Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22848
Title: 
Authors: 
Subjects: 
Inquiry-based learning
Student-centred learning
Technology-aided learning
Issue Date: 
2018
Citation: 
Wu, L., Looi, C.-K., How, M. L., & He, S. (2018). Student questioning tendencies and learning performances in a classroom inquiry curriculum: An SEM analysis. In J. C. Yang, M. Chang, L.-H. Wong, & M. M. T. Rodrigo (Eds.), Proceedings of the 26th International Conference on Computers in Education (ICCE) 2018 (pp. 397-405). Manila, Philippines: Asia-Pacific Society for Computers in Education (APSCE). https://apsce.net/icce/icce2018/wp-content/uploads/2018/12/C4-04.pdf
Abstract: 
In this paper, we examine the use of the Stanford Mobile Inquiry-based Learning Environment (SMILE), a virtual learning environment and inquiry maker that allows students to be involved in their individual learning process. SMILE provides students a platform to generate their questions, leading to opportunities. Students undertake a process of creating and presenting their inquiries; analysing and responding to their peers’ questions, through an interactive and engaging exchange. This empirical study, with an SEM analysis, connotes a positive causal relationship between student learning performances and questioning tendencies, upholds the value of fostering student to generate questions for their inquiries and learning.
URI: 
Project number: 
NRF2015-EDU001-IHL11
Grant ID: 
National Research Foundation, Singapore (Grant no.: NRF2015-EDU001-IHL11)
Funding Agency: 
National Research Foundation, Singapore
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ICCE-2018-397.pdf1.36 MBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s)

75
checked on Nov 24, 2022

Download(s)

30
checked on Nov 24, 2022

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.