Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24313
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dc.contributor.authorChoy, Dorisen
dc.contributor.authorCheung, Yin Lingen
dc.date.accessioned2022-07-20T01:31:09Z-
dc.date.available2022-07-20T01:31:09Z-
dc.date.issued2022-
dc.identifier.citationChoy, 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/221343en
dc.identifier.isbn9781939797629 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/24313-
dc.description.abstractThe 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.-
dc.language.isoenen
dc.titlePerceptions of fourth grade students on technology enabled self-directed learning and collaborative learning activities in English writing lessons in Singaporeen
dc.typeConference paperen
item.grantfulltextNone-
item.cerifentitytypePublications-
item.fulltextNo file-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeConference paper-
item.languageiso639-1en-
Appears in Collections:Conference Papers
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