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Designing a Computer-supported Project-based Learning Environment for High School Students: A Case Study


Aim: investigate the perceptions and learning experience in a computer-supported project-based learning environment.

Learning environment: project-based : validated using WEBLEI

Through this study, students’ perceptions and views of the learning environment are obtained and subsequently, to use the findings design a more effective computer-supported project-based learning environment for future use.

For this study, the three main perspective that are being looked into
Psycho-socio: focuses on both the environment and its interaction with the personal characteristics of the learner
Pedagogy: how learning environment allows for active sharing of ideas, feedbacks and learning (Constructivism in nature).
Technology: to support ease and convenience for learning and sharing to take place.

Teacher-facilitator is a crucial factor as they determine how and when interactions between learners can take place: provide scaffolding, create opportunities, encourage collaborations etc.

Set ground rules and structure, make sure that the infrastructures are in place and available to students, equipped the students with the necessary skills : encourage the students to embrace the technology.

Research Questions:
What are the students’ perceptions of the computer-supported project-based learning environment when evaluated using Web-based Learning Environment Inventory (WEBLEI)?

2. What happens to students’ learning in the Normal and Express streams in
computer-supported project-based learning environment?


Method: Convenience sampling of 151 students – 73 NA and 78 Express.
They are randomly grouped into 32 groups.
Two project teachers to facilitate for each class.
Technology used: Knowledge Community (KC) – asynchronous online discussion.
One warm-up discussion and five structured discussion forums.

WEBLEI Scale I: describes the usage pattern – convenience, efficacy and autonomy.
WEBLEI Scale II: group learning processes
WEBLEI Scale III: feelings and learning attitudes
WEBLEI Scale IV: academic factors

Findings:
4.1 There are no significant difference between actual and preferred forms of WEBLEI .

4.2 little evidence of autonomy experienced by students ….why?
efficiency: less tests or examinations : efficient use of time
convenience: at their own time but some students do not have luxury of assessing computers at home or after school (express students).


Scale II: There are evidences that there interactions and positive collaborations amongst students.

The responses to this mode of interaction are very subjective, depending personal preferences.

Feedbacks:
Express students want more instant feedbacks from their teachers as they view progressive/formative feedbacks being crucial for them to do well in their exam.

Scale III:

The NA students find more accomplishment and enjoyment doing problem-based tasks compared to the express students but at the same time, the express students voiced out more frustrations. The frustrations vented out are not due to technology but rather due to the structure of the project and what is expected of them. Generally, they find enjoyment in doing the project and the collaborations but not in mastering the necessary technology skills.

Scale IV:

The project enables them to learn beyond the textbook, to apply learnt life-skills (problem-solving, communication skills) and motivate them to move on to expository learning.

DISCUSSIONS:

(A) Students’ perceptions of the environment
(B) Groups’ reactions towards a project-based learning environment


Out of classroom activities have motivating impact on their perceptions but these activities do not make use of technology.

Teachers must anticipate any problem that students may have to access to required technology and avoid making it a hindrance for the students to proceed with the project.

Interactions: teachers must equipped themselves with the necessary skills to facilitate successful and fertile students’ interactions in KC.

Students find more enjoyment in the field trips but not as much in discussion forum. Hence teachers need to incorporate more active use of discussion forums in all activities throughout the duration of the project.

Generally students like any learning environment that helps them achieve good results.

Conclusions:

In order to create a computer-supported learning environment, teachers need to ensure that there are rigor in the learning, self-directed, independent learning and collaborative learning take place and ultimately, enable students to achieve good results in summative assessment the end of the course. Three contributing factors for successful implementation of computer-supported learning environment are
(i) teachers’ pedagogy
(ii) understanding of technology affordance
(iii) facilitation process .

Shortcomings of the study:
- specific details of the project were stated such as the nature of the project ie interdisciplinary, the expected final product were not reported. Hence unable to replicate the study.
- The academic level of the students were not reported (autonomous, neighbourhood and independent schools). This might have a bearing in terms of the school learning culture, technology inclination etc)
- The coding process of the qualitative responses were not reported.

Further investigations:
Does gender composition have any bearings of the perceptions and reactions of the groups?