e-Learning Asia Conference 2009
Paper Presentation 4-8
A Web Based System Development for Reflective Learning Improvement Hasti Khorasani, Salimah Mokhtar* Faculty of Computer Science and Information Technology, University of Malaya, 50603 Kuala Lumpur, Malaysia Abstract Reflection is an important requirement to making meaning of new information, and to move forward from surface to deep learning. Strategies such as e-portfolio, blogging, concept mapping, journal writing and multimedia techniques have been found to support reflection as well as deep thinking and learning. This study used an experimental design to examine the interaction effects of -portfolio, blogging, concept mapping, journal writing and multimedia techniques on postgraduate students' reflective thinking skills and their learning approaches. Thirty tree postgraduate students participated in the study. The result of the study showed that reflecting learning opens up the channels of communication. Instead of constructing understanding alone, the learner can expect other readers to give response for their action. Key words: Reflective learning, e-learning, e-portfolio, blogging, learning journals.
* Corresponding author: Salimah Mokhtar, Tel: (603) 79676350,
[email protected]
XXZ
e-Learning Asia Conference 2009
Paper Presentation 4-8
Introduction and literature review At the moment, lecture-based training is effective only for certain types of students (Gudivada et al. 2006). In the last decade or so, there has been powerful attention in using non-lecture based teaching methods and classroom activities to improve student learning (Bean2001 & Silberman 1996). According to Gudivada et al. (2006) these methods include cooperative learning, collaborative learning, experiential learning, exploratory learning, peer-assisted learning, problem-based learning, reflective learning, writing based learning, and active learning. There are a number of tools in literature intended for promoting reflective thinking and practice. One of them is creating learning journals. Reflective journals allow documentation of emergence, division and embrace participants’ involvement in interpretation of data in inherently non-linear ways. Reflective journals assist to build up a holistic picture of the interplay between an individual’s history and their current and emergent ‘state’, thus providing insight into ‘sensitivity to initial conditions’ (Phelps 2004). There are three knowledge management technologies which can be used to develop reflective learning such as Concept mapping; Weblogs; E-portfolio. With the concept mapping, learners develop reflective learning on the process of self-examination (Sheil & Jones 2003). Learners reflect what they have learned and write the main idea in the center of the page. Concept maps are particularly useful for the process of giving birth to questions and analyzing the difficulties and the gaps. Blogs (web logs) are one of the fastest growing features of the World Wide Web. They provide users with a personal web based space for writing managed by the author who compiles lists of links to personally interesting material interspersed with information and editorial (Armstrong & Berry 2004). These features differentiate them from more traditional online communication tools used in virtual classrooms and offer new possibilities for educators. Learning portfolios are purposeful collections of artifacts that represent the learning experience of the portfolio owner who might be an individual or a group of individuals’ learners, project teams, and academic program (Zuo et al. 2007). E-portfolio also deepens learning by enabling learners to make meaningful connections. This paper reports a research study that “Does reflective learning predict the learner's learning stages?”
Materials and Methods This study used quantitative means to determine whether reflective learning methods was deemed meaningful by the postgraduate students in the Faculty of Computer Science and Information Technology, University Malaya. The motivation of this study was based on comments from postgraduate students regarding the effectiveness of the reflective learning’s components over their past years educational programme.
Participants The sample consisted of 35 master students educating in the Faculty of Computer Science and Information Technology, University Malaya. Descriptive statistics showed that in this sample there were 20 males and 15 females. 18 of them varied in age from 26 to 30, while 13 of them aged under 26 and 4 were older than 30. The data indicated that 9 participants were majoring in Master of Software Engineering (MSE), 18 in Master of Management Information System (MIS), 5 in Master of Data Communication and Computer Networking (Network), 1 studying to obtain Master of Artificial Intelligent (MAI) and 2 majored in Master of Information Technology (MIT).
Data collection techniques Data were collected mainly from questionnaire spread through the postgraduate students of faculty of Computer Science and Information Technology. Other means of data collection such as weblogs and forums were employed in order to help the researcher ascertain on the reliability and validity of the findings through triangulation of the data collected from the various sources.
Data Collection Strategy Students were interviewed individually using close-ended questionnaire as identified in Patton’s categorization of interviews as cited by LeCompte and Perlissle (1993). The questions were the same for all participants. Based on this topology the questionnaire was designed to find out about participants experiences
XX[
e-Learning Asia Conference 2009
Paper Presentation 4-8
and behaviors, opinions and values, feeling about their experiences and opinions, knowledge, description and demographic. Careful consideration was taken to avoid leading questions to ensure that answers were not reflective of what the participant thought was the right answer.
Data Analysis Techniques Data collected from the questionnaires were analyzed and tabulated using frequency and percentages. Data were analyzed according to the criteria set for evaluation. Obtained data from the content analysis of the weblogs, interviews, and forums were analyzed in a manner that allowed the researcher to respond to the research questions posed in this study. Finally, data collected from these instruments were triangulated and interpreted. This was to reduce the chance of systematic bias and enhance the reliability and validity of the findings for this study.
Results and discussion The adapted rubric to help evaluate the reflective learning was divided in to five sections, which would measure the students’ background on the following major criteria: e-portfolio, weblogs, learning journals, concept mapping and multimedia techniques. Each section contained a number of aspects which allowed the researcher assess the result in a more detailed prospect. An overall observation of evaluating multimedia techniques proves that, out of total number of valid products, i.e. nineteen (there are 14 data missing out of 33), the majority of the products have successfully achieved the Learnability aspect of multimedia techniques. Moreover, evaluating the results of learning journals affected on students’ understanding. The results show good acceptance on effectiveness of learning journals in general. Data gained from the evaluation of learning journals show that most of the students have good experience on using learning journals. The other construct in the research question deals with learning about the usability of the concept mapping. Results of evaluation in terms of usability of the concept mapping were evaluated. 60 % of the students agreed to strongly agreed that concept mapping helps them to memorize the key points. 28.6 % had no view while 11.5 % disagreed with this concept. 45.7 % of students agreed that concept mapping helps in getting to grips with the topic quickly and 8.6 % of people strongly agreed with that. There was great agreement with all the criteria for evaluation of e-portfolio varying in the range of 70.6 to 94.1%. In overall the results revealed that use of e-portfolio has a very good effect in improving the learning of the students. By evaluating the data obtained from the questioner strong agreements can be noticed in all the 4 criteria including Encouragement, challenge, focus attention, playfulness. The most acceptable criterion was found to be encouragement. The results confirmed the usefulness of weblogs in reflective learning.
Research findings Reflective learning is enabled through a variety of means. The findings demonstrate the capacity of eportfolio, learning journals, weblogs, concept mapping and multimedia techniques in facilitating reflective learning. a. Documentary Substantial writing about events during lectures was due to students’ awareness regarding the purpose and genre of the forum. Reflective writers include a perspective of themselves in the documentation of the week. However, reflective trough the tools that mentioned have to transcend the function of a personal diary because of the public readership of the peers and other online users. b. Commentary The students also focused on the discussions of highlighted issues of the week where they share their views and opinion. c. Metacognition In this study, metacognition is recorded when participants think about their thinking thus questioning frames of mind. Metacognition is closely linked to critical reflection (Gore and Zeichner, 1991) and its presence in students experience is found to expedite the inquiry learning process. Metacognitive reflection happens when students express their action plan or question overtly as they try to comprehend a concept. d. Information. Information in the forum achieves tow aims. Firstly to satisfy own curiosity and ignorance; secondly to share the new knowledge with other bloggers. e. Evaluation. The evaluative statement was made while participants reflected on their assignment progress.
XX\
e-Learning Asia Conference 2009
Paper Presentation 4-8
Conclusion This study was conducted to explore the achievability of using technology tools to facilitate reflective learning among postgraduate students. From the findings, it appears that the postgraduate students were at ease with that technology tools and able to reflect in a whole range of content of reflection. The reflection was wholesome encompassing the evaluation of the past, the understanding of the present and the anticipate of future. Introducing e-portfolio, learning journal, weblog, concept mapping and multimedia techniques enable students to reflect on abstract constructs such as professional values, attitude, thinking skills, beliefs, learning strategies which are valued outcomes for a reflective was achieved. A web-based design was done in order to achieve the goal defined. This study will act as an impetus and confidence factor for trainers in higher education institutes to introduce e-portfolio, learning journal, weblog, concept mapping and multimedia techniques in training of reflective practitioners. Instructional designers, educational leaders and educators should attempt reflective tools and custom-make the design and implementation according to the needs analysis of their setting.
Acknowledgment My sincere thanks to all the respective lecturers, staff and technicians, Faculty of computer Science and Information Technology University of Malaysia for their cooperation and support.
References Gudivada V. N., Nandigam J., Bhuyan J. (2006). A Conceptual Framework for Application Comprehension. Fifth International Conference on Information Technology: New Generation. Armstrong L., Berry M., Lamshed R. (2004). Blogs as electronic learning journals. E-Journal of Instructional Science and Technology. Bean, J.C. (2001). Engaging Ideas: The Professor’s Guide to Integrating Writing, Reading, Critical Thinking, and A`ctive Learning in the Classroom, Jossey-Bass, San Francisco, CA Goodyear, P, Salmon, G, Spector, M, Steeples, C & Tickner, S. (2001). Competencies for online teaching: A special report. Educational Technology Research and Development, Vol. 49, No.1, pp. 65-72 Gore, J. M. & Zeichner, K. (1991). Action research and reflective teaching in pre-service teacher education. Teaching and Teacher Education, Vol. 7, pp. 119–136. Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory & Practice. London: RoutledgeFalmer Phelps, R. (2005). The potential of reflective journals in studying complexity in action. Complicity:an International Journal of Complexity and Education, vol. 2, no. 1, pp. 37-54. Shiel C. and Jones D., Reflective learning and assessment: a systematic study of reflective learning as evidenced in student Learning Journals. Available online: http://www.business.heacademy.ac.uk/resources/reflect/conf/2003/shiel/index.html Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject. Prentice-Hall, Des Moines
XX]
