Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24313
Title: 
Authors: 
Issue Date: 
2022
Citation: 
Choy, D., & Cheung, Y. L. (2022). Perceptions of fourth grade students on technology enabled self-directed learning and collaborative learning activities in English writing lessons in Singapore. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 593-596). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/221343
Abstract: 
The purpose of this study is to explore and compare fourth grade students’ perceptions of technology enabled self-directed learning and collaborative learning during their five-week English writing lesson. Three elementary schools in Singapore were invited to participate in the study. In this pseudo-experimental study, students in the intervention group were able to use various technology tools to develop their self-directed learning and collaborative learning skills while working on their writing tasks. At the end of the intervention, their perceptions of self-directed learning and collaborate learning with technology were collected and compared with the control group. There were significant differences in the perceptions between the control and the experimental groups.
URI: 
ISBN: 
9781939797629 (online)
File Permission: 
None
File Availability: 
No file
Appears in Collections:Conference Papers

Show full item record

Page view(s)

27
checked on Nov 24, 2022

Google ScholarTM

Check

Altmetric


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