Virtual Workplaces for Learning in Singapore

Abstract

The concept of the virtual workplace is used in three initiatives to create an out-of-classroom environment where learners worked on virtual space while engaging in learning activities. The first involves a multigroup field-class working at geographically separated locations, under on-demand supervision from the lecturer on virtual workplace, using Internet, video and text messaging, on-demand file uploads and file transfers. The second involves use of virtual lab, to prepare for complicated laboratory procedures and reduce classroom time by allowing virtual hands-on lab exposure. The third initiative is supported by online learning resources, providing a learning environment on demand, on virtual workplace and hence with the associated freedom of choice. Learner responses to each of these initiatives are discussed.

Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience

“…If all students are networked via mobile devices, each can readily share descriptions and interpretations of geographical phenomena with peers and instructors (Chang et al, 2012;Chatterjea, 2012;Goh et al, 2012;Yang & Lin, 2010). In addition, a shared platform for data collection enables rapid compilation from several student groups to a single database (Chatterjea, 2008). Furthermore, mobile technologies allow students to collect data at multiple sites concurrently or at the same site over time.…”

Evaluating the use of a mobile annotation system for geography education

“…Other work has discussed the use of mobile devices to help students in their learning. In Chatterjea (2008), groups of geography students doing field studies in different locations collaborate and communicate through the use of instant messaging applications, video conferencing and electronic notepads running on tablet PCs over wireless connections. Their lecturer was able to keep track of the students' progress and supervise the groups.…”

“…The query‐response cycle may also be iterative if clarifications are needed, essentially creating a threaded discussion. Hence, using MobiTOP on mobile devices provides the learner the flexibility and mobility (Chatterjea, 2008), along with the affordances of communication supported by the system. Further, with the support for hierarchical annotations, MobiTOP provides a platform for enhanced interactivity through threaded discussions independent of geographical boundaries.…”