Now showing 1 - 10 of 33
  • Publication
    Metadata only
    Teaching and learning with social media

    In this chapter, the term social media is used as a singular – through media is a plural form of medium – to refer to the type of online social platform that allows users to meet virtually or get in touch with one another through social activities such as sharing of photographs, updating of states, and taking part in conversations. Examples of social media platforms include Facebook, WhatsApp, YouTube, Twitter and LinkedIn. With the rapid development of information and communication technology (ICT), social media use has grown substantially over the years. According to the recent statistical result published on the Statistics Portal (2021), there are about 2.7 billion monthly active users of Facebook, 2.0 billion users of WhatsApp and 1.78 billion viewers of YouTube. Most of them belong to young adult age group, and many of them are primary or secondary school students.

    Social media has become an indispensable part of our daily lives. Though it is initially designed for social interaction like sharing information and keeping in contact with others but not for educational purposes, it has great potential for teaching and learning because of its participatory nature and interactivity. This chapter describes the potential benefits and risks of using social media for teaching and learning. Three examples of using various social media platforms (i.e., Twitter, Facebook and YouTube) for teaching and learning are described. In addition, ways of using social media to support teaching and learning effectively are suggested for teachers.

      27
  • Publication
    Open Access
    Future learning with technology
    (National Institute of Education (Singapore), 2022) ;
    We are living in a VUCA (Volatility, Uncertainty, Complexity and Ambiguity) world. It is hard to predict what would happen in the future as no one knew how COVID-19 could affect our lives and school education a few years ago. Technologies are transforming teaching and learning in many ways. What will future learning look like? What are the technological tools learners will be using in the future? Researchers and educators believe that future learning incorporates the following features.
      48  65
  • Publication
    Restricted
    A review of blended synchronous learning
    (2017)
    Ho, Wan Yu
    ;
    This paper reviews the main benefits and challenges teachers, students and institutes may face while using blended synchronous learning and some possible strategies to overcome them. This paper also looks at the main factors to consider for designing effective blended synchronous learning. For example, having common display across all users, choosing a suitable platform and features, modes of blended synchronous learning. Strategies like: enhancing students’ and teachers’ e-learning competence, explaining the structure of the course to students, teachers’ preparation and delivery of lessons and support from various parties, can be used to effectively carry out blended synchronous learning.
      273  24
  • Publication
    Open Access
    Investigating the period of switching roles in pair programming in a primary school
    (2017)
    Zhong, Baichang
    ;
    ;
    Chen, Jie
    ;
    Li, Yi
    Pair programming (PP) is a useful approach to fostering computational thinking for young students. However, there are many factors impacting on the effectiveness of PP. The period of switching roles between the driver and the navigator is often ignored by researchers. Therefore, this study aimed to explore the impact of the switching period on PP. We conducted a PP experiment in four classes in the sixth grade in a primary school. The results indicated that (a) the semi-free switch was more effective for the learning achievement than the fixed periods, and the preference for adopting the fixed time interval to switch roles existed in previous studies seems to be a kind of prejudice; (b) students who switched roles every 5 minutes and semi-freely were more enjoyable than those who switched roles in every task and in every class session. Moreover, the period of switching roles in every class session decreased students’ enjoyment after PP; (c) the frequency of switching roles decreased significantly, but the negotiation between the driver and the navigator became more active with time going in the semi-free class. Implications for teaching are also discussed.
      164  459
  • Publication
    Open Access
    A panorama of online education in China
    (2003)
    Zhu, Zhiting
    ;
    Gu, Xiaoqing
    ;
    This article presents an overview of various efforts toward developing online education in China, and describes the progress that has been made both in the areas of higher education and basic education in recent years. In addition, some on-going national projects related to online education are briefly introduced. Finally, some issues pertinent to online education are discussed and recommendations for further developments are made.
      239  199
  • Publication
    Open Access
    Design of an interactive online learning environment
    (National Institute of Education (Singapore), 2018) ;
      155  126
  • Publication
    Open Access
    Supporting beginning teachers' case–based learning in a technology-mediated learning environment
    The current challenge faced by most beginning teachers is the disparity between the theories of classroom management exposed to in pre-service, and the practices in complex and ill-structured classroom situations. Such a theory-practice gap has led to the need to re-examine the existing instructional approach used in teacher learning and helping them develop deep understanding and meaningful learning for teachers. This proposed study explores case-based learning and related areas, beginning teachers’ case-based learning for self-analysis, discussion and reflection. It also explores how technology can be used to support teachers' case-based learning. The affordances of technology and design of technology-mediated learning environment will also be presented.
      200  161
  • Publication
    Open Access
    Verifying causal relationships among the presences of the community of inquiry framework in the Chinese context
    (2017)
    Ma, Zhiqiang
    ;
    Wang, Jing
    ;
    ;
    Kong, Lili
    ;
    Wu, Yajie
    ;
    Yang, Hao
    The purpose of this study was to verify a Chinese version of Community of Inquiry (CoI) instrument with learning presence and explore the casual relationships of the factors in the instrument. This study first examined the reliability and validity of the instrument. All four presences had acceptable levels of reliability (all Cronbach's a>.765 or higher). The confirmatory factor modelling approach was used to assess its validity. Then, the study used path analysis and regression analysis to explore the causal relationships of the presences. The key findings showed that teaching and social presences directly influenced the perceptions of learning presence. Learning presence was a partial mediating variable of interactional relationship within CoI constructs.
      298  389
  • Publication
    Open Access
    An exploratory study on promoting students’ critical thinking by using weblogs
    (2008-06) ;
    Woo, Huay Lit
    Critical thinking becomes an essential competency for people in the new information age. The purpose of this research is to investigate to what extent writing online reflections using weblogs can promote students’ critical thinking. This research is conducted in a secondary school. After completing 3 weblogs, a focus group interview was conducted to collect their feedback on the design and implementation of the research. The results showed that the students liked the way of writing online reflections. They attempted to make the weblogs interesting, convincing and logical. Also, they liked to view others’ reflections and to give comments. This paper presents the formative evaluation processes and results of the research.
      307  89
  • Publication
    Open Access
    Guiding teachers in the process of ICT integration: Analysis of three conceptual models
    (Educational Technology Publications, 2009)
    The rapid development of emerging technologies has resulted in the availability of a number of information and communication technologies (ICT) tools. Teachers must have the competency to choose and integrate proper tools into teaching and learning. Over the years, a number of conceptual models have been developed to guide the process of ICT integration. Some of the models look similar on the surface but are different in many aspects. Better discernment of the differences will enable teachers to follow the models more appropriately. This article compares the differences among the TPACK, PST, and Col models on the key components of content, pedagogy, social interaction, and technology.
      204  163