Browsing by Author "Koh, Hon Jia"
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130 108 - PublicationOpen AccessReflection on maker-centred learning in an undergraduate elective course(National University of Singapore, 2021)
; ;Koh, Hon Jia ;Ahmed Hazyl Hilmy ;Yuen, Ming DeNg, Joel J. L.This paper provides a reflection on the designing and enacting of an inclusive curriculum for a diverse group of students using a maker-centred learning approach, where students are empowered to have greater autonomy in the decision-making process and given accessibility to prototyping tools in their learning process for an undergraduate general elective course. Based on the student feedback, the finding suggests that students’ interest in learning was fostered when they were given greater autonomy in their learning. We recommend giving students more autonomy in choosing their project focus and exercising greater flexibility during the enactment of the curriculum, where students’ voices and decisions are considered.88 84 - PublicationRestrictedA study of interest in learning in a maker-centered learning environment(2021)Koh, Hon JiaIn this study, the development of interest in learning of undergraduate students attending an elective-module related to the Internet of Things in a maker-centered learning environment was investigated through a mixed-method approach. The primary data source collected in this study was through personal interviews with the students to gain an insight into their lived experiences in the makerspace. In addition, data sets from classroom observation, survey, and focus group discussion were also collected to triangulate and gain a deeper understanding and interpretation of students’ perceptions and experiences. Thematic analysis was used to identify the main themes that emerged. In addition, social network analysis was also used to illuminate the social interaction and relationship between the actors in the makerspace. The underpinning theoretical framework of this study was based on Cultural-Historical Activity Theory (CHAT). The literature review of maker-centered learning was informed by recent studies on maker phenomenon in education and learning outcomes such as maker agency and creative confidence. The literature review related to interest in learning was informed by studies on motivation in learners as well as the phase model of interest development and practice-centered theory of interest. The findings from this study suggest that a maker-centered learning environment has a positive impact on the development of interest in learning through empowering learners with greater autonomy in learning and fostering a supportive sociocultural learning environment. From the results of this study, a reconceptualization of interest as part of the CHAT framework was discussed. These include the infusion of disposition as part of conceptual practice within the element of ‘mediating artefacts and practices’ in the Adapted CHAT model, and the description of permeable boundary conditions facilitating cross-boundary interactions between activity systems.
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