This study investigated whether conducting inquiry-based learning projects online could still help develop students' personal and social values and attitudes. Data was collected from student questionnaires, focus group interviews, and analysis of their online project work. Results from the questionnaires and interviews showed that students engaged with the topics and learned as evidenced by their ability to discuss different levels of cognitive and affective learning. Analysis of their online projects also demonstrated reception of knowledge as well as higher-level reflection on values. The conclusion was that conducting inquiry-based learning online can still support the development of values and attitudes in students.
Are They Learning? Building a longitudinal model of information literacy asse...Alan Carbery
This is a paper presented at the LILAC 2016 conference in Dublin, Ireland during March 2016. This paper provides overview of a three-year assessment project in Champlain College Library - to assess the information literacy competency of students.
Using Google Groups in a m-learning environment
Steven Lopes Abrantes
Instituto Politécnico de Viseu (Portugal)
steven@di.estv.ipv.pt
Luís Manuel Borges Gouveia
Universidade Fernando Pessoa (Portugal)
lmbg@ufp.edu.pt
EduLearn10
Barcelona, 5-July-2010
Are They Learning? Building a longitudinal model of information literacy asse...Alan Carbery
This is a paper presented at the LILAC 2016 conference in Dublin, Ireland during March 2016. This paper provides overview of a three-year assessment project in Champlain College Library - to assess the information literacy competency of students.
Using Google Groups in a m-learning environment
Steven Lopes Abrantes
Instituto Politécnico de Viseu (Portugal)
steven@di.estv.ipv.pt
Luís Manuel Borges Gouveia
Universidade Fernando Pessoa (Portugal)
lmbg@ufp.edu.pt
EduLearn10
Barcelona, 5-July-2010
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Self directed learning in future learn courses using the Bouchard frameworkInge de Waard
This brief presentation was given during the FutureLearn Academic Network event at the CALRG confereence in The Open University, Milton Keynes, United Kingdom on June 2015.
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013The Pink Salmon
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013:
"Engagement factors and motivation in eLearning and Blended-Learning proyects".
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013Azahara TIC
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013:
"Engagement factors and motivation in eLearning and Blended -Learning proyects"
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Self directed learning in future learn courses using the Bouchard frameworkInge de Waard
This brief presentation was given during the FutureLearn Academic Network event at the CALRG confereence in The Open University, Milton Keynes, United Kingdom on June 2015.
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013The Pink Salmon
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013:
"Engagement factors and motivation in eLearning and Blended-Learning proyects".
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013Azahara TIC
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013:
"Engagement factors and motivation in eLearning and Blended -Learning proyects"
Personal Digital Inquiry: Connecting Learning in Ways That MatterJulie Coiro
Julie Coiro Paper for Symposium Session Presented at CPH 2019 Conference on Literacy in Copenhagen, Denmark The 18th Nordic Literacy Conference & The 21st European Conference on Literacy
Respond in a paragraph the discussion board. In your response, do no.docxpeggyd2
Respond in a paragraph the discussion board. In your response, do not just agree or disagree, tell the reason for your response. Your response must be at least 100 words. Each answer separately. Use APA 7.
Peer 1
Julia Hernandez
Video Analysis
The beginning of the video was helpful because it made me realize completing a project brings many rewards. The narrator talks about having discipline, which is essential, and that includes managing time, maintaining quality, and embracing both negative and positive changes. The experiences expressed in this first portion reveal the value of finishing a project. According to the narrator, working with like-minded people was inspiring (Sfedfundorg, 2008). Individuals that share ideas and perceptions despite their difference deliver beyond expectation. The second helpful portion was how the narrator identified her scope of research. Her approach made me realize that narrowing down individual options to a particular area improves the quality of information gathered. The third informative portion was where the narrator explains the impacts her new strategy had on her teaching. According to the narrator, her technique has made her more of an educator than a teacher (Sfedfundorg, 2008). The transformation manifests in her student’s improved academic performances and the fact that they have enough confidence while taking tests. Ideally, it helped me understand that tutors can make a difference to a student's education if they employ suitable strategies. Additionally, any utilized method affects how one teaches, sets tests, or prepares learners for examinations (Mills, 2000). The approach also helped me comprehend that the most critical aspect a teacher can give a student is confidence. If one believes in themselves and what they can accomplish, they will succeed even beyond the academic field.
Data Collection
One significant factor an individual should consider when collecting data via interviews includes the questions asked. Some queries might be intrusive enough to make the interviewee feel uncomfortable. At such a state, a person cannot gather relevant data or acquire the exact information. The second valuable element includes the tools used to collect data during interviews. Many options exist, including a tape recorder, notebook, or a plan book as scholars suggest (Rockford, n.d.). At times, an interviewer requires more than one recording tool to store information hence the need for considering the apparatus to use. A third consideration involves whether to interview people formally or informally. The former entails using structured questions, while the latter demands a casual conversation. Under data collections, an interviewer must consider whether to settle for digital tools like recorders and videos or traditional mechanisms like note-taking. Modern methods have proven effective because they allow the interviewer to focus on the interviewees' responses. The approaches, especially video re.
Enhance creative thinking skill thorough mind mapping among grade of 9th ZaniWarraich
Theme: Basic life skill
Sub-theme: Thinking skill
Topic: Enhance creative thinking skill thorough mind mapping among grade of 9th .
RESEARCH PROGECT FOR B.ED STUDENTS.
UOG and AIOU Research Manual Questions answer .
Q# 0. Name of the School (where the action research was conducted):
The overall background of the participants of the project; area/school: (socio-economic status, occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the school is situated) (10 marks)
Q.1. Why did you select this specific sub-theme for the action research? Give rationale of the study. (05 marks)
(Give the background and rationale of the study)
Q. 2. How do you think that this research project is helpful for the stakeholders in developing basic life skills among the students? (05 marks)
Q. 3. Write the major objectives of the study. (05 marks)
(Explore books and online resources to know what and how has been already done regarding this problem)
Q.4. Mention the research questions to achieve the objectives. (05 marks)
(What are the key terms in your topic or study? what do you mean of these terms? What particular meaning you will attach to the term when used in this project?)
Q#5. Write down the previous research about your topic with the help of literature. Updated references will be appreciated. (10 marks)
6. Write down the major variables of the study with their definitions. Support the definitions with references. (05 marks)
(Give details of the individuals or groups who were focused in this project e.g. the early-grade students whose handwriting in Urdu was not good or the students of class VIII who did not have good communication skills)
Q#7. Mention the tool of research with its major indicators used to measure the initial and final level of the skill among the students. Briefly describe the validation process. (10 marks)
(Narrate the process step-wise. The procedure of intervention and data collection)
Q#8. Describe the procedure through which you develop the selected sub-theme among the students applying specific technique? (10 marks)
Q.9. How will you analyze the data, give statistical techniques? Also mention Findings of the study. (10 marks)
Q#11. Give a brief summary of the research project. (05 marks)
Q#12. Do you think that this research project is helpful in your professional development? Mention the areas of improvement in detail. (10 marks)
Q#13. Give detail of work cited in your research project following APA. (10marks)
This is the presentation I gave to my committee following my IRB approval. It is a defense of my study, and was conducted to get my committee's feedback prior to beginning my study.
Objectives:
•To create and implement an appropriate evaluation tool for a parks, recreation, tourism, or sport program.
• To demonstrate the ability to gather and analyze data, draw conclusions, make recommendations.
•To synthesize all course concepts in one fluid document.
•To prepare a report that is complete, accurate, visually appealing, and useful.
The study investigates the impact of using blogs on the development of critical thinking skills among learners of the faculty of education who are enrolled in Arabic language course. The study has been applied to 90 male and female learners from the Faculty of Education at the Middle East University. The researcher has used a semi-experimental approach and the equivalent set method, since it fits the purposes of the study. Watson-Glaser™ Critical Thinking Appraisal has been used in developing a test to measure learners’ level of critical thinking skills. The study revealed statistically significant differences at the significance level of (0.01) in favor of the experimental group regarding Inference, Deduction, Recognition of Assumptions and Interpretation dimensions. The results also revealed statistically significant differences at the level of significance (0.05) in favor of the experimental groups regarding Recognition of Assumptions dimension. Moreover, the study unveiled statistically significant differences at the level of significance (0.01) between the experimental group and control group that can be attributed to critical thinking skills in favor of the experimental group. There are also statistically significant differences at the level (0.01) of significance, between the pre and post evaluation regarding argument evaluation, interpretation and inference skills in favor of the post evaluation. Differences were significant in identifying the hypotheses and deviations at the level of (0.05) in favor of the post-evaluation. Finally, it became clear that statistically significant differences at a level of significance less than (0.05) exist between the pre and post evaluations in favor of the post-evaluation of critical thinking skills.
Similar to 26 web 2.0 tools for teaching and learning (20)
Keynote 1: Teaching and Learning Computational Thinking at ScaleCITE
Title: Teaching and Learning Computational Thinking at Scale
Speaker:
Prof. Ting-Chuen PONG, Professor, Computer Science & Engineering Department, The Hong Kong University of Science and Technology
Time:
09:45-10:45, 9 June 2018 (Saturday)
Venue:
Rayson Huang Theatre, The University of Hong Kong
Sub-theme:
Computational Thinking
Chair:
Prof. Nancy Law, Deputy Director, CITE, Faculty of Education, The University of Hong Kong
http://citers2018.cite.hku.hk/program-highlights/keynote-pong/
Keynote 2: Social Epistemic Cognition in Engineering Learning: Theory, Pedago...CITE
Title: Social Epistemic Cognition in Engineering Learning: Theory, Pedagogy, and Analytics
Speaker:
Prof. Rosanna Yuen-Yan Chan, Member-at-Large, Board of Governors, IEEE Education Society
Department of Information Engineering, The Chinese University of Hong Kong
Time:
14:15-15:15, 9 June 2018 (Saturday)
Venue:
Rayson Huang Theatre, The University of Hong Kong
Sub-theme:
Learning design and learning analytics
Chair:
Dr. Gary Wong, Faculty of Education, The University of Hong Kong
http://citers2018.cite.hku.hk/program-highlights/keynote-chan/
Prof. Gerald KNEZEK: Implications of Digital Generations for a Learning Society CITE
Keynote:
Implications of Digital Generations for a Learning Society: New Technologies, Pedagogies, and Assessments
Speaker: Prof. Gerald Knezek, University of North Texas
Time: 14:30 – 15:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
citers2015.cite.hku.hk/keynote-knezek/
Invited Talk: Open Access: Promises and Reality
Speakers: Mr. Peter E SIDORKO, University Librarian, HKU; Mr. Fred CHAN, Research and Data Services Librarian, HKU
Time: 10:00-10:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-sidorko/
Invited Talk:
Challenge-Based Learning: Creating engagement by learning from games and gamification
Speaker: Dr. David Gibson, Curtin University
Time: 9:15 – 10:00, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-gibson/
Analogy, Causality, and Discovery in Science: The engines of human thoughtCITE
13 January 2015, Tuesday
12:45 pm – 2:00 pm
has been changed to RMS 101, Runme Shaw Bldg., HKU
By Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/analogy-causality-discovery-science-engines-human-thought/
Educating the Scientific Brain and Mind: Insights from The Science of Learnin...CITE
9 January 2015, Friday
12:45 pm – 2:00 pm
RMS 101, 1/F., Runme Shaw Bldg., HKU
by Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/educating-scientific-brain-mind-insights-science-learning-educational-neuroscience/
Science of Learning — Why it matters to schools and families?CITE
17 January 2015, Saturday
2:30 pm – 4:00 pm
Rayson Huang Theater, HKU
by Prof. Laura-Ann PETITTO,
Sin Wai-Kin Distinguished Visiting Professor in the Humanities, The University of Hong Kong;
Full Professor, Department of Psychology, Gallaudet University, Washington, D.C. USA
http://sol.edu.hku.hk/petitto-2015/
12 January 2015, Monday
6:30 pm – 7:30 pm
Theater T4, Meng Wah Complex, HKU
By Prof. Glyn HUMPHREYS,
Department of Experimental Psychology, Oxford University, UK
Distinguished Visiting Scholar, The University of Hong Kong
http://sol.edu.hku.hk/understanding-self-self-bias/
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Would the development of (Personal and Social) Values and Attitudes be still achieved by conducting the Inquiry Based Learning online? 網上探究式專題研習是否能實現價值觀(個人和社會)及態度的發展? Researcher: Dr Felix Siu
2. Purpose This study investigates the efficacy of conducting inquiry project based learning with the use of educational technology for students in four primary schools with an emphasis on the development of values and attitudes in student projects. Centre for Information Technology in Education
3. Backgrounds Reflection in learning is a pedagogical technique used to promote the higher order cognitive skills of analysis, synthesis, and evaluation that constitute the concept of critical thinking. According to Bloom’s taxonomy of educational objectives, it consists of three domains: cognitive (about knowing) affective (about attitudes, feelings) psychomotor (about doing). Centre for Information Technology in Education
4. Backgrounds The affective domain has a hierarchy of five levels: receiving, responding, valuing, organization characterization. Centre for Information Technology in Education
5. Backgrounds receiving: is willing to notice a particular phenomenon responding: makes response, at first with compliance, later willingly and with satisfaction valuing: accepts worth of a thing organisation: organises values; determinesinter-relationships; adaptsbehaviourto value system characterisation: generalisescertain values into controlling tendencies; emphasis on internal consistency; later integrates these into a total philosophy of life or world view. Centre for Information Technology in Education
7. Backgrounds Why use Bloom Taxonomy? Today's teachers must make tough decisions about how to spend their classroom time. Clear alignment of educational objectives with EDB standards is a necessity. Like pieces of a huge puzzle, everything must fit properly. The Bloom's Taxonomy Table clarifies the fit of each lesson plan's purpose, "essential question," goal or objective. Centre for Information Technology in Education
8. Methodology To foster affective reflection in learning, students were encouraged to create written reflection in their projects online besides a set of interview questions and questionnaire based on the characteristics of these five levels, were developed to scaffold students in their reflection process with an emphasis to enhance the development of values and attitudes in inquiry based learning. The methodology used for the research was a mixed method of quantitative and qualitative techniques using three instruments: student survey, focus group interview and students’ written feedback in their projects. Centre for Information Technology in Education
9. Data Collection and Analysis The data was collected and examined using multiple sources of evidence, such as student questionnaires given after the students’ group assignment, a focus group interview conducted by research assistant, and the analysis of information recorded in Google Sites. Centre for Information Technology in Education
10. Data Collection and Analysis The questionnaire The student questionnaire consisted of closed-ended questions. Responses to the closed-ended questions were given according to a four point Likert scale to examine the students’ five levels of affective domain of Bloom’s Taxonomy, where 1 referred to “Totally disagree” and 4 denoted “Totally agree”. Centre for Information Technology in Education
11. Data Collection and Analysis The questionnaire Centre for Information Technology in Education
12. Data Collection and Analysis The focus group interview The interview was conducted after the questionnaires have been given to clarify some of the students’ answers, or to probe further to understand their deepen comprehension. Centre for Information Technology in Education
13. Data Collection and Analysis The focus group interview Centre for Information Technology in Education
14. Data Collection and Analysis The focus group interview Centre for Information Technology in Education
15. Data Collection and Analysis Students’ group assignment Information generated by different groups was collected through Google Sites, and analyzed and sorted by types of category, which corresponds to the five levels of affection domain of Bloom’s Taxonomy. We combined this evidence to get an overall picture. Centre for Information Technology in Education
16. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education
17. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education
18. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education
19. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education
20. Findings and Discussion 1. Data from student questionnaires Centre for Information Technology in Education
21. Findings and Discussion 1. Data from student questionnaires Centre for Information Technology in Education
22. Findings and Discussion 1. Data from student questionnairesJudging from means (3.18) of the findings which is well above the average of 2.5. On average over 80% of the students did strongly agree to each level of the five level of affective domain learning objectives. Centre for Information Technology in Education
23. Findings and Discussion 2. Data from focus group interview Data from interview was collected to get a deepen understanding of students’ reflection. Students were invited to involve to the interview, which consisted of five questions in correspondence with five levels of affection domain. Majority of the students showed a positive value and attitude towards the project experience. For example For receiving level, students were asked whether they have spotted the effect of smoking, alcoholism and drug abuse on self development after project. There was widespread relief that 100% students referred to realize the bad effect. As to responding level, the question whether the students know more about the topic after project was referred to. It has shown that majority of the students made it clear that they have knowledge enriched, and they would devote themselves to encourage others to get rid of smoking, alcoholism and drug abuse if they had opportunities. Centre for Information Technology in Education
24. Findings and Discussion 1. Data from student’s websites The outcome of students’ group project have been shown on Google Sites, which facilitate us to get understand in depth what kind of content was taking place and what kind of reflection would come out. Most of the groups were actively involved in this project. For example: All five groups described the various kinds of cigarettes, alcoholic drink and drug, as well as the reasons why people addicted to them. In the receiving level, all groups realized the bad effect of cigarettes, alcoholic drink and drug. In the responding level,4groups gave their confirmation that their knowledge has increased. Centre for Information Technology in Education
25. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education
26. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education
27. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education
28. Findings and Discussion In conclusion The primary goal of the investigation in exploration of any resultant evidence of student critical thinking, and a subsequent evaluation of the development of value and attitudes in doing inquiry based learning online has showed that the development of (Personal and Social) Values and Attitudes would be still achieved by conducting the Inquiry Based Learning online. Centre for Information Technology in Education
29. References Bloom, B.S. (1956). Taxonomy of educational objectives. Handbook I: The cognitive domain. New York, NY: McKay. Bloom, B.S. (Ed.) (1969). Taxonomy of educational objectives. Handbook I I: Affective domain (2nd ed.). New York, NY: Longman, McKay Geoff Isaacs (1996) Bloom’s taxonomy of educational objectives.Teaching and Educational Development Institute, The University of Queensland. Centre for Information Technology in Education