A framework of metacognitive scaffolding in learning through facebook

The purpose of this study is to develop a framework of metacognitive scaffolding in learning through Facebook. A quantitative research design of a multiple-case study method was adopted in this research. Initially, a survey was conducted to identify student’s metacognitive abilities. 80 master degree students from the Educational Technology Program were randomly selected to answer the survey. Next, 37 students from the earlier survey were selected as respondents, which further contributed to the development of the framework. These 37 students comprised three cohorts of students from three subsequent semesters. The study identified the dominant mechanism of metacognitive scaffolding prompted by the instructor, along with the dominant types of online interaction triggered by the students in an online discussion. The data was analyzed by using content analysis technique. Besides that, 4 mobile applications or apps were developed by the researcher as the technological tool used in the learning. The mobile apps as well as the learning activities used in the current study follow the project-based learning approach. Data was collected from a General Metacognition Questionnaire (GMQ) survey, observation through Facebook discussions and through a performance test. The results show that the students’ metacognitive abilities in learning are high (µ=3.86). Besides that, this study points out that the instructor often guides the students to focus on their learning process. The findings also demonstrate that students often give opinions rather than giving examples from their existing ideas; they are also unlikely to compare similarities and differentiate facts. Pearson correlation analysis shows a significant correlation between metacognitive scaffolding and students’ types of online interaction with the students’ learning performance. A data mining analysis using a decision tree technique was used to project a predictive model in order to suggest the mechanisms of metacognitive scaffolding appropriate to be used by the instructor; such a technique must be able to contribute to students’ performance in learning. Finally, the proposed framework recommends a series of rules that serves as a shortcut for the instructor to produce meaningful learning among students through metacognitive scaffolding. These rules were derived from data mining, i.e, association rule analysis. These rules also mentioned the types of student online interactions that actually represent their learning process, particularly in terms of their interactivity in Facebook discussions

A Framework for Scaffolding Learners' Self-Regulation in a Flipped Classroom Learning Environment

Self-regulated learning is learning that is derived from a student’s self-regulated thoughts and it is strategically oriented towards their learning goals. The need to guide and monitor students’ self-regulation is crucial since it has become an integral part of their learning process. Throughout the process, technologies also have been integrated into the educational scene, and one of the approaches that exist nowadays is flipped classrooms. Previous research has proven that if a student’s self-regulation is being monitored, their performance might as well increase, along with their selfregulation skills. As a result, this paper proposes a framework for scaffolding students’ self-regulation in a flipped classroom learning environment. The proposed framework may be useful to practitioners and online learning instructors. The implication of a self-regulated flipped classroom approach towards students’ self-regulation and students’ achievement in learning have been discussed. Finally, the success factors for implementing the proposed framework and some future research directions have also been discussed. Keywords: scaffolding; self-regulated; flipped classroom; performanc

Interacting through disclosing: Peer interaction patterns based on self-disclosure levels via facebook

Peer interaction in an online environment has close connections with self-disclosure. Hence, this study was conducted to explore peer interaction patterns and self-disclosure levels via a social networking tool, specifically, Facebook. Twenty-two postgraduate students who enrolled for the Authoring System course participated in the study. Data were gathered from the online discussion transcripts in Facebook. The online discussion transcripts were coded and analysed based on (a) coding scheme for identifying patterns of peer interaction, and (b) a self-disclosure rating scale for categorizing the levels of self-disclosure. Findings showed that the students had mostly used response and position types of peer interaction. Meanwhile, most of the students were self-disclosing through Information-Level 1 followed by Feeling-Level 1, and Thought-Level 1. Furthermore, peer interaction patterns were found to have a strong significant and positive correlation with self-disclosure levels. In conclusion, this study revealed that high self-disclosure by students affects positively peer interaction in Facebook discussions. The implications of these results are considered, and possible future studies are suggested

Students’ problem solving appraisal and behaviour in asynchronous online discussion forum

This study is intended to identify student problem-solving appraisal and their problem-solving behaviour in asynchronous online discussion forums (AODF). Thirty students enrolled in Authoring Language (AL) participated in this study. This study intends to explore the relationship between students’ problem-solving appraisal in AODF with their actual AODF behaviour, and to determine whether there is any correlation between their academic performance of AL course. This study involved quantitative and qualitative data collection. Problem Solving Inventory (PSI) and students’ AODF transcripts were used as research instruments. Also, students’ performance scores of the AL course were gathered as part of the data for this research. The findings have revealed that a high PSI score reflects positive problem-solving skills, with an average PSI score being 97.43. The most dominant problem-solving behaviour in AODF is ‘providing information’ behaviour. Students’ problem-solving behaviour in AODF has been decreasing across time, and there is a moderately significant correlation between the PSI score and total marks for the AL course (r=0.449, p<0.05). The findings of this study may provide instructors with detailed information about students’ problem-solving appraisal and problem-solving behaviour in AODF and their impact on students’ academic performance

Students’ problem solving appraisal and behaviour in asynchronous online discussion forum

This study is intended to identify student problem-solving appraisal and their problem-solving behaviour in asynchronous online discussion forums (AODF). Thirty students enrolled in Authoring Language (AL) participated in this study. This study intends to explore the relationship between students’ problem-solving appraisal in AODF with their actual AODF behaviour, and to determine whether there is any correlation between their academic performance of AL course. This study involved quantitative and qualitative data collection. Problem Solving Inventory (PSI) and students’ AODF transcripts were used as research instruments. Also, students’ performance scores of the AL course were gathered as part of the data for this research. The findings have revealed that a high PSI score reflects positive problem-solving skills, with an average PSI score being 97.43. The most dominant problem-solving behaviour in AODF is ‘providing information’ behaviour. Students’ problem-solving behaviour in AODF has been decreasing across time, and there is a moderately significant correlation between the PSI score and total marks for the AL course (r=0.449, p<0.05). The findings of this study may provide instructors with detailed information about students’ problem-solving appraisal and problem-solving behaviour in AODF and their impact on students’ academic performance

Knowledge Construction Process in an Open Learning System Among Technical and Vocational Education and Training (TVET) Practitioners

Assessment is a method to determine the level of learning and the process of documenting knowledge, attitudes, skills and beliefs. Through this literacy assessment, instructor will have an opportunity to apply relevant strategies, principles, methods and procedures that are considered relevant during the learning and teaching process. However, most of us familiar with information and communication technology&nbsp;(ICT) based modes of delivery but less familiar with the needs and challenges face in Technical Vocational Education and Training (TVET) sector. Thus, this study was conducted to investigate whether the process of knowledge construction in an open learning system can assist TVET practitioners in performing tasks that needed to be completed as an important element in assessment in one of their class subject. Computer Supported Collaborative Learning (CSCL) is based on the pedagogical process of observation where these TVET practitioners will learn progressively through active group interaction. The study was conducted on 61 TVET practitioners and 2 instructors from two classes that were taught using an open learning system environment through Moodle in their learning and teaching process. This study used a quantitative design approach and supported by quantitative and qualitative data. The results of this study indicated that the process of knowledge construction in this open learning system has helped TVET practitioners to perform well in tasks that needed to be completed for their subject. The effort through this open learning system has also encouraged TVET practitioners to build a meaningful knowledge in a consistent method. The instructor need to encourage all TVET practitioners to complete the tasks in the form of problem solving methods, analyse, predict and encourage them to explore further to justify their answers

The Implementation of the Internship as a Coursework in Teaching and Learning Vocational Education

Internship is one of the common practices of higher education institutions in Malaysia for enhancing the learning experience and technical skills among their students. Students who follow the internship programme are found not only to be able to develop their professional attributes but also have the opportunity to acquire professional networks and career paths. Besides being a conventional approach that links students with real-world employment experience for a programme, internship can also be implemented for a specific course within a programme. The article discusses the implementation of an internship programme as a pedagogical approach in providing experiential learning for a specific course, i.e., Foundation and Concrete Work. This study involved 51 second-year students who were pursuing a degree in vocational education at the Universiti Teknologi Malaysia. Analysis on the impact of the internship experience indicates that the internship programme is an effective pedagogical approach for experiential learning for foundation and concrete work course

Mobile augmented reality in learning chemistry subject: an evaluation of science exploration

Various technologies have been used in making teaching and learning sessions more effective, fun, and enjoyable. One of the ways to make teaching and learning interactive is by emphasizing the use of mobile augmented reality (MAR). Thus, this study has proposed using MAR for a chemistry subject, namely science exploration (SCIENEX). This study adopted design and development research (DDR) by employing the analysis, design, development, implementation, and evaluation (ADDIE) model. The phases involved in DDR are ADDIE. SCIENEX was evaluated based on its validity, usability, and effectiveness. Five experts validated SCIENEX after it had been completely developed. The samples for usability testing and effectiveness of SCIENEX were 30 secondary school students who were studying chemistry. The results of the evaluation of the experts’ validation revealed that SCIENEX is a valid and appropriate MAR application for the learning of topics in chemistry. The result also revealed that the majority of students strongly agreed that SCIENEX is appropriate for the usage of MAR in learning chemistry, as it is fun, easy to use, and helps students to understand their learning. Interestingly, SCIENEX could increase students’ performance in their learning (t=21.754; p=0.000). Thus, it can be concluded that SCIENEX is valid, can be used for learning chemistry, and can help students in their learning. The limitations of this study and future suggestions for research are also discussed

Knowledge construction process in open learning system among technical and vocational education and training (TVET) practitioners

Assessment is a method to determine the level of learning and the process of documenting knowledge, attitudes, skills and beliefs. Through this literacy assessment, instructor will have an opportunity to apply relevant strategies and procedures that were considered relevant during their teaching and learning process. However, most of us were familiar with Information and Communication Technology (ICT) based modes of delivery but less familiar with the needs and challenges face in Technical and Vocational Education and Training (TVET) sector. Thus, this study was conducted to investigate whether the process of knowledge construction in an open learning system can assist TVET practitioners in performing tasks that needed to be completed as an important element in assessment in one of their class subject. Computer Supported Collaborative Learning (CSCL) is based on the pedagogical process of observation where these TVET practitioners will learn progressively through active group interaction. The study was conducted on 61 TVET practitioners and two instructors from two classes that were taught using an open learning system environment through Moodle. This study used a quantitative design approach and supported by quantitative and qualitative data. The results of this study indicated that the process of knowledge construction in this open learning system has helped TVET practitioners to perform well in tasks that needed to be completed for their subject and also encouraged them to build a meaningful knowledge in a constant process. TVET practitioners need to explore more information and knowledge in order to justify most of their answers