Critical Thinking Process in Online Collaborative Learning Based on Different Group Metacognitive Regulation Levels

Critical thinking (CT) is acknowledged as one of the core skills to survive in the future. Learner’s critical thinking skills (CTS) could be cultivated in online learning through collaborations, which are promoted by group metacognitive regulation (GMR). The existing studies on CTS mainly focus on improving students’ CTS levels but ignore the CT process. In this study, students collaborated online in small groups with the intervention of GMR for four tasks. GMR prompts were applied to guide students in regulating their collaboration. Facione’s CTS model was adopted to code students’ CTS for content analysis. Lag sequential analysis was conducted to reveal students’ CT processes based on different GMR levels. The result shows that GMR is positively significantly correlated with CTS. Students’ CT process differs upon at different GMR levels. High-GMR groups possess the highest frequency and balanced CT process, medium-GMR groups have the most sophisticated CT process, and low-GMR groups have the lowest frequency and simplest CT pattern, which reveals the usefulness of GMR in promoting students’ CTS

Rekabentuk bahan pembelajaran matematik berbantukan komputer bagi pelajar diskalkulia

Pelajar diskalkulia sering menghadapi kesukaran dalam penggunaan simbol matematik, perbandingan antara nilai nombor dan sukar untuk melakukan pengiraan matematik yang melibatkan operasi tambah dan tolak. Penggunaan Pembelajaran Berbantukan Komputer (PBK) dan teknologi dapat membantu pelajar diskalkulia dalam pembelajaran mereka. Walau bagaimanapun, fasa merekabentuk kandungan pembelajaran merupakan aspek penting yang perlu dititikberatkan sebelum pembangunan PBK boleh dilakukan khususnya bagi para pelajar diskalkulia. Strategi pengajaran Konkrit-Semi-konkrit-Abstrak (CSA) merupakan strategi pengajaran yang sesuai bagi pengajaran matematik pelajar diskalkulia. CSA terdiri daripada tiga tahap yang utama iaitu tahap konkrit, tahap semi-konkrit dan tahap abstrak. Integrasi strategi pengajaran ini mampu meningkatkan keberkesanan pembelajaran matematik di kalangan pelajar diskalkulia

Using online collaborative learning environment to promote reasoning skills

Reasoning well is important to human beings, since it promotes sound beliefs and also improves the development of the reasoner’s mind (Hitchcock, 2012). In learning, reasoning skills are also important to students in helping them to develop what they have been taught. According to Ates and Cataloglu (2007), students’ reasoning skills are positively correlated with course achievement. Students’ reasoning skills are also evident in their problem-solving (Lin et al, 2014). Additionally, reasoning skills help in the development of reasoning critical thinking and higher order thinking while the students are seeking additional knowledge. Thus, it is essential to investigate the reasoning skills students employ in their learning, particularly in the online collaborative learning environment. In this study, we briefly describe what is the importance of reasoning skills in student learning. Next, we will explain the challanges for students in developing reasoning skills. Finally, we will suggest a potential method for promoting reasoning skills in students

Applying self-regulation models in online learning

Self-regulation can be viewed as a process that can assist students in the learning task to improve learning achievement thus to become a lifelong learners through the ability to plan, monitor and evaluate own learning. Based on previous studies, self regulation learning strategy is usually applied in second language subjects, comprehension task, reading, spelling, Mathematics, and also writing. However, regulation in online learning is difficult to establish hence less studies were found exploring this area. The purpose of this paper is to underline the importance of self regulation in online learning. Self-regulation is found to be important in assisting students to develop their knowledge, skills and strategies and overcome learning difficulties in learning

rekabentuk bahan pembelajaran penyelesaian masalah matematik berdasarkan schema-based instruction dalam kalangan pelajar disleksia

Disleksia merupakan masalah pembelajaran spesifik yang disebabkan oleh masalah neurologi. Kekeliruan dalam menyahkod sesuatu perkataan menyebabkan gangguan semasa sesi pembelajaran dan emosi pelajar. Masalah matematik tidak hanya bergantung dengan penggunaan nombor dan simbol semata-mata. Terdapat juga domain matematik yang menggunakan perkataan dan pada kebiasaannya dalam bentuk soalan penyelesaian masalah. Tujuan kajian ini adalah bagi mereka bentuk bahan bantu mengajar yang menggunakan schema–based instruction (Jitendra, 2010) sebagai strategi pembelajaran masalah matematik. Pembelajaran bagi pelajar disleksia direka bentuk bagi pembangunan aplikasi bahan bantu mengajar. Rekabentuk ini dilakukan khususnya untuk membantu pelajar disleksia menyelesaikan masalah matematik yang berbentuk perkataan

Online interaction in social learning environment towards critical thinking skill: A framework

Interaction is one of the crucial processes in online learning, which is a process derived from a common encouragement among people action that they able to utilize, store, share and construct knowledge. It is believed that the interaction among students is able to train the students to involve in active learning and enhance critical thinking skill. Recently, critical thinking is recognized as one of the 21st-century skills that students must have to do well in the community. The engagement of the students in a learning environment that supports higher-order thinking activity is the most effective approach to guide the students in developing critical thinking skills. Nevertheless, without the assistance of technology, it may be nearly impossible to ensure that all students have access to learning environments that support and develop these skills. The way students study, interact and think has been shifted due to the increasing use of technologies in learning institutions, particularly during online learning. The online platform is better when there are students interact with each other in form of social learning. Nonetheless, limited research is available on how online interaction in the social learning environment can promote students’ critical thinking skill. This study utilized a theory-building method to design the framework. The purpose of the framework of this study is to assist other practitioners and researchers in applying the elements of online interaction in a social learning environment to foster students’ critical thinking skill.Peer Reviewe

Pembelajaran terarah kendiri melalui pendekatan pembelajaran berasaskan masalah: pola kajian berkenaan beberapa artikel terpilih

Pembelajaran terarah kendiri merupakan antara elemen penting dalam implementasi pendekatan pembelajaran berasaskan masalah. Sehubungan itu, sebanyak tujuh artikel dipilih berdasarkan beberapa kriteria tertentu melalui pengkalan data ISI Web Of Science. Artikel-artikel tersebut dianalisis dalam menjawab tiga persoalan kajian iaitu (i) Apakah pemilihan sampel bagi kesemua kajian? (ii) Apakah pemilihan reka bentuk kajian yang digunakan dalam kesemua kajian?(iii) Apakah persamaan dan perbezaan intipati dan dapatan bagi kesemua kajian?Melalui analisis yang dijalankan didapati sebahagian besar kajian menggunakan reka bentuk kajian kes dan reka bentuk kajian eksperimen. Selain itu, pemilihan sampel bagi kebanyakan kajian tertumpu kepada pelajar jurusan perubatan serta fokus atau isu yang diketengahkan adalah dalam melihat faktor dan kesan implementasi pendekatan pembelajaran berasaskan masalah terhadap pembelajaran terarah kendiri

Teachers’ perceptions and readiness toward the implementation of virtual learning environment

The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process

Pembelajaran berasaskan masalah dalam sains: satu meta analisis

Pembelajaran berasaskan masalah (PBM) merupakan salah satu pendekatan pembelajaran konstruktivis (Alias & Saleh, 2007) yang menekankan penglibatan pelajar secara aktif sepanjang proses pembelajaran (Yeung, 2010) manakala guru bertindak sebagai fasilitator dalam membimbing pelajar mencapai objektif pembelajaran dan pengajaran (PdP) yang telah ditetapkan. Pendekatan pembelajaran ini menggunakan masalah berasaskan kepada situasi sebenar (real-world), bersifat kompleks (Wirkala & Kuhn, 2011), tidak berstruktur (Savin-Baden & Kay, 2006) dan tiada penyelesaian yang spesifik (Hmelo-Silver, 2004) bagi merangsang pelajar mengaplikasikan kemahiran berfikir aras tinggi seperti pemikiran kritis dan kemahiran penyelesaian masalah (Rissi, 2010; Sungur, Tekkay & Geban, 2006). Berbeza dengan pendekatan pembelajaran konvensional yang menekankan pembelajaran berbentuk hafalan, pendekatan PBM merangsang minda pelajar dengan cara mengemukakan masalah pada awal sesi pembelajaran (Hung, 2009). Masalah tersebut akan mecetuskan konflik di dalam minda pelajar seterusnya meningkatkan perasaan ingin tahu serta mendorong pelajar berusaha dalam mencari penyelesaian kepada masalah yang diberi

Menggalakkan kemahiran pemodelan pelajar dalam kimia menggunakan process oriented guided inquiry model (POGIL)

Transformasi sistem pendidikan di Malaysia adalah bertujuan melengkapkan setiap pelajar dengan ilmu dan kemahiran yang diperlukan untuk mendepani cabaran abad ke 21 (Kementerian Pendidikan Malaysia, 2013). Bertepatan dengan itu, penguasaan terhadap isi kandungan sesuatu ilmu seperti ilmu kimia sangat penting untuk melahirkan generasi yang berpengetahuan dan mempunyai kepakaran tinggi dalam bidang tersebut bagi membolehkan bersaing diperingkat global