Students perceptions on using Web 2.0 technologies in a multimedia-mediated learning environment

Ms. Lim Thian Li, Faculty of Creative Multimedia, MMUAssoc. Prof. Dr. Neo Mai, Dean, Institute for Postgraduate Studies, MMU

ICLLL 2011 International Lifelong Learning Conference

14-15 November 2011

Introduction Education today are not develop essential skills

which is need in today's society. – (Harper & Hedberg, 1997)

Employers today are looking for graduates who is equip with problem solving skills, adaptability, initiative, creativity, communication skills, technological literacy, real working experience and leadership ability.

Introduction For many years, the focus was on produce a better

results in students without introducing a balance learning experiences.

- (Thornburg, 1999)

Laurilard (1993,2002) mentioned that a balance learning experiences is where learners learn through collaboration, learning through enquiry, learning through production and learning through discussion.

Integrating Web 2.0 technologies into classroom

Integrating Web 2.0 technologies into classroom Today 's student have changed. (Prensky, 2001)

Computers Cell phones Instant message Email Internet

Technology has impact today's students and change their they way they think, attitudes and approaches towards learning. (Tapscott, 1998)

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Integrating Web 2.0 technologies into classroom Web 2.0 empowers students, engage students and

enhance communication skills with others, increase peer learning and inculcate lifelong learning. (Barnes & Tynan, 2007)

Research finding in recent years, stated the importance of encouraging student to take control the learning process as a whole. (McLoughlin & Lee, 2010)

Students role has changed to become selectors, creator, collaborator

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Integrating Web 2.0 technologies into classroom Web 2.0 allow teachers to share and discussion

innovations more easily, in turn spread good practice. (Hear, 2006)

Teacher role has changed to become facilitator, guidance, environment provider

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My study...

...is to incorporate Laurillard's conversational framework with Web 2.0 and investigates its impact on student learning.

Designing the learning environment

Laurillard's Conversational Framework (1993, 2002)

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Designing the learning environment This study was design based on Laurillard's

conversational framework and include Philips and Luca (2000) expanded framework. It is aim to do by providing students to encourages productive outcomes, higher order thinking skills, interpretation skills.

Philip and Luca (2000) develop an expanded framework alignment with Laurillard's conversational framework which is an ideal model of teaching and learning process to include discussions and interactions between peers.

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The study Course: Interactive Multimedia Participants: Second year of Multimedia University

students enrolled in Faculty of Management, Faculty of Information Technology & Faculty of Engineering

N=42 Students (male and female) from local and international students

Duration: 14 weeks course Project: To create an interactive multimedia project

(online magazine) Divided into 9 groups with 4-6 members in a group Research instruments: survey questionnaires and

face to face in-depth interviews

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Student's final output

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Student's group work-interactive website

Student's blog and Facebook page

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Analysis of results

. Cronbach Alpha = 0.919

Open-ended and Interview Results Teacher plays an important role in student's learning

– Student 1: “Teacher help to explain the subject matter better.”– Student 2: “As a guide to give advices and ideas on things

that we cannot decided.”– Student 3: Give us useful information and help us to

understand better what we suppose to do.”

Learning with Web 2.0 technologies– Student 1: “Better than learning with book and make me more

motivate want to study.” – Student 2: “I like Youtube! Youtube is very important. If we do

not understand teacher's lecturer, we can go to Youtubeand learn the skills by ourselves.”

– Student 3: “I think using blog helps a lot, we can recall from what we did and what we learn from blog.”

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Open-ended and Interview Results Learning in multimedia-mediated learning

environment– Student 1: ”Very helpful because every information at your

fingertips.”– Student 2: “I can learn anytime anywhere with internet

connection.”– Student 3: “It is more interesting compared to traditional

classroom, I can easily find references and access to internet anytime.”

Learning collaboratively in a group– Student 1: “I feel great to work as a team, we face problems

and solve it together.”– Student 2: “For a slow leaner like me, my team members are

very supportive and helpful although there are some disagreement during completing our project, but we

manage to solve it in a peaceful way.”

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Discussion and Conclusion Results showed students think that communication

between teacher and peers are important and help them in the learning process

Students showed positive attitudes towards in using Web 2.0 technologies in their learning.– Active learners– Take control– Be responsible

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Discussion and Conclusion Students have positive attitudes and high interest in

learning in multimedia-mediated learning environment.– Motivated– Willing to learn– Collaborate– Learn to solve problems– More fun and interesting compared to book

Traditional offer limited features to provide the ideal learning experiences. Thus, look into technology because it can embrace more learning activities needed in more effective ways.

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Thank You

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