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

Johnson, Clare

doi:10.25304/rlt.v25.1981

Cited by 24 publications

(16 citation statements)

References 13 publications

(17 reference statements)

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“…This sort of learning provides students with the freedom and prospect to advance at their own pace, based on their learning requirements and styles. The outcome concurs with the findings by Fryer and Bovee (2018), Johnson (2017) and Kuo and Belland (2016) which all revealed that blended learning is effective in developing English vocabulary abilities. Hence, it can be surmised that blended learning assisted in the improvement of aircraft maintenance learners' technical terms acquisition and performance.…”

Section: Facilitate Blended Learningsupporting

confidence: 91%

The Acquisition of Technical Terms using the Online Learning Approach among Aircraft Maintenance Learners

Thambirajah

Krish

Shaari

2022

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Building a good understanding of the technical terms is an essential achievement for aircraft maintenance learners for their future careers in the field of aircraft maintenance. With the recent evolution in educational technologies, teaching and learning technical terms need to be shaped differently. Most studies on technical terms acquisition have been conducted at college levels via the traditional mode. Hence, this qualitative study explored the implementation of the online learning approach as a medium to learn technical terms. Data were collected from in-depth interviews as well as online observations with fourteen first-year aircraft maintenance learners on how the online platform assists in acquiring technical terms. Additional data was obtained from the instructor teaching them. The results of the interview indicated that the learners improved on their technical terms acquisition in four significant aspects such as blended learning, group learning, the role of the lecturer and the utilisation of an online dictionary. Learners also reported that the implementation of the online learning approach enabled collaboration between the lecturer and the learner to improve their online learning experiences. The results presented a much-needed and currently lacking, view into the actual use and the online learning approach for technical terms acquisition among aircraft maintenance learners in this private university.

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Section: Facilitate Blended Learningsupporting

confidence: 91%

The Acquisition of Technical Terms using the Online Learning Approach among Aircraft Maintenance Learners

Thambirajah

Krish

Shaari

2022

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“…In the context of technology use for online learning, helping organize learners to communicate and cooperate in learning activities with various techniques, tools, and means and enabling them to access and make effective use of these resources to promote knowledge construction are essential ( Lai, 2015 ). Online learning as a technology-facilitated learning should be based on the learning theories and pedagogy that are appropriate to it ( Kop and Fournier, 2011 ), with its effectiveness building largely on how the technology is designed and implemented in teaching and learning ( Johnson, 2017 ; Eynon and Malmberg, 2020 ). Teachers have a big role to play in choosing teaching strategies to ensure the integration of students’ knowledge acquisition and their own learning experience in online environments ( Ertmer and Ottenbreit-Leftwich, 2010 ), and to accelerate the understanding of the basic characteristics of technology to enhance learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the influencing factors and the functioning mechanism of online learning supporting learners’ empowerment

Pan

2022

Front. Psychol.

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The construction of an effective technology-based environment to promote learning and enable online learning to truly empower learners has become an increasingly important issue of concern. To some extent, an in-depth analysis of the key influencing factors and their functioning mechanism of online learning supporting learners’ empowerment may pave a new way for the understanding of this issue. In view of this, this study, grounded on the reciprocal determinism theory, explored the influencing paths among environment elements, online behaviors, person factors, and learners’ empowerment by using structural equation modeling (SEM) approach, and examined the structure effect relationships among these dimensions. A total of 396 Chinese university students reported on their perceptions of environment elements, online behaviors, person factors, and learners’ empowerment through the questionnaire survey. The results showed that there was a strong correlation between the three dimensions of the reciprocal determinism theory, and the three dimensions all exerted a positive effect on learners’ empowerment. Among them, the item parameter estimates revealed that online environment, online interaction, and online cooperation were significant in explaining the influence of environment elements and online behaviors on learners’ empowerment. Based on the empirical results, this study provided some implications and suggestions for the rationality of the structure devising of online learning environment, the effectiveness of online teacher-student interaction, and the development of students’ learning autonomy in technology-based learning. Thus, this study helped understand the specific contribution of external and internal factors to learners’ empowerment of using technology for online learning and would inform the construction of the optimized online learning environments and teacher-student relationships to enhance students’ sense of online presence and learning initiative.

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“…The use of this model during the design process offers appropriate support to online students in each stage as they develop expertise in online learning (Salmon, 2004). Although there has been some critique of the model (Moule, 2007), it has been applied to support the design of online courses in different contexts (Johnson, 2017;Karaman & Orhan Özen, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Rapid Orientation of Students for Emergency Remote Learning during the Covid‑19 Lockdown

Klerk

Krull

Maleswena

2021

Journal for Students Affairs in Africa

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In response to the spread of the Covid‑19 pandemic, the President of South Africa declared a national lockdown that commenced on 27 March 2020. This posed numerous challenges to the higher education sector, one of which was the preparation of students forced to stay at home to be able to study remotely under unique and often unfavourable circumstances. This article outlines and reflects on the conceptualisation, development, and implementation of an online orientation programme aimed at preparing students to rapidly move to emergency remote learning as a result of a nationwide lockdown. Teaching and Learning Centre staff in the Faculty of Commerce, Law and Management at a South African university rapidly created a short online orientation programme in the institutional Learning Management System, using Salmon’s five-stage model as a conceptual framework. The objective was to enable students to acquire the skills and knowledge required for continuing with the university academic programme from 20 April 2020 via emergency remote learning. The orientation programme covered the priority areas of how to get started in emergency remote learning, broad study skills, how to use the required technologies for learning, and managing personal well‑being during social isolation and emergency remote learning. In this article, the conceptualisation and development of the orientation programme is analysed, before reflecting on its implementation, challenges, mitigating measures, and lessons learned. Feedback from students indicates that the majority of students felt more prepared for continuing the academic programme, although they still reported feeling anxious about the many uncertainties. The intervention emerges as a useful strategy for helping students transition during a crisis and contributes to the understanding of how to prepare students for rapid transition to Emergency Remote Learning.

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Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

Cited by 24 publications

References 13 publications

The Acquisition of Technical Terms using the Online Learning Approach among Aircraft Maintenance Learners

The Acquisition of Technical Terms using the Online Learning Approach among Aircraft Maintenance Learners

Examining the influencing factors and the functioning mechanism of online learning supporting learners’ empowerment

Rapid Orientation of Students for Emergency Remote Learning during the Covid‑19 Lockdown

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