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Globalization and technology are rapidly transforming people’s lives. In a future filled with uncertainty, students need the competencies of self-regulated learning in order to learn and adapt to an increasingly complex social reality. Similarly, the shift from a teacher-centered practice to student-centered approach is critical to help students develop the self-regulated learning strategies they will be able to employ as independent life-long learners.
To effectively learn social studies, a multidisciplinary subject, students need sophisticated thinking skills in order to understand complex social issues, such as globalization. To understand and address these issues, they need to compare multiple information sources, and evaluate and synthesize information in a coherent manner. In a student-centered classroom, learners need to move away from the habits of passively learning information to actively setting their own goals and monitoring and reflecting on their learning progress. However, these learning processes can be a difficult task for struggling or novice students to perform.
To assist these learners, computer-based learning environments can present a range of multiple representations through multimodal text, video, and animation for them to learn in social studies. Therefore, this research study aims to understand how to better support students to become active learners by scaffolding their learning through the use of an educational tool, the Critical Web Reader, to guide their self-regulatory processes during social studies’ classes. To understand students’ perception of self-regulated learning, this study draws from two influential theoretical frameworks: the social cognitive and the sociocultural perspectives.
The qualitative case study methodology was used to collect upper secondary students’ perceptions on the CWR integration and applications of self-regulated learning strategies. A purposeful sampling method was used to select forty-four (N=44) participants based on mixed abilities, diversity in cultural groups, gender, and willingness to share their learning experiences.
Prior to the commencement of the research, NTU IRB approval had been obtained to conduct this study. Subsequently, the student assent form and parent consent form were given to students and their parents. For data collection, the semi-structured focus group interview questions were the main instrument. To triangulate data, the CWR online documentation of students’ responses were utilized for comparison between interview data and written responses.
This study used the constant comparative analysis method (CCA) to analyse the collected interview data. After this inductive analysis, the researcher further employed deductive analysis to identify concepts for the purpose of developing further interpretations. Seven main findings emerged to address the two research questions: 1) Critical Web Reader provides certain support and constraints for learning; 2) Critical Web Reader lenses supported self-regulated learning; 3) students’ conceptions of social studies affect their views on the usefulness of the Critical Web Reader; 4) students’ key learning approaches; 5) planning increases students’ engagements in learning; 6) monitoring increases students’ participations in active learning; and 7) self-reflection decreases students’ participation in learning.
Finally, the seven findings were discussed to suggest technology implementation can be a potential method to increase the motivation of students who lack interest in social studies. The discussion further pointed out the role of students’ conceptions, learning approaches, and efforts to plan, monitor, and reflect on their learning. The discussion concludes with implications, limitations, and directions for future research.
|Appears in Collections:||Doctor of Philosophy (Ph.D.)|
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checked on Jan 24, 2021
checked on Jan 24, 2021
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