Current Proceedings on Technology

Yazarlar: Mohan Rathakrishnan, Irfan Naufal Umar

Konular:-

Anahtar Kelimeler:Pedagogical role of online teacher,Social role of online teacher ,Critical thinking

Özet: The purpose of this study is to investigate the differences in critical thinking and performance in General Studies between active and reflective students who received instructions under Pedagogical Role of Online Teacher (PROT) and Social Role of Online Teacher (SROT) treatments in a wiki environment. PROT refers to the teacher’s role in facilitating the students to understand educational skills and critical concepts while SROT refers to the teacher who promotes a friendly environment and develops nurturing skills by encouraging participants to contribute knowledge and ideas. A total of 120 students from two high schools in Penang, Malaysia undertaking General Studies’ course, participated in this study, with 60 students randomly selected from each school. This quasi-experimental study applied a 2 x 2 factorial design to measure the effects of an independent variable (teacher’s role - either the PROT or the SROT) and a moderating variable (active or reflective learning style) on two dependent variables (students’ critical thinking skills and performance in General Studies).The result indicated that the PROT group performed significantly better than the SROT group. Also, both the active and reflective students under the guidance of PROT performed equally well in their essay writing after participating in the wiki environment. Based on their wiki inputs, both the active and reflective groups of students did not show significant difference in critical thinking.  Thus, the differences in active-reflective learning style did not affect the students’ performance and levels of critical thinking in a wiki learning environment. 

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