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An evaluative study on the effectiveness of Conversant Media for preschool teachers
Author
Chua, Ming Kok
Supervisor
Tan, Seng Chee
Abstract
The extensive proliferation of new asynchronous discussions tools brings fundamental changes in the methods, models and techniques employed to educate and train students and professionals. Approaching education as communication and building a learning community (Palloff and Pratt, 1999) provides the basis for this research. In this study, the researcher did an evaluative comparison of Conversant Media; which is a recent program that was produced by Kent Ridge Digital Labs to encourage online network participation, to Blackboard; an asynchronous discussion program used by the National Institute of Education Singapore. The target population was the Early Childhood trainee teachers. The effectiveness of the program was evaluated based on three research questions:
1. What is the nature of online participation patterns of Conversant Media and Blackboard as asynchronous tools?
2. What is the level of learners' satisfaction in the usage of the two asynchronous discussion tools?
3. Is there a qualitative difference in the knowledge constructed through the process of social negotiation elicited by both types of asynchronous discussion tools?
The basis for answering these research questions were shaped by Learning Theories that helped the study to conclude with the following general results:
1. Students were participating more actively online when using Conversant Media as compared to Blackboard and had also produces richer commentaries.
2. Their commentaries were content dependant and learner centered. Knowledge was negotiated and constructed
3. The students that used Conversant Media had produced commentaries that were richer in content and showed more depth of thought than Blackboard.
4. The students were more satisfied with the use of Conversant Media.
1. What is the nature of online participation patterns of Conversant Media and Blackboard as asynchronous tools?
2. What is the level of learners' satisfaction in the usage of the two asynchronous discussion tools?
3. Is there a qualitative difference in the knowledge constructed through the process of social negotiation elicited by both types of asynchronous discussion tools?
The basis for answering these research questions were shaped by Learning Theories that helped the study to conclude with the following general results:
1. Students were participating more actively online when using Conversant Media as compared to Blackboard and had also produces richer commentaries.
2. Their commentaries were content dependant and learner centered. Knowledge was negotiated and constructed
3. The students that used Conversant Media had produced commentaries that were richer in content and showed more depth of thought than Blackboard.
4. The students were more satisfied with the use of Conversant Media.
Date Issued
2003
Call Number
LB1028.5 Chu
Date Submitted
2003