scholarly journals Using asynchronous online discussions in primary school project work

2006 ◽  
Vol 22 (1) ◽  
Author(s):  
Azilawati Jamaludin ◽  
Quek Choon Lang
Keyword(s):  
Primary School ◽  
Interaction Analysis ◽  
Online Discussions ◽  
Project Work ◽  
Analysis Model ◽  
Primary School Students ◽  
School Students ◽  
Construction Of Knowledge ◽  
Interaction Analysis Model ◽  
Asynchronous Online Discussions

<span>Using asynchronous online discussions for interschool collaborative project work represents one of the innovative practices in the Singapore classroom. With anytime, anywhere access to interactions among the students and teachers, the asynchronous nature of these interactions leads to new paradigms for teaching and learning, with both unique problems of coordination and unique opportunities to support active participation and collaborative learning. A research study was conducted to investigate how primary school students participate and learn in project work based on co-construction of knowledge in asynchronous online learning environments. 10 teachers and 20 students from 5 primary schools participated in this half-year long research study. Teachers crafted project tasks for implementation at the students' level and these tasks were addressed collaboratively by the students who formed project groups with members from another school. Quantitative and qualitative analyses of students' activity in the asynchronous online environment were conducted. Students' sent and received notes as well as the frequency of scaffolds used in the online environment were evaluated. Each note was also ranked according to Gunawardena, Lowe and Anderson's (1997)</span><em>Interaction Analysis Model.</em><span> The findings provided evidence to suggest that primary school students participating in the online project work learning environment were capable of the co-construction of knowledge up till Phase IV of the</span><em>Interaction Analysis Model.</em>

scholarly journals Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing

1997 ◽  
Vol 17 (4) ◽  
pp. 397-431 ◽  
Author(s):  
Charlotte N. Gunawardena ◽  
Constance A. Lowe ◽  
Terry Anderson
Keyword(s):  
Social Construction ◽  
Interaction Analysis ◽  
Computer Conferencing ◽  
Analysis Model ◽  
New Model ◽  
Analysis Techniques ◽  
Construction Of Knowledge ◽  
Social Construction Of Knowledge ◽  
Interaction Analysis Model ◽  
Online Debate

This study attempts to find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learning environments facilitated by computer conferencing. The authors review strengths and shortcomings of existing interaction analysis techniques and propose a new model based on grounded theory building for analyzing the quality of CMC interactions and learning experiences. This new Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing was developed after proposing a new definition of “interaction” for the CMC context and after analyzing interactions that occurred in a Global Online Debate. The application of the new model for analysis of collaborative construction of knowledge in the online debate and in a subsequent computer conference are discussed and future research suggested.

scholarly journals Peningkatan Kemampuan Siswa Menulis Narasi Melalui Pendekatan Proses di Sekolah Dasar

2012 ◽  
Vol 13 (2) ◽  
Author(s):  
Harnon .
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Process Approach ◽  
Problem Solution ◽  
Effective Strategy ◽  
Analysis Model ◽  
Primary School Students ◽  
School Students ◽  
Assessment Approach ◽  
Research Findings

The learning of writing, particularly writing narratives, at primary schools aims to enable the students to express their ideas and thoughts into narratives. Previous studies inform that the skill of Grade IV students of Primary School 03 Alai Timur, Padang, in writing narrative is less satisfied. This is attributed to the facts that student’s lack of interest in writing and the teacher has no effective strategy in teaching. This research aims to discover the accurate and effective strategy in solving the problem of learning to write narratives at primary schools. The research is conducted to improve primary school students’ skill in writing narratives. This research employs a strategy considered being able to solve the problem of primary school students skill in writing narratives, that is the process approach. The approach is one of the alternatives for problem solution. The data collection techniques employed observation, interviews, and students writing. Then, the data are analyzed through qualitative data analysis model. To keep the data validity, Triangualation technique is used. The research findings indicate that strategy of process approach may improve the skill of Grade IV students of Primary School 03 Alai Timur Padang in writing narratives. Improvement is seen in each phase of learning which includes pre writing, writing and post writing. Assessment approach contributes to improvement of primary school student’s skill in writing narratives. Keywords: students’ ability; learning to write; process approach

scholarly journals A Multi-Perspective Investigation into Learners’ Interaction in Asynchronous Computer-Mediated Communication (CMC)

2016 ◽  
Vol 6 (2) ◽  
pp. 61 ◽  
Author(s):  
Çigdem Suzan Çardak
Keyword(s):  
Interaction Analysis ◽  
Computer Mediated Communication ◽  
Teaching Profession ◽  
Analysis Model ◽  
Multiple Perspectives ◽  
Mediated Communication ◽  
Construction Of Knowledge ◽  
Computer Mediated ◽  
Instructor Interaction ◽  
Interaction Analysis Model

<p>This article focusses on graduate level students’ interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners’ views, participation in terms of quantity, participation in terms of discussed issues and collaborative construction of new knowledge. 14 graduate students were participated in the study and 12 of them were interviewed. Meanwhile, 345 messages sent by the learners and the instructor were analyzed in order to identify discussed issues and social construction of knowledge. The results of the study showed that according to the message numbers and views of the learners, learner-instructor interaction was ahead of learner-learner interaction. Meanwhile, learner-content interaction was sustained by various discussion topics. Though learners’ views related to learner-learner, learner-instructor and learner-content interactions were positive in general, analyzing the contents of the messages didn’t reveal higher levels of co-construction of knowledge according to the Interaction Analysis Model.</p>

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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