Choon Lang Quek

Singapore Students' and Teachers' Perceptions of Computer-Supported Project Work Classroom Learning Environments

Abstract The computer-supported Project Work classroom learning environment discussed in this paper represents a paradigm shift from teacher-centered to student-centered teaching and learning in Singapore schools. Besides the face-to-face weekly lessons in existing Project Work classrooms, the students engaged in computer-supported online forum discussions. Two hundred and sixty students and 26 teachers from seven high schools participated in this study. Their perceptions of this new learning environment were assessed using a modified version of the Web-based Learning Environment Instrument (WEBLEI). In addition, the instrument was also validated. The WEBLEI exhibited satisfactory internal consistency reliability and discriminant validity. Comparing the actual and preferred perceptions of the students and teachers revealed that there were differences between the actual and preferred perceptions for both students and teachers. With these in mind, the implications for using technology to support the face-to-face teaching and learning in Project Work classrooms are discussed in this paper.

Using Facebook for teaching and learning: a review of the literature

Considerable interests in exploring the affordance of Facebook for teaching and learning arise from researchers and educators. This paper reviews the existing empirical research studies on the use of Facebook for teaching and learning. Twenty one journal articles have been reviewed and most of the studies reported in the literature are descriptive and conducted in higher education settings. Results show that the use of Facebook makes a difference in the students’ affective outcomes. However, research on the potential of Facebook for improving student performance outcomes is just the beginning. The result suggests that more empirical research on effective use of Facebook for teaching and learning should be conducted in the future.

Teacher-Student Relationship: The Influence of Teacher Interpersonal Behaviours and Perceived Beliefs about Teachers on the School Adjustment of Low Achieving Students in Asian Middle Schools.

This study investigated aspects of the teacher-student relationship as they relate to school adjustment with 523 Grade 8 students in Singapore. The first question examined what configurations of teacher-student support could be identified with low-achieving students. Cluster analysis identified two sub-groups on the basis of specific qualities of the teacher-student relationship and patterns of teacher interpersonal behaviours in the classroom deemed important for improving the psychosocial aspects of their school experience. The second question examined the contribution of these teacher-student relationship variables in predicting school adjustment for each cluster. Finally, post hoc analyses showed students’ attitude toward teachers was significant in mediating between teacher-student relational quality and school liking. Implications from the study were discussed.

Teacher-Student Relationship Inventory: Testing for Invariance Across Upper Elementary and Junior High Samples

Teacher—student relationships have been extensively studied in preschool and early elementary school samples. However, much less is known about childrens relationships with their teachers in upper elementary grades through high school. Using confirmatory factor analysis, this study extended previous research by providing further evidence for the three-factor structure of the Teacher—Student Relationship Inventory (TSRI) using an upper elementary school sample (n = 420) and a sample from junior high school (n = 635). Multigroup confirmatory factor analysis was also used to examine the invariance of the TSRI across both samples. Results from multigroup confirmatory factor analysis suggested that although partial invariance was observed across the samples, the consistency of fit indices together with explicit tests for the reasonableness of partial measurement invariance provided support that partial invariance was acceptable. Taken together, findings indicate cross-sample generalizability of the 14-item TSRI measure.

Perceived usefulness of Facebook for teaching and learning: the student teacher’s perspective

The purpose of this study was to investigate the perceived usefulness of Facebook in education and possible ways of using Facebook for teaching and learning from the perspective of student teachers. One hundred seventy-three student teachers participated in this study. They were tasked to explore various components of Facebook and write reflections on the potential usefulness of Facebook for their subject teaching. Their reflections were analysed by following a qualitative research method. Results showed that the most useful components of Facebook for teaching and learning included educational applications, games, and certain features like the wall and group page. The participants also felt that Facebook could be potentially used for learning assessment, self-directed learning, collaborative learning, and as a learning management system. This paper describes the perceived useful components of Facebook and its possible ways for teaching and learning. Issues emerged from this study are discussed at the end of the paper.

Developing an asynchronous computer mediated communication tool for project-based learning

Computer technologies have been introduced with anticipation for improved practices and purpose-driven learning outcomes. However, the outcomes often lead to a need to re-examine issues pertaining to the affordances of technology, teacher competencies, student learning, scalability and sustainability of technology in education. Building on prior experiences gained from using asynchronous CMC tools and a generic model for designing learning environment, Infodata, a prototype of an asynchronous CMC tool for project-based teaching and learning was developed. A case study was conducted on two teachers and eight students (aged 15) who explored the characteristics, knowledge construction and scaffolding thinking of the technology in an activity.

Design for blended synchronous learning using video conferencing: a design-based research

In this study, a blended synchronous learning environment was created for a group of Masters students to take a course. Most of the students came to the classroom to take lessons every week. Meanwhile, few students were allowed to join the classroom instructional process by using video conferencing at homes or workplaces. The purpose of this study was to find out what challenges the remote students and the instructor met in the blended synchronous learning sessions and what strategies could be effectively used to address the challenges. Results showed that the engagement level of the remote students was low, and they had difficulties in communicating with the classroom students and asking questions. Some activities happening in the classroom were also difficult for them to observe and participate. Nevertheless, some students liked the way of attending lessons as it could save them much travel time. Also, it was hard for the instructor to pay attention to the remote students, and the instructor needed to adjust presentation slides so that important information would not be covered by streaming videos. Some useful strategies included partnership, regularly monitoring the understanding of remote students using two cameras and two mics, and sound control and coordination.

Problem-Solving of Teacher-Generated Classroom Management Cases in Wiki-Based Environment: An Analysis of Peers’ Influences

This study reports a case of findings from a group of 24 learners also beginning teachers (BTs), engaged in discussion with peers to solve classroom management cases in a wiki-based environment supported by Learning Activity Management System (LAMS®). Specifically, it investigates how peers contribute to these learners’ problem-solving of classroom management cases. Using the question prompts designed in the wiki, these learners who came from 10 secondary schools were scaffolded in their case discussions related to problem identification, strategy proposition, and making decision for their own case solutions. These learners’ online scripts were analyzed qualitatively and quantitatively to explore peers’ influences on the learners’ case-based learning. A summary of the learners’ and peers’ problem-solving behaviors was presented. To confirm the peers’ influences on learners’ case-based learning, the frequency of problems identified, strategies proposed, and strategies accepted by learners and their peers were further analyzed using t-test and hierarchical regression analysis. Based on the results, implications and recommendations for future research in designing collaborative wiki-based learning environments were proposed.

Benefits, challenges and strategies of implementing blended learning in tertiary institutes

This literature review examines first and foremost the benefits and challenges faced in implementing blended learning (BL) in tertiary institutes. It also reviews the strategies deployed by institutes in implementing blended learning. The reported key benefits were the increased passing rates of learners, decreased drop-out rates from blended learning classes and the mutual beneficiaries between the learners and the institutes. Two challenges reported that were pedagogically related were the increased complexity in the instructions and the lack of institutional support. Strategies used for implementation were varied, ranging from use of change management process to using framework or guidelines, pointing to a need for further research to successful implementation strategies and framework.