Myint Swe Khine

Contemporary Approaches to Research on Learning Environments Worldviews

# Classroom Environment, Students Perceptions of Assessment, Academic Efficacy and Attitude to Science: A LISREL Analysis (J P Dorman et al.) # Reflective Analysis of Teachers Behaviour and Students Perception of Classroom Interaction (M S Khine & A Lourdusamy) # Improving the Classroom Laboratory Learning Environment by Using Teachers and Students Perceptions (A Hofstein) # Convergence and Divergence Between Students and Teachers Perceptions of Instructional Behaviour in Dutch Secondary Education (P den Brok et al.) # An Action Research Approach with Primary Pre-Service Teachers to Improve University and Primary School Classroom Environments (K J Saunders & D L Fisher) # Becoming More Efficient: One Colleges Use of the SLEQ (R Anstine-Templeton et al.) # Learning Digitally -- E-Classrooms: Computers Looking for a Problem to Solve? (G Falloon) # Designing Infrastructures for Learning with Technology (L Lipponen et al.) # Evaluating the Virtual Learning Environment (S Chard) # and other papers

Epistemological beliefs on teaching and learning: a survey among pre‐service teachers in Singapore

Personal epistemological beliefs influence one’s cognitive and metacognitive operations in a significant way. They also influence how teachers conceptualize teaching. It is therefore essential for teacher educators to understand the epistemological beliefs that pre‐service teachers are holding to foster mature epistemological outlooks that could facilitate educational reforms. This study surveyed 537 Singapore pre‐service teachers’ epistemological beliefs. The results indicate that Singapore pre‐service teachers were fairly homogenous in their beliefs. They place much emphasis on learning effort. Although they seem to be inclined to believe that knowledge is uncertain, they also tend to believe in the experts. Generally, the profiles suggest that it may be necessary for Singapore teacher educators to foster more mature epistemological outlooks among its pre‐service teachers. Les croyances épistémologiques sur l’enseignement et l’apprentissage. Une enquête auprès des futurs enseignants à Singapour Les croyances épistémologies personnelles influencent le fonctionnement cognitif et métacognitif de la personne de façon significative. Chez les professeurs, elles influencent aussi la façon dont les professeurs conçoivent l’enseignement. Il est donc essentiel que les formateurs d’enseignants comprennent les croyances épistémologiques des futurs maîtres, ceci, pour favoriser une vision épistémologique mûrie susceptible de rendre les réformes éducatives plus aisées. La présente étude porte sur les croyances épistémologiques de 537 futurs enseignants de Singapour. Les résultats montrent que les futurs enseignants de Singapour ont des croyances épistémologiques assez homogènes. Ils mettent un fort accent sur l’effort d’apprentissage. Bien qu’ils semblent enclins à croire que la connaissance est incertaine, ils ont aussi tendance à croire les experts. D’une façon générale, les profils relevés amènent à penser qu’il faudrait que les formateurs des maîtres de Singapour suscitent des visions épistémologiques plus mûries chez les futurs professeurs. Der Einfluss erkenntnistheoretischer Überzeugungen auf Lehre und Lernen: Eine Umfrage unter Lehrerstudenten in Singapur Persönliche erkenntnistheoretische Überzeugungen beeinflussen kognitive und metakognitive Operationen auf signifikante Weise. Sie haben auch Einfluss darauf, wie Lehrer ihren Unterricht konzipieren. Es ist deshalb wesentlich, dass Lehrerbildner die erkenntnistheoretischen Überzeugungen von Lehrern in Ausbildung verstehen, um erkenntnistheoretische Weiterentwicklungen zu fördern, festhalten, die Bildungsreformen erleichtern könnten. Diese Studie begutachtete die epistemologischen Überzeugungen von 537 Singapurer ‘Referendaren’. Die Ergebnisse zeigen an, dass diese Singapurer Lehrer in ihren Überzeugungen ziemlich homogen waren. Sie legen viel Wert auf Lernanstrengungen. Trotzdem tendieren sie dazu zu glauben, dass Wissen unsicher ist, aber auch gleichzeitig dazu, an die Experten zu glauben. Im Allgemeinen legen die Profile nahe, dass es für die Singapurer Lehrerbildner notwendig sein kann, die erkenntnistheoretische Weiterentwicklung ihrer auszubildenden Lehrer zu fördern.

Technology-Rich Learning Environments: A Future Perspective

The Validation and Application of a New Learning Environment Instrument for Online Learning in Higher Education (V Chang & D Fisher) - Effectiveness of a Technology-Rich and Outcomes-Focused Learning Environment (J Aldridge & B Fraser) - Working with Technology-Rich Learning Environments: Strategies for Success (S Trinidad) - Technology-Rich Learning Environments and the Role of Effective Teaching (T Rickards) - Assessing and Researching the On-Line Learning Environment (J Clayton) - Technology and Maritime Education and Training: A Future Perspective (P Muirhead) - Students as Change Agents: The Generation Y Model (D Harper) - A System of Reciprocity: Empowering Stakeholders to Do More with Less in Educational Technology (C P Fulford & A Eichelberger) - and other articles

The Quality of Message Ideas, Thinking and Interaction in an Asynchronous CMC Environment

One of the major shifts in education today under the influence of information and communication technologies is that there is an increased tendency toward the use of computer-mediated communications (CMC). CMC has developed an assortment of methods from simple e-mail to wireless instant messages and synchronous and asynchronous discussions. A large portion of the research in this area focuses on the pedagogical aspects of CMC particularly on the use, strategies, effectiveness and the integration of the new technologies for teaching and learning. Some studies investigate different perspectives of interaction like keeping track of asynchronous discussion, quality of participation, interaction and collaborative or group learning. This paper reports findings from the study that examines the quality of message ideas, thinking and interaction in an asynchronous CMC environment in a teacher training institution. The authors suggest some practical strategies in the implementation of asynchronous discussions in CMC environment. La qualité des messages d’idées, de la pensée et de l’interaction dans un environnement CMC asynchrone. Un des changements majeurs dans l’éducation aujourd’hui sous l’influence de l’information et des technologies de la communication est une tendance accrue À l’usage des communications par ordinateur (Computer-mediated Communications CMC). CMC a permis le développement de tout un assortiment de méthodes depuis de simples e-mail jusqu’À des messages sans fil instantanés et des discussions synchrones et asynchrones. Une grande partie de la recherche en ce domaine est centrée sur les aspects pédagogiques des CMC en particulier sur l’emploi, les stratégies, l’efficacité et l’intégration des nouvelles technologies pour l’enseignement et l’apprentissage. Certains études examinent les perspectives différentes de l’interaction. Telles que garder la trace des discussions asynchrones, la qualité de la participation interaction et l’apprentissage en coopération ou en groupe. L’article rapporte les résultats de l’étude qui examine la qualité des messages d’idées, la pensée et l’interaction dans un environnement de CMC asynchrone dans un établissement de formation des enseignants. Les auteurs suggérent des stratégies pratiques dans l’introduction de discussions asynchrones dans un environnement CMC. Die Qualität der übermittlung von Ideen, Denken und Interaktion in einem asynchronen CMC Umfeld Eine der wichtigsten Umstellungen der heutigen Ausbildung ist die unter dem Einfluss von Informations- und Kommunikationstechnologien verstärkte Tendenz, rechnergestützte Kommunikation (computer-mediated communications:CMC) zu benutzen. CMC hat ein ganzes Arsenal von Methoden entwickelt, von der einfachen E-Mail bis zu drahtlosen Nachrichten und synchron oder asynchron geführten Diskussionen. Die Forschung in diesem Bereich konzentriert sich hauptsächlich auf die pädagogischen Aspekte von CMC, besonders auf die Nutzung, die Strategien, den Wirkungsgrad und die Möglichkeiten der Einbindung der Neuen Technologien zum Lehren und Lernen. Einige Arbeiten erforschen die verschiedenen Perspektiven der Interaktion wie das Verfolgen von asynchronen Diskussionen, die Qualität der Beteiligung, der Interaktion und Zusammenarbeit oder dem Lernen in Gruppen. In diesem Beitrag wird über Ergebnisse der Studie zur Untersuchung der Qualität der übermittlung von Ideen, Gedanken und Interaktionen in einem asynchron arbeitenden rechnergestützten System (CMC) einer Lehrerfortbildungseinrichtung berichtet. Die Autoren erläutern praktische Strategien zur Einbindung asynchroner Diskussionen in eine CMC-Umgebung.

Blended learning approach in teacher education: combining face-to-face instruction, multimedia viewing and online discussion

Larticle decrit les modules de formation des enseignants a Singapour et la combinaison dun apprentissage traditionnel et de lutilisation des dernieres technologies de linformation et de la communication et de linformatique, sous la forme de forum de discussion en ligne ou dautres supports tels que le CD-Rom.

Enhancing multipoint desktop video conferencing (MDVC) with lesson video clips: recent developments in pre-service teaching practice in Singapore

Abstract Rapid technological development in computer video conferencing and digital video photography over the last decade makes it easier than ever for teacher educators to use the technology in facilitating reflective practice. This paper reports recent developments in the use of multipoint desktop videoconferencing (MDVC) in preservice teaching practice in Singapore. In addition to regular video conferencing, preservice teachers now have opportunities to view their own teaching video clips and receive feedback from their peers and university supervisors. The experience helped enhance professional development of preservice teachers by allowing them to share ideas, experiences and teaching resources in real time with an audience wider than the schools where they taught.

Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students’ perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science‐related Attitudes were used as attitudinal measures. Significant associations between students’ perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

Using lesson video clips via multipoint desktop video conferencing to facilitate reflective practice

Rapid technological development in computer video conferencing over the last decade makes it easier than ever for teacher educators to use the technology in facilitating reflective practice. As a computer-supported collaborative learning tool, computer video conferencing provides increasing opportunities for student teachers to share experiences across time and space. This article describes a Singapore experience in which lesson video clips were streamed via multipoint desktop video conferencing for pre-service teacher education. The experience provided opportunities for the professional development of the student teachers by allowing them to share ideas, experiences and teaching resources in real time with an audience wider than the schools where they taught.

Collaborative Learning Tool for Presenting Authentic Case Studies and Its Impact on Student Participation.

Advancement in information and communication technologies has brought about the development of newer tools that can promote collaborative learning. Conversant Media is a tool that allows users to engage in collaborative discussion based on viewing authentic video footages. This article reports the impact of the use of the tool on collaborative learning in a teacher education course. The trainee teachers engaged themselves enthusiastically in this exercise going beyond the minimum number of postings expected of them. Both the quantity and quality of interaction improved over the three activities they were engaged in. Writing critical comments on classroom events and reading feedback from peers were highly valued by the trainee teachers. Conversant Media has the potential for use in teacher education as an alternative means to classroom visits.

Building a learning community via videoconferencing

Rapid technological development in the last decade makes it easier than ever to use technologies as collaborative learning tools. Computer video conferencing as a computer-supported collaborative learning (CSCL) technology provides increasing opportunities for learners to share experiences across time and space. The following describes how multipoint desktop video conferencing (MDVC) is used in preservice teacher education programs in Singapore to enhance the professional development of preservice teachers by allowing them to share ideas, experiences and teaching resources in real time with an audience wider than the schools where they teach.