The level of self-directed learning among teacher training institute students – an early survey

Current learning approaches have various structured learning activities as well more self-directed learning tasks guided through consultation with academics. The aim of this research is to determine students’ self-directed learning readiness (SDLRS) in a Teacher Training Institute. 266 students from the Kursus Perguruan Lepasan Ijazah (KPLI), Program Ijazah Sarjana Muda Perguruan (PISMP) and Program Persediaan Ijazah Sarjana Muda Perguruan (PPISMP) group took part in the research. The instrument is a questionnaire adopted from Guglielmino SDLRS questionnaire. Result from the data analysis showed that most of the students are on average or below average in term of SDLRS. Based on SDLRS, there is also significant difference between gender with respect to self directed learning readiness. In addition, there ia also significant difference of students’ SDLRS with respect to their courses

Evaluating students pattern of interaction in online courses

The primary focus in the research of online learning is interaction, which is central to an educational experience (Garrison & Cleveland-Innes, 2005). Although interaction alone does not represent participation (Garrison, Anderson & Archer, 2000), however interaction could promote participation and engage students in learning (Hrastinski, 2009). Researchers have widely agreed that in an e-learning environment, students could learn better by participating (Hrastinski, 2009). As distinguished by Moore (1989) that there are three dimensions of interaction in an e-learning environment: learner-instructor, learner-content and learner-learner. It has been suggested that participation of a student can be measured by accumulating the interactions that occurred in an e-learning forum (Davies & Graff, 2005; Lipponen et al., 2003). One of the key challenges in e-learning is to encourage participation (Bento & Schuster, 2003), which means that students need to be encouraged to interact online. By participating, students will find themselves taking part in the learning process. Vonderwell and Zachariah (2005) noted that through interactions, students will become interdependent, able to share learning goals and information, creating path towards effective learning. Previous research had indicated that participation when measured as interaction with peers and instructors, stimulated and encouraged perceived learning (Hrastinski, 2008)

Peer scaffolding in promoting critical thinking through asynchronous online discussion forum: the theoretical framework

Since 1960s, the use of technology in the educational field has been widespread. The internet, according to Becker (2001), has been playing a major role in enhancing educational technology, which has provided diverse opportunities to the education world. One of the opportunities is to teach and learn via online learning. This method has become popular since it encourages students to submit their ideas and opinions freely through discussions which is considered a powerful tool for developing pedagogical skills such as problem solving, critical thinking, collaboration and reflection

The usage of computer integrated classroom (cic) technology tools in the study of interactions of knowledge construction among esl pre-service teacher

This paper takes a glimpse at the possible tools for collecting data on interactions of knowledge construction among ESL pre-service teacher. The main tool identified to compile the data collection of the study is a customized of computer integrated classroom (CiC) system. For that purpose, a pilot study on computer support face to face peer response using CiC was trialed with a group of students enrolled in a Microteaching course at the Faculty of Education, University Technology Malaysia. CiC was explored to see whether the system could facilitate both modes of synchronous interactions: text-based reporting and verbal interaction. With the assistance of software and hardware integrated in CIC, many computer supported collaborative learning activities could be carried out by ESL pre-service teachers such as recording, storing, retrieving, and monitoring of user profiles’ activities, learning materials and interactions

A review on enhancing the teaching and learning of thermodynamics

Thermodynamics is a subject that deals with energy and is one of the most advanced tools for understanding our physical universe. Engineering students’ difficulties in learning thermodynamics occur globally as indicated by the literature. There are various studies reporting on efforts made to overcome the deficiencies and suggestions of teaching approaches to enhance students learning such as blended learning approach, active learning techniques, computer-based instruction, virtual lab – a web-based student learning tool for thermodynamic concept related to multi-staging in compressors and turbines, TESTTM software in design projects and laboratory and so on. This paper presents a review and analysis of the different approaches on supporting students learning of thermodynamics. The criteria for analysis are the characteristics of the learning system, the effectiveness based on students’ performance; the skill developed using the learning system, and students’ feedback

Identifying Students’ Needs Towards the Provision of Social Support in Online Learning

Social support has been found to play an important role in retaining learning and contribute to better understanding and performance among students. This study aims to determine the needs and requirements of learners or students towards the provision of social support in online learning. Random sampling technique was used to select 10 students enrolled in an ICT-based course at one of Malaysian university as respondents. The instrument for this study was a semi-structured interview questions adapted from the works of Sarason et al. (1987). Thematic analysis was performed on the transcribed interview to allow visual interpretation and understanding of the context from each response. This study found that the students had often received and prefer to get social support while learning online. The reasons for their preference were for motivation, understanding, information searching and affirmation. The students were also identified to have preference for social support from the instructor more than from peers and the learning content. Overall, Informational Support is the most expected type of social support by the students. This study provides findings that would assist in the provision of social support through the design and development of an online learning environment

Online scaffolding through asynchronous online discussion forum

Since the last decade, the rapid development of information and communication technology (ICT), brings a lot of changes to nearly every fields of life including management, entertainment, financial, and legislation (Mohd Fuad, 2014). With internet, humans have access to infinite knowledge and communication can be made to people across the globe with just a few clicks. The immense potential of internet creates interest for the educators to take advantage and implement online communication in educational setting

Students social presence in online learning: a review

One of the most highlighted issue in online learning as mentioned by Badrinathan and Gole (2011), is the teacher or instructor is responsible to ensure that interaction occurs among students. The interaction plays important role to encourage students to share opinion, think and argue critically, and respond towards peer’s reflection via computer mediated communication (CMC). To support the idea of having interactive and meaningful communication, Short et al (1976) had promoted a theory called social presence. This theory has then been frequently implemented and selected to be the core subject experimented in previous studies (Richardson & Swan, 2003; Rourke et.al, 1999; Wenger, 1998; Tu, 2001; Saenz, 2002; Lapadat, 2003; Sung & Mayer, 2012). As a result, Cobb (2009) clarifies that social presence should be nurtured for the successful of online learning

Strategi pembelajaran kolaboratif atas talian untuk penggunaan FROG VLE

Perkembangan pesat bidang teknologi maklumat menjadi antara penyumbang terbesar kepada pembangunan negara kita Malaysia. Proses P&P juga tidak lagi terhad di dalam bilik darjah sahaja, malah pelajar boleh mengalami suasana menimba ilmu walau di mana pelajar itu berada. Sebagai alternatif bagi meningkatkan kefahaman pelajar di sekolah, Kementerian Pendidikan Malaysia (KPM) telah mewujudkan satu revolusi dalam P&P dengan memperkenalkan Online Learning atas Pembelajaran Atas Talian dengan menggunakan platform FROG Virtual Learning Environment (VLE) yang dijalankan oleh 1BestariNet. Online Learning ini dikatakan dapat memberikan pelbagai kelebihan kepada pelajar dan juga tenaga pengajar itu sendiri. Pelajar dapat menjimatkan tenaga teknikal dan boleh memperoleh seberapa banyak maklumat melaluinya. Keperluan untuk merancang kualiti P&P secara Online Learning adalah amat penting. Oleh itu guru-guru memerlukan satu garis panduan untuk menjalankan P&P melalui Online Learning. Reka bentuk pengajaran meliputi pembinaan bahan pengajaran, aktiviti, percubaan dan penilaian keseluruhan pengajaran dan aktiviti pelajar. Perlu ditegaskan juga bahawa rekabentuk dan pembinaan pengajaran dan pembelajaran mesti mengambil kira aspek pedagogi, teori pembelajaran, teori rekabentuk pengajaran dan model serta media dan teknologi yang akan digunakan. Oleh itu, strategi pembelajaran kolaboratif atas talian adalah dicadangkan bagi penggunaan FROG VLE di sekolah. Rujukan yang digunakan adalah strategi Online Collaborative Learning (Linda, 2012) dan juga Oliver & Herrington (2003)

Mobile learning in Malaysia

NowAdays, mobile and wireless technologies are the fastest growing areas of technology. It offers an opportunity for learners to transcend the knowledge through accessing alternative source of information. Pocket size minicomputer; can be carried around easily; increases the pace and scale of attempts to innovate learning and teaching process. Through innovative technologies, one can develop learning applications, which will lead to a new learning model that offers people the opportunity to learn at anytime and anyway. A new era of mobility in learning can be achieved nowadays by using a mobile device, such as cell phones, tablet computers and smartphones