A study of building a resource-based learning environment with the inquiry learning approach: Knowledge of family trees

Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students’ transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students’ general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students’ general inquiry knowledge, and these are related with the level of transformative inquiry skills. Key words: computer-supported inquiry learning, general inquiry knowledge, inquiry learning, inquiry meta-processes, transformative and regulative inquiry processes.

Download Full-text

Effectiveness of Gamification in Flipped Learning

SAGE Open ◽

10.1177/2158244020979837 ◽

2020 ◽

Vol 10 (4) ◽

pp. 215824402097983

Author(s):

Abdullah Yasin Gündüz ◽

Buket Akkoyunlu

Keyword(s):

Online Learning ◽

Learning Environment ◽

Qualitative Data ◽

Control Group ◽

Online Learning Environment ◽

Learning Approach ◽

Interaction Data ◽

Flipped Learning ◽

Online Environment ◽

Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

Download Full-text

5E Mobile Inquiry Learning Approach for Enhancing Learning Motivation and Scientific Inquiry Ability of University Students

IEEE Transactions on Education ◽

10.1109/te.2015.2467352 ◽

2016 ◽

Vol 59 (2) ◽

pp. 147-153 ◽

Cited By ~ 13

Author(s):

Ping-Han Cheng ◽

Ya-Ting Carolyn Yang ◽

Shih-Hui Gilbert Chang ◽

Fan-Ray Revon Kuo

Keyword(s):

University Students ◽

Scientific Inquiry ◽

Inquiry Learning ◽

Learning Motivation ◽

Learning Approach

Download Full-text

ADAPTING THE COURSE “CODING IN TELECOMMUNICATION SYSTEMS” TO THE LEARNING ENVIRONMENT EDUCATION 4.0 USING PROJECT-BASED LEARNING APPROACH

EDULEARN21 Proceedings ◽

10.21125/edulearn.2021.0994 ◽

2021 ◽

Author(s):

Adriana Borodzhieva

Keyword(s):

Learning Environment ◽

Project Based Learning ◽

Learning Approach ◽

Telecommunication Systems ◽

Environment Education

Download Full-text

Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch019 ◽

2019 ◽

pp. 399-410

Author(s):

Ke Zhao

Keyword(s):

Learning Environment ◽

Language Learning ◽

Language Proficiency ◽

Learning Strategy ◽

Inquiry Learning ◽

Strategy Use ◽

Business English ◽

Language Learning Strategy ◽

Learning Strategy Use ◽

Collaborative Inquiry Learning

This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.

Download Full-text

Constructing a Flexible Distance Learning Environment Through a Socio-Technical Perspective

International Journal of Information Communication Technologies and Human Development ◽

10.4018/ijicthd.2014100105 ◽

2014 ◽

Vol 6 (4) ◽

pp. 47-66

Author(s):

Tülay Görü Doğan ◽

Gülsün Eby

Keyword(s):

Distance Education ◽

Distance Learning ◽

Learning Environment ◽

Learning Environments ◽

Theory Building ◽

Flow Chart ◽

Learning Approach ◽

Flexible Learning ◽

Technical Theory ◽

Distance Learning Environment

This research is a theory building study regarding the design of distance learning environments from a socio-technical perspective. Within this study, a synthesis of current theories and approaches in addition to established theories in the field of distance education will be conducted, with focus placed on the notion that a flexible learning environment may be designed based on social and technical elements. In this regard, the process of designing the aforementioned learning environment is expressed in a theoretical manner, with the following two theories comprising the basis of the study: (1) the Flexible Learning Approach and (2) the Socio-Technical Theory. A theoretical matrix is established within the study utilizing these theories, while each cell in the theoretical matrix provides a statement that determines a flow chart regarding the design of Flexible Distance Learning Environments.

Download Full-text

Engaging the Students in Activity Based Learning for Future Employability

International Journal of Human Capital and Information Technology Professionals ◽

10.4018/jhcitp.2011100104 ◽

2011 ◽

Vol 2 (4) ◽

pp. 38-48 ◽

Cited By ~ 3

Author(s):

Margaret Ross ◽

Geoff Staples ◽

Mark Udall

Keyword(s):

Learning Environment ◽

Lifelong Learning ◽

Open Source ◽

Undergraduate Students ◽

Open Source Software ◽

Group Work ◽

Learning Approach ◽

Professional Issues ◽

Direct Benefit

The paper discusses the introduction of Activity Based Learning for professional issues for undergraduate students in the School of Computing and Communications at Southampton Solent University. Its aim is to assist the students with their final year project and future employability. The use of the university’s learning environment, based on the Moodle open source software as a key component of the Activity Based Learning, the preparation by the students prior to the tutorials, and the group work within the tutorials are described. The views of the students on this approach are discussed. The paper describes how the students become more self reliant and self motivated in their learning approach. This will be of direct benefit to them in maintaining lifelong learning in their future profession.

Download Full-text

My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

Journal of Education and Learning ◽

10.5539/jel.v6n3p107 ◽

2017 ◽

Vol 6 (3) ◽

pp. 107 ◽

Cited By ~ 2

Author(s):

Sreelekha Leelamma ◽

Uma Devi Indira

Keyword(s):

Learning Environment ◽

Secondary Students ◽

Instructional Strategy ◽

Environmental Science ◽

Inquiry Learning ◽

Cognitive Learning ◽

Control Group ◽

School Students ◽

Inquiry Based Learning ◽

Multiple Dimensions

This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the virtual world to extend their learning experiences. The effectiveness of this innovative approach is determined by comparing the learning effectiveness of an Experimental Group (EG) exposed to the experimental strategy and a Control Group (CG) taught the same content using the pedagogy prescribed by the state curriculum. The results show significant positive results in favor of the EG in multiple dimensions of cognitive learning prescribed by Bloom’s Taxonomy: Knowledge, Comprehension and Application.

Download Full-text

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2020.1.8098 ◽

2020 ◽

Vol 11 (1) ◽

Author(s):

Margrét Sigrún Sigurðardóttir ◽

Thamar Melanie Heijstra

Keyword(s):

Deep Learning ◽

Active Learning ◽

Learning Environment ◽

Learning Process ◽

Flipped Classroom ◽

Approaches To Learning ◽

Male Students ◽

Learning Approach ◽

Learning Approaches ◽

Surface Approach

Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.

Download Full-text