Now showing 1 - 10 of 35
  • Publication
    Open Access
    Investigating the period of switching roles in pair programming in a primary school
    (2017)
    Zhong, Baichang
    ;
    ;
    Chen, Jie
    ;
    Li, Yi
    Pair programming (PP) is a useful approach to fostering computational thinking for young students. However, there are many factors impacting on the effectiveness of PP. The period of switching roles between the driver and the navigator is often ignored by researchers. Therefore, this study aimed to explore the impact of the switching period on PP. We conducted a PP experiment in four classes in the sixth grade in a primary school. The results indicated that (a) the semi-free switch was more effective for the learning achievement than the fixed periods, and the preference for adopting the fixed time interval to switch roles existed in previous studies seems to be a kind of prejudice; (b) students who switched roles every 5 minutes and semi-freely were more enjoyable than those who switched roles in every task and in every class session. Moreover, the period of switching roles in every class session decreased students’ enjoyment after PP; (c) the frequency of switching roles decreased significantly, but the negotiation between the driver and the navigator became more active with time going in the semi-free class. Implications for teaching are also discussed.
      164  470
  • Publication
    Open Access
    The effectiveness of 3D holographic technology on students' learning performance: A meta-analysis
    (2022)
    Yu, Qing
    ;
    Li, Bao-min
    ;
    In recent years, 3D holographic technology (3DHT) has attracted more and more attention from the field of education, bringing new opportunities to reform the delivery of instruction and learning. Whether the application of 3D holographic technology can effectively improve student learning performance has become a pendent issue. In this study, a meta-analysis method was used to provide a scientific answer based on 15 experimental or quasi-experimental studies that investigated the effect of 3DHT on student achievement between 2016 and 2021. The result showed that 3DHT has a large positive effect on student learning (SMD = 0.835, 95% CI [0.516, 1.153], p = 0.000). Moreover, the sample size, the treatment duration, the learning stage, the subject, the study design, and the type of 3DHT moderated the effectiveness of 3DHT on student learning insignificantly, while the sample region had a moderating effect. Even so, controlling the class size to less than 50 students, controlling the treatment duration to less than 3 months, and using naked eye holography are more conducive to promoting students’ learning performance.
    WOS© Citations 3Scopus© Citations 5  83  3
  • Publication
    Restricted
    Investigating the affordances of Facebook for collaborative learning
    (Office of Education Research, National Institute of Education, Singapore, 2024) ;
    Woo, Huay Lit
    ;

    The aim of the study was to identify the pedagogical, social, and technological affordances of Facebook for teaching and learning, in particular for collaborative learning, and propose strategies for designing Facebook-mediated effective learning environments. The research questions are:
    1. What are the pedagogical, social, and technological affordances of Facebook for collaborative learning?
    2. How to design an effective Facebook-mediated learning environment for collaborative learning based on the identified affordances?

      8  42
  • Publication
    Restricted
    A review of blended synchronous learning
    (2017)
    Ho, Wan Yu
    ;
    This paper reviews the main benefits and challenges teachers, students and institutes may face while using blended synchronous learning and some possible strategies to overcome them. This paper also looks at the main factors to consider for designing effective blended synchronous learning. For example, having common display across all users, choosing a suitable platform and features, modes of blended synchronous learning. Strategies like: enhancing students’ and teachers’ e-learning competence, explaining the structure of the course to students, teachers’ preparation and delivery of lessons and support from various parties, can be used to effectively carry out blended synchronous learning.
      274  24
  • Publication
    Open Access
    A panorama of online education in China
    (2003)
    Zhu, Zhiting
    ;
    Gu, Xiaoqing
    ;
    This article presents an overview of various efforts toward developing online education in China, and describes the progress that has been made both in the areas of higher education and basic education in recent years. In addition, some on-going national projects related to online education are briefly introduced. Finally, some issues pertinent to online education are discussed and recommendations for further developments are made.
      240  209
  • Publication
    Open Access
    Supporting beginning teachers' case–based learning in a technology-mediated learning environment
    The current challenge faced by most beginning teachers is the disparity between the theories of classroom management exposed to in pre-service, and the practices in complex and ill-structured classroom situations. Such a theory-practice gap has led to the need to re-examine the existing instructional approach used in teacher learning and helping them develop deep understanding and meaningful learning for teachers. This proposed study explores case-based learning and related areas, beginning teachers’ case-based learning for self-analysis, discussion and reflection. It also explores how technology can be used to support teachers' case-based learning. The affordances of technology and design of technology-mediated learning environment will also be presented.
      201  164
  • Publication
    Open Access
    Future learning with technology
    (National Institute of Education (Singapore), 2022) ;
    We are living in a VUCA (Volatility, Uncertainty, Complexity and Ambiguity) world. It is hard to predict what would happen in the future as no one knew how COVID-19 could affect our lives and school education a few years ago. Technologies are transforming teaching and learning in many ways. What will future learning look like? What are the technological tools learners will be using in the future? Researchers and educators believe that future learning incorporates the following features.
      48  74
  • Publication
    Open Access
    Design of an interactive online learning environment
    (National Institute of Education (Singapore), 2018) ;
      155  132
  • Publication
    Metadata only
    Teaching and learning with social media

    In this chapter, the term social media is used as a singular – through media is a plural form of medium – to refer to the type of online social platform that allows users to meet virtually or get in touch with one another through social activities such as sharing of photographs, updating of states, and taking part in conversations. Examples of social media platforms include Facebook, WhatsApp, YouTube, Twitter and LinkedIn. With the rapid development of information and communication technology (ICT), social media use has grown substantially over the years. According to the recent statistical result published on the Statistics Portal (2021), there are about 2.7 billion monthly active users of Facebook, 2.0 billion users of WhatsApp and 1.78 billion viewers of YouTube. Most of them belong to young adult age group, and many of them are primary or secondary school students.

    Social media has become an indispensable part of our daily lives. Though it is initially designed for social interaction like sharing information and keeping in contact with others but not for educational purposes, it has great potential for teaching and learning because of its participatory nature and interactivity. This chapter describes the potential benefits and risks of using social media for teaching and learning. Three examples of using various social media platforms (i.e., Twitter, Facebook and YouTube) for teaching and learning are described. In addition, ways of using social media to support teaching and learning effectively are suggested for teachers.

      27
  • Publication
    Open Access
    Design and implementation of blended synchronous learning: The instructor's perspective
    Blended synchronous learning (BSL) has the potential to combine the advantages of classroom instruction and online learning. In this study, BSL was designed and implemented from the pedagogical, social, technical, and managerial aspects. This paper presents how BSL was prepared and designed before a lesson, implemented during the lesson, and improved after the lesson from the instructor's perspective. The results showed that the instructor needed to adjust certain learning activities before a lesson. He was often cognitively overloaded and having difficulties in monitoring the participation and engagement of the online students during the lesson. The design and implementation of BSL was gradually improved through reflections after the lesson. Implications for teachers who intend to apply this approach are discussed.
    Scopus© Citations 2  102  106