Abstract:
Information technology (IT) and Problem-based learning (PBL) approach have become the major development and change in educational practice worldwide (Hung 2011). Educators are aware that the scope of knowledge is expanding at a rapid rate. Real-life problems faced nowadays have become increasingly complex (Richardson 2003). However, it is a challenge to piece together the information, knowledge and wisdom for students to learn. Many education faculties have identified a student-centred teaching approach along with problem-solving ability as important outcomes of teaching pedagogy for students (Hmelo-Silver, Chernobilsky et al. 2008). The proliferation of social networking site has created a new learning culture to facilitate student-centred learning. This project aims to develop blended learning environments that combine face-to-face PBL contact with a Facebook-enabled PBL environment to improve students’ level of learning in the learning process. Students studying either one or two of the health course(s) of undergraduate programme, one education course of master programme, and a health course of the professional development programme in 2015/16, will be involved in this project. Methodological triangulation will be used to evaluate students’ learning approach. This project may help to identify the key to the success of social networking site to enhance students’ learning.
Code:
T0149
Principal Project Supervisors:
Keywords provided by authors:
Subjects:
Start Date:
01 Aug 2015
End Date:
31 Jan 2017
Status:
Completed
Result:
Data was collected on pretests and posttests of R-SPQ-2F to determine 74 students' deep learning approach and surface learning approach. Among the students, 43 (58%) were aged 25 or below, 8 (11%) were 26 to 30, 8 (11%) were 31 to 35 and 12 (20%) were more than 36 years old. Most of them were female (93%). Kindergarten teachers consisted of 59 (80%) and 15 (20%) were Secondary school teachers. There were no significant differences in deep motive, deep strategy, surface strategy and had significant decreased in surface motive (t = -2.43, p = 0.02) in the comparison of pre-post test. It indicated that students learning approach of the students were shifting from surface approach although no significant changes in the level of deep approach.
Impact:
Blended learning in Facebook-enabled PBL approach was designed in alignment with the objectives of the project. The impact of this project is twofold: 1. Pedagogical changes and innovations and 2. Teaching and learning. For the perspective of pedagogical change and innovation, this project has facilitated the development of a new model of learning, using FB as a form of social networking leading to an academic networking platform to enhance the understanding and to guide the educators who aim to enhance teaching and learning through online platform and work. For the instructional guideline of using Facebook, teaching guide of making video/animation and assessment rubics were designed to implement the programmes. The impact can provide a sustainable development of student learning.Facebook-enabled PBL environment provides a platform for student-student and student-teacher interaction. It enhances group discussion, the development of e-learning resources, and facilitates peer reviews between groups. Although they could be promoted to deep learning, the findings indicated that they were less towards surface motive. In general, students were welcome this new approach according to the SET scores of the course.
Financial Year:
2014-15
Type:
TDG