conceptions of and approaches to learning in technology-enhanced environments prof chin-chung tsai...

Conceptions of and approaches to learning in technology-enhanced environments

Prof Chin-Chung Tsai

National Taiwan University of Science & Technology, Taiwan

Co-Editor, Computers & Education

How students conceptualize “learning”?

How do students think about “learning” or “what is learning”?

A fundamental issue

© Chin-Chung Tsai 22

Sample: 101 elementary school students (51 boys and 50 girls, aging from 10-12.

Data collection: drawing

Study 1: An exploration of elementary school students’ conceptions of learning: a drawing analysis. The Asia-Pacific Education Researcher.

© Chin-Chung Tsai 33

© Chin-Chung Tsai 44

© Chin-Chung Tsai 55

Quiet ~~

© Chin-Chung Tsai 66

© Chin-Chung Tsai 77

Ranked the first

© Chin-Chung Tsai 88

The student is crying in front of the teacher

© Chin-Chung Tsai 99

Library

© Chin-Chung Tsai 1010

Class 5-3

Class 5-2

© Chin-Chung Tsai 1111

Oh~ I finally know that is

the apple tree!

Conceptions of learning

© Chin-Chung Tsai 1212

Saljo, 1979 Marton et al., 1993 Eklund-Myrskog, 1998

Marshall et al., 1999

Range of conceptions

Increase of knowledge

Increasing one’s knowledge

Remembering Memorizing

Memorizing Memorizing Understanding Applying equations and procedures

Acquisitions of facts, procedures which can be retained and/or utilized in practice

Applying Applying knowledge

Making sense of physical concepts and procedures

Abstraction of meaning

Understanding Getting a new perspective

Seeing in a new way

An interpretative process aimed at the understanding of reality

Seeing something in a different way

Forming a conception of one’s own

A change as a person

Changing as a person

Sample: 120 Taiwan high school students Data collection: interview Data analysis method: phenomenographic

analysis

© Chin-Chung Tsai 1313

Study 2: Taiwan high school students’ conceptions of learning science (International Journal of Science Education, 2004, Vol. 26, 1733-1750)

Categories of conceptions of learning science Learning science as memorizing Learning science as preparing for tests Learning science as calculating and practicing

tutorial problems Leaning science as the increase of knowledge Learning science as applying Learning science as understanding Learning science as seeing in a new way

Study 3: Conceptions of learning versus conceptions of web-based learning: The differences revealed by college students. (Computers & Education, 2009, Vol.

53, 1092-1103).

Sample: 83 Taiwanese college students with some web-based learning experiences.

Data collection: interview Conceptions of learning Conceptions of web-based learning

Students’ conceptions of learning and conceptions of web-based learning (n = 83).

The association between students’ conceptions of learning and conceptions of web-based learning (n = 83).

Major findings The conceptions of web-based learning were

often more sophisticated than those of learning.

The implementation of web-based instruction may be a potential avenue for promoting students’ conceptions of learning.

The conceptions of learning is related to the technology involved.

So, how about students’ conceptions of learning when engaging in innovative technology learning environments?

Sample: 23 Taiwan undergraduate students Data collection: interview Data analysis method: phenomenographic

analysis

Study 4: College students’ conceptions of context-aware ubiquitous learning: A phenomenographic analysis. The Internet and Higher Education, 14, 137-141.

© Chin-Chung Tsai 2121

Major Findings The analysis revealed five categories of

conceptions of u-learning, including u-learning as applications of technology u-learning as a platform for attaining

information u-learning as a timely guide u-learning as increase of knowledge u-learning as active learning

Major FindingsNumerous students (n = 21, 95%) held multiple

conceptions of u-learning

Figure 1. Tree of conceptions of u-learning. Note: A, Applications of technology; P, A platform for attaining information; T, A timely guide; I, Increase of knowledge; L, Active learning.

So, how students’ conceptions of learning in technology-enhanced environments may be related to their approaches to learning in such environments?

Study 5: Conceptions of and approaches to learning through online peer assessment.

(Learning and Instruction, 2010, Vol. 20, 72-83). Sample:

163 college students were asked to accomplish a given learning task via an online PA system.

62 were interviewed after the activity. Data collection: Interview

Conceptions of learning via online PA Approaches to learning via online PA

The study also evaluated students’ performance for each round of online peer assessment

Categories of conceptions of learning via online PA

Categories of conceptions of learning via online PA

Categories of approaches to learning via online PA.

Categories of approaches to learning via online PA.

The distribution of variation in conceptions of and approaches to learning

Cross-tabulation of conceptions of learning and approaches to learning at the main level and achieved level

Major Findings The conceptions emphasizing a fragmented and

cohesive learning tended to be associated with approaches focusing on surface and deep learning, respectively.

The students with cohesive learning conceptions and deep learning approaches were likely to make greater progress in the early stages of online PA activity.

The approaches to learning via online PA were less related to the learning outcomes than conceptions of learning.

So, how to foster students’ conceptions of learning?

Interestingly, technology may help.

Study 6:College students’ conceptions of learning management: The difference between traditional (face-to-face) instruction and Web-based learning environments. Learning, Media and Technology, 36, 437-452.

Sample: 259 management major undergraduate students

They experience both web-based and face-to-face instruction.

“Conceptions of learning management” questionnaire responses were collected.

Major findings The students agree more with the ‘seeing in a new

way’ category when learning management in a Web-based environment, while they show stronger acknowledgement of the conceptions of the ‘memorizing’, ‘testing’, ‘gaining higher status’, and ‘applying’ categories when learning management via traditional instruction.

It is suggested that Web-based instruction can promote students’ higher-level conceptions of learning management.

Similar findings for physiology education with a quasi-experimental study The effects of different forms of physiology

instruction on the development of students’ conceptions of and approaches to science learning. Advances in Physiology Education, 36, 42-47.

Future research Conceptions of learning

Different usages of innovative technologies Different cultural groups Relationships with learning processes and

outcomes How to foster students’ conceptions of

learning (perhaps, by properly using technologies)