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Perceptions of fourth grade students on technology enabled self-directed learning and collaborative learning activities in English writing lessons in Singapore
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Type
Conference paper
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.
Date Issued
2022
ISBN
9781939797629 (online)