October 2011 Volume 14 Number 4 - Educational Technology ...

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academic tasks set (metacognition), which is also related to his/her personal characteristics (intellectual skills, personality, etc.), including beliefs about knowledge and learning (epistemological beliefs)” (p. 205). Overall, students’ understanding of the five dimensions of CLEs establishes a positive relationship between the students’ constructivist learning environment and their perceived e-learning outcomes. Based on the constructivist assumption that students need to feel the ownership of their knowledge construction, future research is needed to evaluate students’ beliefs regarding their contribution to their learning outcomes. Students’ perceived learning outcome could be a subject of further study that could investigate the extent to which students’ beliefs in their learning environment, and their intention to fully engage in understanding and utilization of “CLEs” dimensions as well as their reaction to values, affect the quality of their self-regulatory learning Future Research Future research is needed on one constructivism learning strategy (e.g. Problem based learning) and how they use it in-and-out-of Malaysian schools. However, integration of ICT in school’s pedagogy and students’ computer literacy towards their learning outcome in a constructivism learning environment could be another dimension to be considered. Moreover, intervention studies can be conducted to determine connections between teacher’s pedagogical practices and conservative beliefs and attitudes in a constructivist learning practices. Finally, Gender differences in classroom practices and learning outcomes is also possible when learners are required to construct their own learning. To which extend does the gender will vary when it comes to this concept? As Hoffman (2008) argued “While the trends indicate both sexes are using social media in huge numbers, our findings show that women far outpace the men”. Does this could be possible in Malaysian schools when applying 1:1 learning environment strategy? Conclusion The dimensions of Constructivist Learning Environments are the practical measurable constructs that were used in this study. A review of various studies shows that the majority of early studies on the learning environment were conducted in Western countries; however, over the last decade, Asia-based researchers have made important contributions to this field (Fraser, 1998). Studies conducted in Indonesia (Margianti, 2001), Singapore (Chionh & Fraser, 2009), Korea (Kim, Fisher, & Fraser, 1999), and Brunei (Scott, 2001) have replicated prior research findings, namely that the psychosocial aspects of the learning environment are an important determinant of student outcomes. Despite the fact that a great deal of learning environment research has been conducted all over the world, there are few related works that have been undertaken in regard to the constructivist learning environment in Malaysian schools. Different studies (Taylor, & Fraser, 1991; Fraser et al., 1997) have conducted investigations into several CLEs and measures as well as on the introduction and use of 1:1 learning resources in the Malaysian MOE-Intel classroom. The main contribution of this research is that it adds to our knowledge and understanding of the concept of constructivism in education. The contributions of the study are: (1) the concept of constructivist learning is grounded with accessible pedagogies that frame constructivist learning. This study identified and compiled literature that focuses on CLEs within the Malaysian school context that emphasizes the integration of multimedia technology in a 1:1 learning environment, and identified different barriers teachers may face when attempting to implement the concept, (2) the theoretical framework of this study identified different barriers impeding the implementation of constructivist learning within Malaysian schools, and how it prevent implementation of constructivist learning that promotes students’ development and encourages positive learning outcomes, (3) this study identified a new instrument CLEQ and proposed as a Malaysia-version, providing teachers or researchers with information that could assist in improving the ultimate quality pertaining teaching and learning process within a constructivist learning, (3) based on both theory and empirical findings, the study proposed a Constructivist Learning Environments Model (CLEM) that explains how using different constructivist learning factors “Personal Relevance”, “Uncertainty”, “Critical Voice”, “Shared Control”, and “students’ Negotiation” in 1:1 e-learning influences students’ perceived e-learning outcomes, and (4) by taking into account the Malaysian MOE school 159
eform strategy, namely, the MOE-Intel project, this study also addressed the context of constructivist learning within a 1:1 learning environment that is characterized by the integration of ICT and multimedia technology into education and laptops for students (CMPC). The findings from this study contribute to the growing body of knowledge on the learning experience in Malaysian schools and specifically in respect of the 1:1 learning environment through the example of the MOE-Intel project. References Abma, T., & Widdershoven, G. (2006). Moral Deliberation in Psychiatric Nursing Practice. Nursing Ethics, 13(5), 546-557. Aldridge Jill, M., Barry, J. F., Peter, C. T., & Chung-Chih, C. (2000). Constructivist learning environments in a crossnational study in Taiwan and Australia. International Journal of Science Education, 22(1), 37. Aragon, S. (2003). Creating Social Presence in Online Environments. New Directions for Adult and Continuing Education, 2003(100), 57-68. Barron, A. E., Kemker, K., Harmes, C., & Kalaydjian, K. (2003). Large-Scale Research Study on Technology in K-12 Schools: Technology Integration as It Relates to the National Technology Standards. Journal of Research on Technology in Education, 35, 489-507. Barron, B. (2003). When Smart Groups Fail. The Journal of the Learning Sciences, 12(3), 307-359. Bera, S., & Liu, M. (2006). Cognitive tools, individual differences, and group processing as mediating factors in a hypermedia environment. Computers in Human Behavior, 22(2), 295-319. Brill, G., & Yarden, A. (2003). Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students. Retrieved May 1, 2011 from http://www.lifescied.org/cgi/reprint/2/4/266.pdf. Brooks, J. G., Brooks, M. G., & Association for Supervision and Curriculum Development (1999). In Search of Understanding. The Case for Constructivist Classrooms [Revised.], Alexandria, VA: Association for Supervision and Curriculum Development. Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75(2), 203–221. Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks. Science Education, 86, 175-218. Chionh, Y. H., & Fraser, B. J. (2009). Classroom Environment, Achievement, Attitudes and Self-Esteem in Geography and Mathematics in Singapore. International Research in Geographical and Environmental Education, 18(1), 29-44. Churchill, G. A. (1978). A paradigm for developing better measures of marketing constructs. [Madison]: Graduate School of Business, University of Wisconsin-Madison. Churchill, G. A. (1999). Marketing research : methodological foundations. Fort Worth: Dryden Press. Cohen, D. K. (1988). Teaching practice plus ca change. East Lansing, Mich.: Michigan State University. Davis, B. M. (2006). How to teach students who don't look like you : culturally relevant teaching strategies. Thousand Oaks, CA: Corwin Press. Davis, D., & Cosenza, R. M. (1993). Business research for decision making. Belmont, CA: Wadsworth. Davis, H. A. (2006). Exploring the Contexts of Relationship Quality between Middle School Students and Teachers. The Elementary School Journal, 106(3), 193. Driscoll, M. P. (2005). Psychology of learning for instruction. Boston: Pearson Allyn and Bacon. Florio, S. E. (1978). Learning how to go to school : an ethnography of interaction in a kindergarten/first grade classroom, Harvard: Harvard Graduate School of Education. Fosnot, C. T. (1996). Constructivism: theory, perspectives, and practice. New York: Teachers College Press. Fraser, B. J. (1998). Classroom Environment Instruments: Development, Validity and Applications. Learning Environments Research, 1(1), 7. Gergen, K. J. (2001). Psychological science in a postmodern context. The American psychologist, 56(10), 803-813. Granic, A., & Cukusic, M. (2007). Universal Design Within the Context of e-Learning. Lecture notes in computer science, 4556, 617-626. 160
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October 2011 Volume 14 Number 4
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Supporting Organizations Centre for
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Time-Quality Tradeoff of Waiting St
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Ibáñez, M. B., García, J. J., Ga
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Situated learning. It states that k
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executed in the client, the server
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The participants were twelve non-na
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Huang, H. M., Rauch, U., & Liaw, S.
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Theoretical background Feedback, is
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There are already a number of tools
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output used were blogs, written by
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Question Table 2: Perceived Relevan
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Black, P., & Wiliam, D. (2009). Dev
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detection, and analysis of affectiv
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experience is a suitable method of
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Collins, 1998). The appraisal theor
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encompasses the finer shades of an
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and can also track faces with glass
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Acknowledgements This research was
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Merill, D. C., Reiser, B. J., Traft
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to the above-discussed issues of th
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The annotation part of the SDM onto
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that enables the office users to ac
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Figure 4. Semantic document browser
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to the group’s shared semantic do
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participants performed less mouse c
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Bastili, V.R., Gianluigi, C., & Rom
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esource contribution, enabling conv
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Semantic Search In contrast to the
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Participation: P i i i NiVadd Vde
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and comment on each page as well. T
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Table 1. Questionnaire results (N=2
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propose for him, as well as calenda
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Discussion and Conclusion Collabora
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Sampson, D. G., & Zervas, P. (2011)
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Obtaining: the first step of the li
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process (Palmer & Richardson, 2004)
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and ratings (the use of star rating
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(K1) is the number of non-reusable
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Case 3: The process of reusing a se
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Washizaki, H., Yamamoto, Y. & Fukaz
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to examine determinants for pre-ser
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Overview of the model The first res
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significance of relationships. All
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Discussion This study represents a
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Davis, F., Bagozzi, R., & Warshaw,
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Ko, C.-C., Chiang, C.-H., Lin, Y.-L
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Interestingly, the Universal Design
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Figure 1. Framework of the TriAcces
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Experiment This experiment aimed to
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Table 2. Descriptive statistics for
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Foulds, R., & Camacho, C. (2003). T
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answer. However, students can choos
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Hartley & Collins-Brown, 1999; Morl
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Subjects Figure 4. Partial misconce
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correct for a four-option MC item i
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Page 115 and 116: Kansup, W. (1973). A comparison of
Page 117 and 118: The theory of mental models explain
Page 119 and 120: computer-mediated counter-arguments
Page 121 and 122: Learning in this study refers to, w
Page 123 and 124: the experiment process was anonymou
Page 125 and 126: supported. However, significant dif
Page 127 and 128: Cannon-Bowers, J. A., Salas, E., &
Page 129 and 130: Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.
Page 131 and 132: Many researchers have conducted emp
Page 133 and 134: Trialability Some studies have empi
Page 135 and 136: Results Instrument validation Two c
Page 137 and 138: In this study, Amos 6.0 was employe
Page 139 and 140: Our results strongly supported the
Page 141 and 142: Fornell, C., & Larcker, D. F. (1981
Page 143 and 144: Kimmerle, J., Moskaliuk, J., & Cres
Page 145 and 146: What becomes clear from this short
Page 147 and 148: Figure 1. Distribution of informati
Page 149 and 150: Results In order to test the hypoth
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Page 155 and 156: A conceptual framework of this stud
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Page 161 and 162: Discussion This study suggests that
Page 163: 146). Also, role of constructivist
Page 167 and 168: McNaughton, S. (2002). Meeting of m
Page 169 and 170: Wu, T.-T., Sung, T.-W., Huang, Y.-M
Page 171 and 172: Ubiquitous English-Reading Learning
Page 173 and 174: include the number of times and ran
Page 175 and 176: initial value for the predetermined
Page 177 and 178: The following Eq. (18) expresses th
Page 179 and 180: Limitations This experiment adopted
Page 181 and 182: Table 3 shows the analysis of the p
Page 183 and 184: enhance learning outcomes, it impor
Page 185 and 186: Ogata, H., & Yano, Y. (2004a). Cont
Page 187 and 188: Communication seems to be more effe
Page 189 and 190: the audience only listened, one whe
Page 191 and 192: Step 5) Writing the story On the ba
Page 193 and 194: As indicated in Table 2, the differ
Page 195 and 196: References Armstrong, S. (2003). Th
Page 197 and 198: Goh, T.-T. (2011). Exploring Gender
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Page 201 and 202: Perceived Self-Efficacy Figure 3. H
Page 203 and 204: were asked to rate their confidence
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Page 207 and 208: Discussion and Implications Note. S
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Page 211 and 212: Parker, A. (2007). SMS - Its use in
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Wait Time Management Issues related
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Precision Reduced_Precision ( T T0
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learning concept. If the Specialty
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Two criteria have been adopted to e
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Reduced Recall 0.07 0.06 0.05 0.04
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In this work, both recall-oriented
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Tsai, C.-C., Chuang, S.-C., Liang,
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confidence and self-belief in their
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Peng et al. (2006) To explore ISE &
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Torkzadeh, Chang, and Demirhan (200
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educational level, locus of control
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Internet-based learning self-effica
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Though Lee and Lee (2008) did not d
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Regarding the category of ISE resea
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Bandura, A. (1997). Self-efficacy:
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Pintrich, P. R., & de Groot, E. V.
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In formal learning, Safran, Helic,
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that culture is essential when user
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Table 3. Analysis of usage frequenc
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7 1.16 137.73 0.25 0.29 0.25 Social
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discussions freely. So Korean stude
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Johnson, L., Levine, A., & Smith, R
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Figure 1. The UE Faculty Web Portal
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2006), and consistency (Sindhuja &
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Independent Variables Dependent Var
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Meanwhile, as shown in Table 4, Ava
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design methods in the development o
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Pearson, J. M., & Pearson, A. (2008
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Clewley, N., Chen, S. Y., & Liu, X.
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As shown in this Table, Holists wil
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satisfaction or dissatisfaction wit
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8 I would prefer to learn from huma
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the examples need to be more practi
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Brotherton, J. A,. & Abowd, G. D. (
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Cobos, D. L. (2011). Book review: T
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