Online Learning Propelled by Constructivism

Reid-Martinez, Kathaleen; Grooms, Linda D.

doi:10.4018/978-1-5225-2255-3.ch226

Cited by 21 publications

(17 citation statements)

References 15 publications

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“…This evaluation was carried out in the second semester of Academic Year 2019/2020. This study is an evaluation research, to evaluate learning services during the COVID- 19 Pandemic. Considering that this research is a study that focuses more on the process and quality aspects, the type of research used is evaluative research through a qualitative approach.…”

Section: Resultsmentioning

confidence: 99%

“…Moreover, during the current pandemic, online learning is the first choice in efforts to support health protocols. Online learning is influenced by the constructivist teaching approach [19,20,21]. Asynchronous distance learning is used to overcome time and location limitations for learning activities and the techno-pedagogical ability of systems for learning administration [22].…”

Section: Discussionmentioning

confidence: 99%

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The Evaluation of Learning Services during the COVID-19 Pandemic

Herwin¹,

Jabar²,

Senen³

et al. 2020

ujer

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Evaluation of Learning Services during the COVID-19 Pandemic

Herwin¹,

Jabar²,

Senen³

et al. 2020

ujer

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“…The present study applies the theoretical framework of social constructivism and domestication theory to an understanding of the perceived usefulness of Microsoft Teams for remote learning. Social constructivism posits that learning occurs through interactions with the online environment and the individuals in it, for instance through collaboration, team work and communication or discussion (Reid-Martinez & Grooms, 2018;Tularam, 2018). In other words, learning emerges through interaction amongst individuals and with the technology.…”

Section: Theoretical Framework: Conceptualising Virtual Learning Platformsmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of the Effectiveness of Microsoft Teams for Remote Learning

Almodaires¹,

Almutairi²,

Almsaud³

2021

IES

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This paper draws on social constructivism and the domestication model and investigates pre-service teachers’ perceptions of the usefulness of Microsoft Teams for remote learning. This research is part of a descriptive cross-sectional study. It is neither causal nor relational. The participants comprised of 215 undergraduate pre-service teachers from an all-female teacher training college in Kuwait and were surveyed during year 1 of their three-year academic programme. Descriptive statistical analysis and One-way ANOVA were used to analyse the data. Results indicated an overall positive perception of Microsoft Teams by all participants. The findings suggest that Microsoft Teams is an effective virtual leaning platform because of its quality, user friendliness and functionalities. The respondents perceived that the tool played a significant role in fostering interactive learning and for receiving and providing feedback. However, the pre-service teachers perceived that the platform was not suitable for independent learning and collaborative learning compared to other online collaborative tools. The empirical contribution of this study is founded on the fact that it is conducted in the context of virtual remote learning at an undergraduate teacher education level where there is limited empirical evidence. This study adds to and extends existing literature by contributing to an understanding of the domestication of virtual learning platforms when making the shift from purely traditional classrooms to remote learning.

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“…The project laid the The terms 'blended learning, 'e-learning', 'mlearning', 'online learning' and other related terminology have recently become accepted usage in higher education circles these days. Reid-Martinez andGrooms (2018, p. 2591) recognise that 'these new electronic forms of communication have forced a paradigm shift in education. This move is most avidly seen in distance-learning, where even the terminology has shifted from distance education to words such as online or e-learning'.…”

Section: Introductionmentioning

confidence: 99%

Integrating Online Diagnostic Tests in a First Year Engineering Class

Brijlall

Ally

2020

EURASIA J Math Sci Tech Ed

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The narrative permeating higher education institutions globally is the assimilation of advancing information and communications technology into mainstream Mathematics Education. In this paper we report on a mixed mode case study which explored possible mathematical gaps that created barrier/s when engineering students (n=162) worked with the online diagnostic tests. These engineering students were provided with online tasks on the learner management system (LMS) on factorization, fractions and logarithms. The study was carried out at a University of Technology in South Africa. The data collected from the LMS and written responses of students to quizzes were analysed. Findings emanating from the data analysis indicated that 1) all diagnostic tests logged positive increase in group averages, 2) greater repetition by students invoked better procedural proficiency and 3) better understanding of the basic mathematics leads to greater success in higher mathematics.

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Online Learning Propelled by Constructivism

Cited by 21 publications

References 15 publications

The Evaluation of Learning Services during the COVID-19 Pandemic

The Evaluation of Learning Services during the COVID-19 Pandemic

Pre-Service Teachers’ Perceptions of the Effectiveness of Microsoft Teams for Remote Learning

Integrating Online Diagnostic Tests in a First Year Engineering Class

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