The Effects Of Online Discussion Board With Semantic Web Technologies On Learning Engagement, Reflective Thinking And Knowledge Construction
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Date
2017-08
Authors
Balaraman, Mathan
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
Online discussions offer opportunities for discourse to help pre-service teachers
to reflect on their beliefs, influence on teaching practices, and their implications for
learning. This study was designed to investigate the effects of online discussion board
with semantic technologies (ODBSWT) on learning engagement, reflective thinking
and knowledge construction among pre-service teachers in teacher education institution.
A post test only quasi-experimental design with a comparison group was employed to
validate the effectiveness of the proposed approach. The independent variable was the
online discussion board with two levels—with semantic web technologies and non
semantic web technologies, while the dependent variable was the learning engagement,
reflective thinking and knowledge construction. The moderator variable used in this
study is rational and experiential thinking styles. The data were collected from 191
second year pre-service teachers in Institution of Teacher Education. In order to
recognise rational and experiential thinking styles learners, the Rational-Experiential
Instrument was used. Learning engagement and reflective thinking score were compared
using an analysis of variance to show the differences in post test between treatment and
control group. Mann-Whitney U was used to analyze knowledge construction variable
as this variable is non-parametric. The results of this study indicate that there is
statistically significant differences were found in pre-service teachers learning
engagement and reflective thinking score when comparing the pre-service teachers who
using ODBSWT and non semantic technologies. This significant differences show that
the pre-service teachers who using ODBSWT have influence their learning engagement,
reflective thinking score and knowledge construction level. Several possibilities for
these findings were explored, and recommendations for future research and practice
were made.
Description
Keywords
Online discussions offer opportunities for discourse , to help pre-service teachers to reflect on their beliefs