Investigating design and technology students' participation and learning in a technology mediated learning environment

Yeo, Tiong Meng; Quek, Chai

doi:10.14742/ajet.1190

Cited by 5 publications

(4 citation statements)

References 16 publications

(11 reference statements)

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“…On the other hand when it is said that it is an age of automation. As human has invented machines for every field of life which has made his/her works easy, quick, and reliable and for teaching purpose computers are there to help a mathematician (Yeo, 2008). This has its origin in man's attempts to devise ways and means to facilitate human beings.…”

Section: Introductionmentioning

confidence: 99%

Mathematica: Teaching Learning Process at Secondary School Level in Punjab

Kashif

Jahan

Ashraf

et al. 2021

REAL

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Technology becomes an integral part of academia. Computer or technology is rooted out from Mathematics. When it is said that 21st century is the century of technology, then how the field of education is remained away from technology. Modern science labs are technology oriented and in such a way the subject of Mathematics is also shifted on technology. Mathematics is not an integral part of daily routine life as well as playing a key role in the progress of science and technology. In the teaching learning process, technology-based teaching is the modern mode of teaching. Keeping in mind the same scenario, current study was conducted to highlight the concept of Mathematica (Mathematics and Information Technology) in the teaching learning process at secondary school level in Punjab province. Study aimed at to observe the technology role on the mathematics’ teaching at secondary school level. The study was quantitative by nature and descriptive approach was adopted. Self-developed questionnaire was applied as a research tool to get the data from the target sample through survey technique. Total targeted sample was 60 teachers who are teaching Mathematics at secondary school level and their 200 students. Findings of the study revealed that technology usage in the teaching learning process of mathematics enhance the understanding of the mathematical concepts many times.

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Section: Introductionmentioning

confidence: 99%

Mathematica: Teaching Learning Process at Secondary School Level in Punjab

Kashif

Jahan

Ashraf

et al. 2021

REAL

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“…Participation and interaction are key learning processes in a technology-mediated environment. An initial study conducted on 15 Design and Technology (D&T) students' group participation had revealed some preliminary findings in terms of different participation rates and that one group out of the three (each group comprises of five members based on cooperative learning classroom practices) showed a relatively high level of in-depth information processing in design stages (Yeo & Quek, 2008). The difference in group participation further prompted the researchers to investigate how these students interact with their peers in this technology-mediated environment which is the focus of current study.…”

Section: Introductionmentioning

confidence: 99%

Investigating design and technology students' peer interactions in a technology-mediated learning environment: A case study

Yeo

Quek

2011

AJET

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This research investigates students' peer interactions in the Design and Technology (D&T) environment supported byKnowledge Forum. The sample comprised of 15 students who had no prior experience in using Knowledge Forumto mediate their D&T learning. Their interaction with peers occurred in three stages: design situation, ideation and development. Data was collected mainly from students' online discussion transcripts, with reference to hardcopy of students' reflection logs and design briefs which were analysed quantitatively and qualitatively. The findings showed unequal participation by the students throughout their weekly online discussion activities. In terms of students' interaction with their peers, the frequency of students' reading of notes far exceeded their frequency of building upon notes, as evidenced by their social network of notes.

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“…Psycho-social design of the environment focuses on learners' behaviours, attitudes, motivation and interaction that are key considerations to effective management of online learning communities. In this study, an asynchronous computer-mediated communication (CMC) tool is incorporated to provide an asynchronous online project-based learning environment for learners to communicate and collaborate beyond the physical constrains of classroom time via the discussion forums (Romiszowski & Mason, 2004;Black, 2005;Yeo & Quek, 2008). As an instructional approach, asynchronous online discussions support dialogue, critical reflection, self-assessment and independent learning by learners (Kayler & Weller, 2007).…”

Section: Introductionmentioning

confidence: 99%

Analysing high school students' participation and interaction in an asynchronous online project-based learning environment

Lang

2010

AJET

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This study aims to replicate and extend a previous study which was conducted on primary school students' asynchronous online project-based learning. In this study, 276 high school students' participation and interaction in a project-based learning environment was mediated by an asynchronous computer-mediated communication (CMC) tool. The students' high participation revealed their adaptability to this teacher-facilitated learning environment. However, in terms of interaction, these students' notes were found congregating mainly in phase I (comparing and sharing information, 82.7%) but lesser extent in the subsequent phase II (the discovery and exploration of dissonance or inconsistency among ideas, concepts or statement, 13.5%), phase III (negotiation of meaning/co-construction of knowledge, 3.7%) and beyond when these notes were analysed using Gunawardena's Interaction Analysis Model (IAM) (1997). These findings were compared, discussed and referenced to the earlier research conducted in the primary school to surface gaps for future research that will focus on addressing obstacles to students' learning issues pertaining to participation and interaction socially and cognitively in such a learning environment.

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Investigating design and technology students' participation and learning in a technology mediated learning environment

Cited by 5 publications

References 16 publications

Mathematica: Teaching Learning Process at Secondary School Level in Punjab

Mathematica: Teaching Learning Process at Secondary School Level in Punjab

Investigating design and technology students' peer interactions in a technology-mediated learning environment: A case study

Analysing high school students' participation and interaction in an asynchronous online project-based learning environment

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