use of asynchronous online discussion for 9 year-old ... · classrooms were technology-enabled with...
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Use of Asynchronous Online Discussion for 9 year-old
pupils in A Science Classroom
Sze Yee Lye
Teacher Beacon Primary School, Singapore
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Abstract
Young students keen on Science
Not enough time for them to share during the typical Science Lesson
Using Asynchronous Online Discussion
Case study
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Pedagogical affordances of Asynchronous Online Discussion
(AOD)
Equal chance to participate in discussion
Keep a record of their discussion
Allows students to externalize what they have known
(Bali & Ramadan, 2007; Salmon, 2002)
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Research studies on AOD
Mostly in higher institutions.
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Purpose
Explore the use of AOD for a group of thirty-four 9 year-old mixed
ability pupils in a Science Class
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Research Questions
How can the teacher encourage the pupils to participate in the
AOD?
How does the AOD enhance the pupils’ learning experience?
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Participants
Thirty-four 9 year-old pupils (mixed ability)
Classrooms were technology-enabled with wireless connection
and one-to-one computing
Part of Singapore FutureSchools @ Singapore
Pervasive use of technology for them since Primary 1.
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Implementation
Created using Forum in the school learning management system
powered by Moodle
Current School LMS
Familiar with Moodle
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Implementation
Adopted the approach suggested by Wong, Hew and Cheung
(2008)
Pupils grouped Into groups of 4 or 5
Pupils contribute to the Group Forum
Teacher demonstrate the use of Forum in class
Pupils try it out in class first
Letter send to parents
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Data Collection Instruments
Teacher Observation
Forum postings
Perception Survey and Focus Group Discussion
Statistics Logs in Moodle
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Results and Discussion
Teacher’s Role
Contribution Pattern
Pupil’s Learning Experience
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Results and Discussion – Teacher’s Role
Contributing to the AOD regularly
Initiate new discussion
Ask probing questions
Praise the pupils
Provide Information
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Results and Discussion – Contribution Pattern
Low Participation Rate at home (40%)
Not allowed to use computers at home
“Not serious” homework
Structure AOD-based lessons in class
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Results and Discussion – Pupils’ Learning Experience
Enjoyed Learning (70%)
More likely to view than contribute
Too shy to share views online or were not willing to willing to
critique others’ posts (Hemmi, Bayne & Land, 2009; Otter ,
Whittaker & Spriggs, 2009).
Learn from their friends
“I read the Forum posts because some things my friend know I
might not know thus if I read the Forum posts I can learn more”.
“So that I can learn more and if I'm wrong, they can correct me”.
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Results and Discussion – Pupils’ Learning Experience
Mainly contributing learning-related posts
Provide formation (answering their friends or the teachers’
question)
Asked questions to clarify their doubts
Corrected their friend if they were wrong
Posted new topics to initiate new discussion
Even at-risk students are participating
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Results and Discussion – Pupils’ Learning Experience
More dialogic discourse
Complement the authoritative discourse in class
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Conclusion
Young pupils are ready to participate
Home
Environment
Availability of Computer Access at Home
AOD-based Learning
hardware
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Conclusion
Home
Environment
School Environment
Teacher’s Support Parent’s Support
Availability of Computer Access at
School
Availability of Computer Access at
Home
AOD-based Learning
hardware hardware
software software
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Limitations
Parents’ perception on AOD