Constructivism: new implications for instructional technology?
Educational Technology
Knowledge acquisition, cognitive flexibility, and the instructional applications of hypertext: a comparison of contrasting designs for computer-enhanced learning environments
Expert Systems with Applications: An International Journal
Sustaining Innovations in Singapore Schools: Implications for Research Work
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Researching technological and mathematical knowledge (TCK) of undergraduate primary teachers
International Journal of Technology Enhanced Learning
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This is an exploratory study in the use of computer-supported collaborative problem solving and anchored instruction in a mathematics classroom in Singapore. The study was conducted with 45 grade six pupils. The pupils accessed the problem scenario through a web-stream video Planning a Class Outing which was developed based on anchored instruction principles. Knowledge Forum, a Computer-Supported Collaborative Learning (CSCL) program, was used for the students to conduct online collaborative problem solving. Scaffolds (cognitive prompts) were embedded in Knowledge Forum for one group of pupils but not for the comparison group. The dependent measures were the pupils' problem solving performance and their attitudes towards mathematics. Results show that the pupils' attitudes towards mathematics were generally favourable and pupils who solved the problem in scaffolded communication environment tend to perform better than those using the un-scaffolded environment.