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Mediating inquiry-based learning through participatory media : an exploratory study
Author
Tan, Joo Khim
Supervisor
Tan, Oon Seng
Abstract
The purpose of this study is to explore how Inquiry-based Learning (IBL) can be mediated effectively among youths through online participatory media.
The researcher assumes that the informal, social, networked and omnoptic features of participatory media are potentially motivating, interactive, synergistic, informative and even influential. She is also cognizant of the pitfalls of using these media such as addiction and distraction. She postulates that effective media usage could mediate more self-directed, collaborative IBL among students and enable more effective, personalised facilitation by teachers. However, current literature does not shed much light on how IBL could be mediated via participatory media. An intervention programme was designed to explore: (i) participatory media and their affordances useful for IBL, (ii) the factors that could aid or hinder creative, critical and integrative questioning, (iii) how and why these factors influenced the questioning.
To foster ‘epistemic engagement’, three media tools (Wave, Skype and Facebook) were selected and deployed to establish the three enabling ‘presences’ in a community of inquiry (Garrison, et al., 2000), namely, Teaching Presence, Cognitive Presence and Social Presence.
A random sample of 17 students was garnered through a contest in late 2009. The participants were presented with an ill-structured real world problem and then challenged to brainstorm, evaluate and connect questions relevant to the scenario. Data was gathered through surveys and observations of the participants’ questions and activities online. These data were examined qualitatively: (i) The participants’ perceptions of the tools’ usefulness and ease of use in terms of Venkatesh, et al.’s Unified Theory of Acceptance & Use of Technology; (ii) The participants’ questions in terms of Basadur’s creative problem solving stages, Torrance’s creative thinking components, Ennis’ critical thinking categories and Martin’s integrative thinking steps; and (iii) The participants’ perceptions of their IBL experiences and their observable activities online with reference to Jarvis’ process of learning model.
The study’s results suggest that: (i) Skype is the most preferred tool for brainstorming questions and Wave the preferred tool for connecting questions; (ii) Social influence, usability and privacy issues are key factors for the participants’ rejection of an unfamiliar complex tool like Wave; (iii) Stimulating learning experiences outside the classroom could happen through “intellectual quarrels” on Facebook; and (iv) Younger students are more open to inquiry learning. The fact that Wave was newly launched with a number of teething issues is a confounding factor. The lack of filtering features on Facebook profiles also made it hard for participants to find other teams’ posts.
The insights acquired indicate a need for (i) interface improvements on Wave and Facebook, and (ii) further refinements and studies on mediation practices so as to enable sound pedagogical practices on participatory media. A key challenge is how to challenge the students right where they are, socially and cognitively. Through the multilogues on omnoptic media such as Facebook, the teachers could observe how the youths learn online and they could act as the “meddler in the middle” by adding suitable stimuli at teachable moments to spark further and deeper questions.
The researcher assumes that the informal, social, networked and omnoptic features of participatory media are potentially motivating, interactive, synergistic, informative and even influential. She is also cognizant of the pitfalls of using these media such as addiction and distraction. She postulates that effective media usage could mediate more self-directed, collaborative IBL among students and enable more effective, personalised facilitation by teachers. However, current literature does not shed much light on how IBL could be mediated via participatory media. An intervention programme was designed to explore: (i) participatory media and their affordances useful for IBL, (ii) the factors that could aid or hinder creative, critical and integrative questioning, (iii) how and why these factors influenced the questioning.
To foster ‘epistemic engagement’, three media tools (Wave, Skype and Facebook) were selected and deployed to establish the three enabling ‘presences’ in a community of inquiry (Garrison, et al., 2000), namely, Teaching Presence, Cognitive Presence and Social Presence.
A random sample of 17 students was garnered through a contest in late 2009. The participants were presented with an ill-structured real world problem and then challenged to brainstorm, evaluate and connect questions relevant to the scenario. Data was gathered through surveys and observations of the participants’ questions and activities online. These data were examined qualitatively: (i) The participants’ perceptions of the tools’ usefulness and ease of use in terms of Venkatesh, et al.’s Unified Theory of Acceptance & Use of Technology; (ii) The participants’ questions in terms of Basadur’s creative problem solving stages, Torrance’s creative thinking components, Ennis’ critical thinking categories and Martin’s integrative thinking steps; and (iii) The participants’ perceptions of their IBL experiences and their observable activities online with reference to Jarvis’ process of learning model.
The study’s results suggest that: (i) Skype is the most preferred tool for brainstorming questions and Wave the preferred tool for connecting questions; (ii) Social influence, usability and privacy issues are key factors for the participants’ rejection of an unfamiliar complex tool like Wave; (iii) Stimulating learning experiences outside the classroom could happen through “intellectual quarrels” on Facebook; and (iv) Younger students are more open to inquiry learning. The fact that Wave was newly launched with a number of teething issues is a confounding factor. The lack of filtering features on Facebook profiles also made it hard for participants to find other teams’ posts.
The insights acquired indicate a need for (i) interface improvements on Wave and Facebook, and (ii) further refinements and studies on mediation practices so as to enable sound pedagogical practices on participatory media. A key challenge is how to challenge the students right where they are, socially and cognitively. Through the multilogues on omnoptic media such as Facebook, the teachers could observe how the youths learn online and they could act as the “meddler in the middle” by adding suitable stimuli at teachable moments to spark further and deeper questions.
Date Issued
2010
Call Number
LB1027.23 Tan
Date Submitted
2010