Now showing 1 - 10 of 39
  • Publication
    Open Access
    Conceptualising a framework for engaged learning in the context of IT masterplan II in Singapore
    (2004)
    Teo, Yiong Hwee
    ;
    Chai, Ching Sing
    ;
    ;
    Recent literature has emphasised active and learner-centred learning as opposed to passive and didactic methods of learning. The term "engaged learning" is often used synonymously with active learning, self-directed learning, collaborative learning and other similar canstructivist pedagogics. In this paper, we will track how Singapore's education system has advancedfrorn certain key initiatives in recent years to the next lap of embracing the engaged learning paradigm. We propose a definition and some indicators of engaged learning that are relevant to the Singapore context and advance a framework for bringing about engaged learning. In particular, the Instructional Science Academic Group of the National Institute of Education (NIE) will be developing a programme based on this framework of engaged learning for preservice and in-service teacher education and professional development. While this framework is conceptualised for teacher education and professional development, its components provide the basis for classroom teachers and administrators to design and implement effective instructional programmes that promote engaged learning in Singapore schools.
      150  350
  • Publication
    Open Access
    Project-based learning and students’ motivation: The Singapore context
    (2004-11) ; ;
    Peer, Jarina
    ;
    ;
    Wong, Angela F. L.
    ;
    Williams, Michael Dale
    The Project work (PW) initiative was introduced by the Ministry of Education, Singapore, to provide students with the opportunities to foster collaborative learning skills, to improve both oral and written communication, to practise creative and critical thinking skills, and to develop self-directed inquiry and life-long learning skills (Ministry of Education, 1999). Although PW has been introduced for a few years, there has not been much research done in the Singapore context, especially in terms of its effect on students’ motivation. To fill the empirical gap, this study examined the extent in which PW promoted students’ intrinsic motivation, as well as satisfied students’ needs for competence, choice and relatedness. Specifically, data was collected from 7 classes of Secondary 2 students with the use of a modified version of the Intrinsic Motivation Inventory (IMI, McAuley, Duncan, & Tammen, 1989) to assess students’ intrinsic motivation and their perceived choice, competence and relatedness in the PW context and in their normal mathematics or science lessons. Comparisons were made to establish whether there was any significant difference in terms of the students’ experiences in the different learning contexts.
      326  377
  • Publication
    Open Access
    Stream differences in asynchronous online discussions: Analysing student cohesion and roles in technology-mediated project work classrooms
    This study aims to investigate stream differences in asynchronous online discussions in the context of Project Work. Empirical evidence from literature shows that knowledge construction in asynchronous online discussions is strongly associated with cohesion and role structure in online networks. We analysed the social networks in two eighth grade classes from two different streams for cohesion and role structures. A total of 80 students in 16 project groups were involved in this study. All groups were facilitated by the same teacher. The findings revealed no significant stream difference for cohesion. It was found that groups which are more cohesive had high correlation values of structural role equivalence while less cohesive groups had lower correlation values of structural role equivalence, indicating the strong presence of dominating and lurking members. The findings provide evidence that asynchronous online discussions in Project Work classrooms provide possibilities for equal participatory activities and cohesive structures in groups of different learning abilities (express and normal stream).
      90  136
  • Publication
    Metadata only
    Insight into e-pedagogy and practice in Singapore
    As we reflect on the pedagogies adopted in the globally driven digital transformation due to Covid-19 pandemic, it is time for us to take stock of what we have all experienced as educators. With disrupted school attendance, teaching and learning were shifted to the online platform. Teachers devised new teaching and learning strategies to minimise disruptions in schooling and the term Home-based Learning (HBL) became popular. Such lived episodes make us recalibrate our current teaching practices with technology and rationalize and plan for the next leap as educators. How future-ready are we in gearing ourselves towards the adoption of new pedagogies in this digital transformation journey? This chapter aims to provide you the definitions of e-pedagogy and e-pedagogies used in literature and the adoption of e-pedagogy in Singapore. The rationalization of e-pedagogy for Singapore teachers and examples of e-pedagogy and classroom practices will also be covered.
      90
  • Publication
    Open Access
    Computer mediated communication as a collaborative tool for facilitating student-centered learning in project- based classrooms
    (2005) ;
    Peer, Jarina
    ;
    ; ;
    Williams, Michael Dale
    ;
    Wong, Angela F. L.
    ;
    Computer mediated communication (CMC) tools have marched into schools to provide borderless teaching and learning to complement existing face-to-face interactions. This article describes how teachers have used CMC to facilitate asynchronous online communication among students' collaborative project groups in project-based classrooms. Secondary school teachers used the CMC tool to facilitate and manage students' learning in terms of brainstorming and challenging student ideas, building resources, and working collaboratively to complete group projects.
      168  94
  • Publication
    Open Access
    How teacher-student relationship influenced student attitude towards teachers and school
    This study examines the influence of both student and teacher perception of the student-teacher relationship on student's attitude towards teachers and school. It also seeks to explore any gender differences in the perception of teacher-student relationship between male and female adolescents. A sample of 1,266 students (541 girls and 725 boys) from six different middle schools in Singapore participated in this study. Findings indicated that gender differences were observed for certain dimensions in the teacher-student relationship predicting their attitude towards teachers and school. Possible explanations for the obtained results were suggested and implications of the findings were also discussed.
      3736  11564
  • Publication
    Open Access
    Validation of an instrument to monitor my students’ face-to-face philosophy ‘communities of inquiry’
    (2006-05)
    Yip, Meng Fai
    ;
    This paper focuses on the development and validation of a modified version of the Constructivist Learning Environment Survey (CLES) in a study of high school philosophy classrooms in Singapore that adopt the ‘community of inquiry’ approach. The modified CLES was administered to 1398 high ability students (grades 7-10) from 49 classes in an all-boy school from the central part of Singapore. Data analysis generally supported each scale’s factor structure, alpha reliability, discriminant validity and ability to differentiate between classrooms. Statistically significant relationships were also found between classroom environment and student outcomes.
      135  108
  • Publication
    Open Access
    Pre-service teachers’ collaborative project crafting in computer-supported classroom learning environment
    This study investigates 80 pre-service teachers’ exploration of using a computer mediated communication tool to design interdisciplinary projects collaboratively. Over a period of six weeks, the pre-service teachers assumed their roles as curriculum designers in project crafting. They were engaged in discussions via the online discussion forums and face-toface tutorial sessions. Amongst their project groups of 4-5 members, they carried out brainstorming of project ideas, asking questions and decision making about their views and ideas of projects. Their online activities and discussions were analysed quantitatively and qualitatively. The implications and key learning points of their project crafting are discussed in this paper.
      96  91
  • Publication
    Open Access
    Students’ perspectives on the design and implementation of a blended synchronous learning environment
    (2018) ;
    Huang, Changqin
    ;
    This study investigated a blended synchronous learning environment (BSLE), which was designed for a group of master’s students taking a course at a teacher education institute. The BSLE was created for the majority of the students to attend the course face-to-face and at the same time allowed the rest to join the identical sessions using videoconferencing from different locations. The purpose of the study was to find out what learning experiences and perceptions the students had with regard to the design and implementation of the BSLE. Results show that the BSLE could extend certain features of the face-to-face classroom instruction to the online students and the students liked the flexibility and convenience of attending lessons via the two way videoconferencing at remote sites. This study further identified that smooth communication between online students and the instructor and between the online students and classroom students, the engagement of the online students and the redesign of certain instructional activities, balanced attention from the instructor to the classroom students as well as the online students and the quality of the audio were crucial for the environment to be effective.
    WOS© Citations 50Scopus© Citations 67  186  234