Science epistemological beliefs of form four students and their science achievement using web-based learning

Epistemological beliefs affect student motivation and learning. They have been found to play a significant role in the acquisition of the capacity to control and direct one’s cognitive processing (Lindner, 1993). In particular, science epistemological belief is considered an important factor in science achievement and positive science attitudes among students (Cobern, 1991). Based on the premise above, the purpose of this study was (1) to examine the science epistemological beliefs of Form Four students in Malaysia, and (2) to find out if there was a significant difference in the science achievement of students with high science epistemological beliefs and those with low belief when learning science using different Web-based modules. The sample comprised 169 students from ten schools in the state of Perak. The instrument used in this study was the “Nature of Scientific Knowledge Scale” developed by Rubba (1977). Six factors of the science epistemological beliefs, that is amoral, creative, developmental, parsimonious, testable and unified, were analysed using descriptive statistics. Results showed that the highest ranked factor was testable, followed by unified, creative, developmental and amoral. The lowest ranked factor was parsimonious. Analysis of t-tests for independent means showed that the science achievement of students with high science epistemological beliefs who followed the constructivist approach was significantly higher than those who followed the direct instruction approach. However, there was no significant difference between the science achievement of students with low science epistemological beliefs who followed the constructivist approach and those who followed the direct instruction approach. 2-way ANOVA analysis showed that the interaction effect between type of approach for web-based learning and science epistemological beliefs was significant, suggesting that the effect of the type of web-based learning approach is dependent on the science epistemological beliefs held by the students

Online Forum Discussion: Making Sense of How Knowledge is Woven in a Tapestry of Social Interactions and Collaboration

This paper describes how students in a wholly online master course interacted and collaborated in constructing knowledge through forum discussions. This examination of roles and behaviours of forum participants is an attempt by the author, who was the facilitator, to understand how her students engaged in constructing knowledge, rather than to test existing theories on online discussions. For each thread in the forum, an overall analysis of its life, captivity, magnitude and period of interaction was first analysed. Two discussion threads with the highest value for life of thread, captivity and magnitude were then examined in detail. A visual representation of the network of communication among participants was created to reveal the strength of relationships and structure of social network. Then, in trying to get a richer snapshot of the postings, three different analysis tools namely, Johnson and Johnson’s categories of behaviours in collaborative learning situations, Fahy’s Transcript Analysis Tool as well as Gunawardena, Lowe and Anderson’s constructivist knowledge creation phases, were used. An interesting finding is that even with minimal facilitator intervention in the forum, discovery and exploration of dissonance occurred and this had led to the negotiation of meaning, testing and modification of proposed synthesis of knowledge, and finally, application of newly constructed knowledge. Other findings from the analyses of the two threads include (1) there was much collaborative behaviour among participants in terms of contributing to discussions and seeking input, (2) there were several instances where participants were observed to connect what they had discussed in other threads by referring to those postings, and (3) several participants displayed reflective thinking in revealing their beliefs, doubts, and their reasoning.(Author's abstract

Open Educational Resources

This PowerPoint presentation discussed on the concept and practice of Open Educational Resources (OER). Latest efforts on OER alse being presented

The need for learners to understand their readiness for open and distance learning

Open and distance learning programmes are often faced with high attrition rates amongst learners. Studies suggest that a number of causative factors contribute to students dropping out from courses, even as early as the second semester. Factors that have been identified generally fall under personal, family and institutional categories. While open and distance learning education providers appear to try and address this problem using numerous strategies, one particular aspect that seems to have been generally neglected but ought to be given due attention is helping students understand their readiness for open and distance learning. This paper seeks to describe a pilot project whereby open and distance learners are provided with an online self-assessment tool which measures aspects deemed important to open and distance learning, that is, their (1) personal attributes such as time management, procrastination, academic attributes, persistence, locus of control and willingness to ask for help, (2) preferred learning styles based on the multiple intelligences model, (3) basic instructional technology knowledge and skills, and (4) typing speed and accuracy. The tool also provides a complete report detailing their strengths and opportunities for improvement as well as resources to succeed. It is envisaged that the provision and use of such a tool would help learners better prepare themselves to open and distance learning environments and thereby help ensure they have a successful learning experience. (Authors' abstract

Online In-service Teacher Professional Development in Malaysia: A New Possibility?

Predominant forms of INSETT available have been known to be inflexible in terms of time and resources, not meet teachers’ actual needs, cause a loss of instructional time with students, and not incorporate sustained collaborative endeavors, nor offer further support after the program. In view of the increasing successful utilization of online in-service teacher professional development in complementing traditional forms of INSETT in other countries such as the USA, it is time that Malaysia seriously considers similar innovations. As such the purpose of this paper is among others, to examine (1) factors that would cause them to consider participating in online INSETT programs, (2) ICT self-efficacy, and (3) perceived value of various ICT tools for future professional development. Findings indicate that the in-service teachers sampled in this study were generally positive about online INSETT and appeared ready in terms of basic ICT competencies. (Authors' abstract

PowerPoint presentation on Online in-service teacher professional development in Malaysia : a new possibility?

A PowerPoint presentation on 'Online in-service teacher professional development in Malaysia : a new possibility?' presented during OUM Seminar Series No. 04/2010 on 30 April 2010 at OUM Theatrette

Pure online program : crossing boundaries , engaging minds

This PowerPoint presentation on Pure online program : crossing boundaries , engaging min'ds' presented during OUM Seminar Series 05/2010 on 14 May 2010 at OUM Theatrette

The case of cross-border pure online program : crossing boundaries, engaging minds

According to UNESCO (2002), new forms of distance learning based on new information and communication technologies are emerging and this has led to a significant trend towards intensifying globalization. Such forms of learning are a result of new learning needs and new patterns of information access and application. In the case of learning that is mediated solely through the use of such technologies, the content and activities need to be so designed that they are able to adequately compensate face-to-face meetings that have always been considered crucial in blended modes of open and distance learning. This paper seeks to describe and examine learner engagement in a pure online open and distance learning master’s program that was offered to students from 12 countries by Open University Malaysia based on feedback obtained via an online survey and personal e-mail. (Authors' abstract

Design and implementation of mobile learning at Open University Malaysia (OUM)

With learners going mobile, supporting their learning through mobile phones appears to be timely and appropriate, especially for learners in an open and distance learning environment. Mobile learning in the form of short messaging service was piloted with one of the University’s first semester compulsory courses in May 2009. The course, “Learning Skills for Open and Distance Learners” was selected on the basis of its importance in preparing learners for the learning environment at the University. At the end of the course the students are expected to be able to have been able to manage their learning better and to benefit from the blend of pedagogies. The text messages were designed in such a way as to prompt learners to apply principles related to, among others, the study skills, time management, stress management and use the university’s learning management system, digital library collection and participate in the online forums. The approach taken was to ensure that learners were prompted to think, read, practice or discuss issues during the class tutorials or forums. The five types of text messages were those related to forum, content, tips, motivation and course management. The paper describes the design and implementation of the mobile learning initiative at OUM. Feedback from 712 students using a questionnaire is also included in the paper. (Authors' abstract