Educational change in Oman: a design research study of personal, institutional, and societal reactions to collaborative knowledge building

Abstract

While collaborative problem-solving has been suggested as a solution for linking classroom learning with workforce skills, it is still not entirely clear how personal, institutional, and national factors work together to influence student and teacher acceptance of this pedagogical strategy. Oman provides an appropriate case for exploring this intersection, as previously limited technology and an instructivist education tradition bump up against the demand for rapid educational improvement and economic development. This study focused on the cultural aspects that affect adoption of a Computer-Supported Collaborative Learning (CSCL) environment, and how adaptations appeared in the students, the teacher, and the course. An education design research methodology was used to examine how students react to the CSCL framework and tools.

Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto

“…Although results related to this dimension were explicit in only 13.33% of the contributions in the sample (e.g. Oeberst, Halatchliyski, Kimmerle & Cress, 2014;Porcaro, 2014;Li, Tang & Shi, 2015), it is noticeable that this kind of conclusions are transversal to the majority of studies on KB.…”

“…There are other approaches based on platforms such as Moodle (e.g. Porcaro, 2014), Etherpad (e.g. Kimmerle, Moskaliuk, Brendlec & Cress, 2017), Web Padlet (e.g.…”

“When We See Strange Words”: Student-centered Experiences Using Dictionary Apps Within and Beyond the English Language Classroom in Palestine

“…For students and teachers trying to integrate several learning styles, particularly in cross-cultural teaching and learning contexts, the socio-cultural backdrop of social learning associated with constructionism, such as cooperation and discourse, might in fact provide challenges. Porcaro (2014) addresses the challenges of incorporating cooperation, a key element of both constructivist and technology-enhanced learning, to the higher education classroom in Oman, where students want more authoritative, informed methods. Students in the Palestinian setting depend more on cognitive learning strategies than on social and affective ones when reading in a foreign language.…”

“…If teachers do not include directive feedback in their lesson plans, common social interactions might also hinder learning (Alberth, 2019). In addition, it is crucial to take into account the students' preferred learning styles, individual skill levels, and cultural expectations when using technology that combines cooperative learning and socio-affective learning methodologies (Huang et al, 2009;Porcaro, 2014).…”

“…Researchers created an experience-centered design-based research strategy to create a learning environment that will promote learning and comprehend the learning process from the students’ point of view in order to help answer the aforementioned question (McCarthy & Wright, 2004, 2010, 2015; Porcaro, 2014). One hundred ten students used a mobile dictionary app over a 14-week period to help with language learning.…”