Reinforcing teacher’s role in retaining students’ interests discussing online in their learning process at Malaysian tertiary institutions

Many studies from the literature related to asynchronous online discussions among tertiary students provide various advantages such as allowing students’ flexibility to provide feedbacks [38], enabling their knowledge construction [30], developing their critical thinking [39], and interacting with the lecturers regardless of time and space [1]. Thus, the use of online discussion has further become predominant to support tertiary education. Likewise in Malaysian context, research related to online discussion has demonstrated increased confidence in students’ learning. Although the findings showed positive response, there are studies [20], [3], [29], [24] proved otherwise mainly because of the teachers’ weaknesses in keeping students’ interests and motivation to use online discussions in their learning process. Based on Ames’ [4] teaching strategies and Keller’s [21] ARCS model, a systematic guidance was developed for teachers to properly help students discussing online in completing their assignments. With reference to this systematic guidance, a qualitative case study on how to retain the students’ motivation using online discussion was conducted. The respondents were final year students working in small groups. Each respondent was made compulsory to answer a checklist based on the items from Khan [22] that was used to gauge their background skills in using online forum before conducting the study. The research instruments used were online discussions and interviews. The transcripts from the online discussions were analysed using a coding scheme developed from the systematic guidance (developed from Ames’ [21] teaching strategies and Keller’s [21] ARCS model while the data from the interviews with the group leaders were used to support the findings derived from the transcript analysis. The findings revealed that the teaching strategies used in this study were able to retain the students’ interest and motivation to continue discussing online in completing their project assignments

Implementation of Competency Enhancement Program for Science Teachers Assisted by Artificial Intelligence in Designing HOTS-based Integrated Science Learning

Education currently supported by technological developments such as artificial intelligence (AI) and robotics. Science learning based on higher-order thinking skills (HOTS) is needed as the main goal in learning. AI in teacher professional developments are the new way to be implemented. The purpose of this research was to describe the competency enhancement program for science teacher that assisted by AI in designing HOTS-based integrated science learning. 29 science teachers in West Java participated in this program. Descriptive analysis was used to analyze the data from all participants. The results revealed that the program held in blended learning with face-to-face sessions about higher order thinking skills in science learning, use of multiple representations in science learning, construct of science learnings’ theme, integrated science learning, and continued by online learning by web based-AI. Science teachers perceived helpfulness to integrate various science content, followed courses, held discussion, answer the tests, and validating lesson plan products. Teachers has new experiences for the implementation program.</p

Facilitating Synchronous Collaborative Writing with a Collaboration Script

A significant part of work in industry is carried out in co-located or virtual teams. Therefore, training information systems (IS) students to collaborate both face-to-face and online is necessary. Findings from computer-supported collaborative learning (CSCL) research suggest that students need additional support to learn to collaborate effectively. Such support can be provided through collaboration scripting. In this paper, we discuss the effects of a collaboration script on the learning process in the context of an online synchronous collaborative writing task. The study employs an experimental design. The results demonstrate that scripted groups spent most effort on coordination and planning, while unscripted groups used most effort on contributing to the case solution. Closely following the collaboration script improved the quality of learners’ discussions. However, the groups who chose to only partly follow the script primarily settled with quick consensus-building during the discussion phase, much the same way as unscripted groups

ARGUMENTATION-BASED COMPUTER SUPPORTED COLLABORATIVE LEARNING (ABCSCL): THE ROLE OF INSTRUCTIONAL SUPPORTS

This paper investigates the role of instructional supports for argumentation-based computer supported collaborative learning (ABCSCL), a teaching approach that improves the quality of learning processes and outcomes. Relevant literature has been reviewed to identify the instructional supports in ABCSCL environments. A range of instructional supports in ABCSCL is proposed including scaffolding, scripting, and representational tools. Each of these instructional supports are discussed in detail. Furthermore, the extent to which and the way in which such instructional supports can be applied in ABCSCL environments are discussed. Finally, suggestions for future work and implications for the design of ABCSCL environments are provided.  Article visualizations

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the "pros and cons" on the topic of "Genetically Modified Organisms (GMOs)." The results suggest that the module can be used to foster students' domain-specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences.</p

Developing Collaborative Skills through STEM Approach

Collaborative learning is a practice that dates back centuries. In Confucius’ classic text, Li Ji, there is a famous saying that one becomes narrow-minded when learning without friends. Therefore, collaborative skills not only allow students to interact with others but also enhance their opportunity to learn, which differs significantly from individual learning. Collaborative problem-solving is crucial in science, technology, engineering, and math (STEM), which are fraught with complex challenges like climate change, overpopulation, welfare, resource management, health, and biodiversity. The Systematic Literature Review (SLR) approach was used to find, assess, evaluate, and interpret all of the research that was accessible in order to create this book chapter. Preparing the youths with a collaborative mindset is crucial for addressing the issues and difficulties that arise in real life. This review specifically focuses on developing technology-based collaborative skills through STEM approach to reflect the trend of integrating technology into education