The Design of Web-based Learning Environments ... - Science Direct

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Procedia - Social and Behavioral Sciences 46 (2012) 3134 – 3140

WCES-2012

The design of web-based learning environments enhancing mental model construction Issara Kanjuga*, Sumalee Chaijaroenb a b

Department of Educational Technology, Faculty of Education, Khon Kaen University,40002, Thailand Department of Educational Technology, Faculty of Education, Khon Kaen University,40002, Thailand

Abstract The aim of this research was to design web-based learning environments enhancing mental model construction (WLEM). The target group consisted of 100 students, Faculty of Education, Khon Kean University. The research procedures were as followings: 1) to examine the principles and theories regarding constructivism, cognitivism, mental model, and web-based learning, 2) to synthesize designing framework of WLEM, 3) to design and development WLEM, and 4) to perceptions toward a WLEM, The result shows that five components to design WLEM for effective were: constructivist webbased learning environment, mental model development, -based characteristics, and cognitive factor for web design. 2012Published Elsevier Ltd. All rights © 2012 by Elsevier Ltd.reserved. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu Open access under CC BY-NC-ND license.

Keyword: Web-based Learning, Mental Model, Constructivism Learning Environments, Perception, Knowledge construction

1. Introduction Education Technology focuses on designing to increase effectiveness and productivity of teaching and learning by the teaching science and technology integration; especially, in the era of learning quality of knowledge innovation or creativity is highly demanded. Effective learners in knowledge to academic principles. The learning techniques by activating knowledge exchange and learning desire to create creativities and new knowledge are necessary in order to immediately apply for the complicated problem solving and prevent the vast expanding effects of those problems to other systems. Mayer (1996) stated that knowledge would be created when students are activated during the learning process. Additional factors are proper selection of relevant information management with existing knowledge to create the dynamic and completed mental model. Mental model supports learners to quickly complete information processing and reduce the frequency of investing effort to understand situation. Also metal model encourages automatist and effective decision making on specific circumstances and this characteristic is called Expertise Mental Model (Dreyfus and Dreyfus, 1986). Nowadays, Web-based Learning is attractive and widely applied in education system since it supports learners to access diverse kinds of information and knowledge sources. Also it provides space for learners to share experiences and knowledge as well as corporate with peers without the limitations of time and distance (Palmieri, 1997) Even though the Web-based Learning Environments is supporting flexibility of learning among learners, there are

* Kanjug, Issara. Tel.: +6-681-574-8880; fax: +6-643-343-454. E-mail address: [email protected].

1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2012.06.025

Issara Kanjug and Sumalee Chaijaroen / Procedia - Social and Behavioral Sciences 46 (2012) 3134 – 3140

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research results indicating that learners are still playing the role of knowledge consumer - in the traditional didactic teaching - instead of constructor (McCormack & Jones, 1998). This situation is not promoting learners to actively create mental model. Consequently, this research focuses on the instructional design for Web-based learning environment in order to support learners to effectively create their mental model. 2. Method The target group of this study was 100 students of the faculty of Education, Khon Kaen University. The developmental research Type I (Richey and Klein, 2007) was employed in this study. Several methods used were document analysis, survey and case study. The instruments for data collecting include: (1) The document The research procedure were as follows: (1) to examine the principles and theories such as cognitive theories, constructivist theories, mental model, and web-based learning, (2) to synthesize designing framework of WLEM, and (3) to perceptions toward a WLEM. 3. Results The design of web-based learning environments enhancing mental model construction are as follows: 3.1 Synthesis of theoretical framework According to studying and analysis of principles, theories, and related literature regarding design and development of cognitive theories, constructivist theories, the constructivist learning environment model, web-based learning, media attribution, media symbol system, and mental model. To synthesize the theoretical framework, this consisted of basic theoretical 5 important fundamental as follows: (1) constructivist learning environment, (2) -based characteristics, and (5) cognitive factor in mental model development, web page design. Fig. 1 shows the elements of WLEM.

Fig.1. shows the component of theoretical framework to design web-based learning environments enhancing mental model construction (WLEM)

For above the theoretical framework shows the relationship between 5 components as following details: The pedagogies to design WLEM are cognitive constructivist theories of Piaget and social constructivist theory of Vygotsky The cognitive constructivist theory emphasizes on activating learners to have cognitive conflict by confronting them with complicated problems in order to encourage learners to adjust their cognitive structure to equilibrium state by linking prior knowledge that they experienced and information. This theory is congruent with the mental model creation by developing experience of problem solving, information organization, creation of

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representation and interpretation of information (John D. Bransford and etc., 2000). According to social constructivist theory (Vygotsky, 1978 it emphasizes on social context learning, especially the social interaction and dialogue supports knowledge sharing, reflection of individual understanding, and negotiating. Above mentioned underlined theories are analyzed and synthesized. It can be illustrated as the fig1. The concept of mental model development of William Winn 2004) stated that human beings create knowledge via schema or mental model which is dynamic and change all the times. If learners are able to create their mental model on what they are studying, it would help them to deep understand and apply that knowledge without investing too much efforts and time to memory and they can quickly apply it or make decision about it without recreating this knowledge again. De Groot (1965) named this information processing patterns that Meaningful patterns of information Mayer 1996) explained that the creation process of mental model occurs in the short-term memory (STM). However the STM of human beings has limitations on information processing and memory capacity. Those limitations directly affect to the The more complicated information or problems learners are facing, the more cognitive capacity they need to use to understand those information. Sometimes learners cannot create the mental model, so the application of media attribution and symbol system of the web-based learning can reduce this limitation. According to Liaw & Huang (2000), they presented the five important characteristics of web-based learning as follow; (1) web-based learning offer Multimedia environments. The information in web-based system can be simultaneously represented in any combination of media format, (2) web-based learning integrates various kinds of information and construct information bases, (3) web-based learning supports interactive communication, (4) web-based learning supports networks to access information, and (5) web-based learning provides a crossplatform environment. Shu-Sheng Liaw (2004) explained that in developing web-based learning, the instructional designer needs to focus on content development based not only on learning objectives, but also on an analysis of the targeted designing WLEM is to pre characteristics in order to improve (1) cognitive characteristics individual computer literacy and prior knowledge or personal learner styles, (2) social characteristics include individual attitudes toward collaboration or relationship with peers, and (3) physical characteristics include individual age or gender. And level of computer an

Fig. 2 The designing of WLEM to study presented via multi-media (VDO) to create mental model.

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Fig. 3 The designing of WLEM by creating conceptual model to reduce limitation of short-term memory for supporting learner to effectively create their mental model

Fig. 4 The design of WLEM by creating knowledge sharing community according to the social context learning theory. This method helps learners to construct completed mental model by relying on the characteristics of web-based learning (cross-platform environment links with social network for instance face book .

-based learning environments enhancing mental model construction

3.2 model development, illustration in below table 1-5.

perceptions at high level in all aspects: constructivist learning environment, mental -based characteristics, and cognitive factor in web page design as Jonassen, 1994)

1. 2. 3. 4. 5. 6. 7.

Items Focus on knowledge construction, not reproduction Provide multiple representations of reality Present authentic tasks Provide real-world, case-based learning environments, rather than pre-determined instructional sequences Foster reflective practice Support collaborative construction of knowledge through social negotiation Focus on problem-solving, higher-order thinking and dept understanding

Table 1 illustrates that the construction, not reproduction

in the item 1.

M 4.09 3.90 3.85 3.79

SD 0.86 0.83 0.76 0.80

3.86 3.78 3.78

0.78 0.84 0.81

Focus on knowledge

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Issara Kanjug and Sumalee Chaijaroen / Procedia - Social and Behavioral Sciences 46 (2012) 3134 – 3140 eption who use

1. 2. 3. 4.

Items Representation of understanding different topics or events explaining as model Capable to logically explain the effects of model changing towards other objects Learning is the active process and creates new knowledge Activating learners to manage their old knowledge structure by bringing information from their learning to integrate with the existing knowledge memorized in their brain.

Table 2 illustrates that the and creates new knowledge

M 3.62 3.67 3.84 3.78

SD 0.81 0.87 0.81 0.88

in the item 3. Learning is the active process ion who used

1. 2. 3. 4. 5.

Items Designing the information presentation through multi-media system (i.e. pictures, sound, text, video and so on) Designing to promote the integration of information for learning Designing to promote the interaction between information and communication to solve problems, explain, analyze, synthesize, investigate, assess, and create new knowledge during learning process Designing to link the web network for simple information accessibility Designing the model to response to multi-operation system or diverse software

Table 3 illustrates that the learner network for simple information accessibility

M 3.77

SD 0.86

3.75 3.71

0.88 0.81

3.81 3.66

0.88 0.85

in the item 4. Designing to link the web WLEM.

Items

M

S.D.

1. Capacity to used computer 4.09 0.78 2. Existing knowledge and experiences 3.80 0.81 3. Skills of mutual learning, sharing experiences and good interpersonal skills 3.91 0.75 4. Confidence to learn from internet 3.93 0.70 3.86 0.73 5. Confidence to use internet for knowledge sharing 3.89 0.69 6. Confidence to use internet for searching knowledge 7. Prefer to use visual learning for instance watching and reading 3.90 0.75 8. Prefer to understand information by listening 3.85 0.72 9. Prefer to understand information by working or manipulating on information 3.96 0.79 Table 4 illustrates that the in the item 1. Capacity to used computer xperience of web-based learning

Items Experiences of using computer and internet 1. Experience on using computer 2. Experience on using internet 3. Experience on using search engine 4. Experience on using word processing 5. Experience on using computer language program 6. Experience on using power point 7. Experience on using social media

M 3.97 4.43 4.34 4.03 3.19 4.29 4.59 3.97

S.D. 0.80 0.71 0.74 0.89 0.92 0.84 0.64 0.78

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Issara Kanjug and Sumalee Chaijaroen / Procedia - Social and Behavioral Sciences 46 (2012) 3134 – 3140 Items Learning experience by web-based learning 1. Experience on collaborative learning through web-based learning 2. You use the web-based learning as the main learning tool in your class 3. You use the web-based learning as the main learning tool out off your class (Self-learning) 4. You use the remote learning source in case that you cannot access online teachers 5. You use the web-based learning as distance learning resources to access online teachers

M

S.D.

3.93 3.78 3.77 3.49 3.46

0.78 0.88 0.90 0.95 0.98

From Table 5 illustrates that the high level in the item 6, experience on using power point. The and internet show the high level in the item 1, experience on collaborative learning through web-based learning. 5. Summary and Discussion The results of this study can be summarized as following details: the designing web-based learning environments enhancing mental model construction consists of 5 components as follows: 1 constructivist learning 4 web-based characteristics, and 5 environment, 2 mental model development, 3 cognitive factor in web page design. This finding consistent with the several studies as follows: The study of ShuSheng Liaw (2004) found that the constructivist web-based learning consists of 3 components as follows: (1) , technology, interaction and constructivist learning environment, (2) instructional structure: communication, (3) web-based characteristics. And also consistent Shu-Sheng Liaw and Hsiu-Mei Huang (2007) satisfaction, collaboration activities, lea that these five factors should be considered at the same time when developing a collaborative e-learning system. However, the previous research finding is found only three components: (1) constructivist learning environment, (2) , technology, interaction and communication, (3) web-based instructional structure: characteristics but the finding of this study is found different more 2 components such as 1) mental model development and 2) cognitive factors in webperception with WLEM. They perceived that learning is the active process and creates new knowledge and activate the learners to organize their former knowledge structure by bringing information from their learning integrate with the existing knowledge memorized in their brain. This finding is consistent with Kozma (1991) and Kanjug Issara, (2009) which regarding with the creation of the mental model. Moreover, it is also found that the designing of WELM help to promote the interaction between information and communication in order to solve problems, explain, analyze, synthesize, investigate, assess, and construct new knowledge during the learning process. This finding is consistent with several studies as follows: Chaijroen Sumalee and others (2008), Wattanachai Suchat and others (2008), Kanjug Issara (2009), Samat Charuni (2009), and Samat Charuni and Chaijaroen Sumalee (2009) which indicating the development of web-based learning environment that promotes learning and thinking such as synthesis thinking, conceptual thinking, application thinking and critical thinking, promoting potential of the brain, enhancing expert mental models and creative thinking. 6. Acknowledgements This work was supported by the Thailand Research Fund (TRF), Higher Education Research Promotion and National Research University Project of Thailand, Office of the Higher Education Commission, through the Cluster of Research to Enhance the Quality of Basic Education, Innovation and Cognitive Technology Research Center, Faculty of Education, and the Research and Technology Transfer Affairs Division, Khon Kaen University. References Chaijaroen, Sumalee; Kanjug, Issara; Wattanachai, Suchat; Samat, Charuni; Suriyasupapong, Tubtim;Pakkothanang, Piyasak . (2008). The . Journal of Cognitive Technology.3(2), 48-55. DeGroot, A.D. (1965). Thought and Choice in Chess. The Hague, the Netherlands: Mouton.

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