Date of Award

1-1-2001

Thesis Type

PhD

Document Type

Thesis

Divisions

Faculty of Education

Department

-

Institution

Universiti Malaya

Abstract

The purpose of this study was 10 determine !he effectiveness of a web-based constructivist learning environment (WebClen) on the enhancement of higher order thinking skills and content acquisition of 36 Year 4 high, mixed and low ability students. The study also examined the characteristics of cooperative and collaborative learning processes employed by the three groups of students. Finally, the study investigated the role of the teacher and also student perceptions towards learning in a web-based environment. The study employed a one-group repeated measures design aimed at measuring the effects of web-based learning on thinking skills and acquisition of Geoscience content . Three tests were administered al the pre-treatment and post­treatment stages of the study. The treatment consisted of a four-week Geoscience program involving problem-solving tasks and activities focused on developing thinking skills and cooperative and collaborative learning processes. During this period, qualitative data were also collected through observations, opinionnaires and questionnaires. The findings indicate that as a result of the treatment, there was a significant improvement in learners' higher order thinking skills and content acquisition while the improvement in students' information skills was not significant. Secondly, the high, mixed and low ability groups responded differently 10 the various tasks and activities used in the study. Groups of high ability students benefitted from peer evaluation and on line journal writing experiences. Low ability groups benefitted from online critical report writing and frequently asked questions. On the other hand, most of the tasks and activities did not appear to benefit the mixed ability groups.

Thirdly, it was found that the groups varied in the way they employed cooperative and collaborative learning processes. While high ability groups focused on process related tasks (such as asking for opinions and feedback), low and mixed ability groups focused on skill related tasks (such as keyboard skills). Fourthly, the study uncovered the defining characteristics of a teacher's role within a technology-rich teaching and learning environment. It was thus found that the teacher plays a multi-faceted role in enhancing the content, thinking, linguistic, information-seeking and technological skills of learners in a constructivist learning atmosphere. Finally, the study revealed that students perceived the web-based learning environment positively. This was evident in their comments on the flexibility to choose the learning activities, the variety and availability of information and self­ paced learning. The study draws several implications for the role of technology in teaching and learning, for the role of the teacher as a multi-skilled individual and the potential for creating a positive learning atmosphere within a constructivist paradigm.

Initial

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Additional Information

Thesis (PhD) -- Faculty of Education, Universiti Malaya, 2001.

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