Assessing the effects of a collaborative problem-based learning and peer assessment method on junior secondary students' learning approaches in mathematics using interactive online whiteboards during the COVID-19 pandemic Online publication date: Wed, 18-Jan-2023
by Chi Lok Chan; Ronnie H. Shroff; Wing Ki Tsang; Fridolin S.T. Ting; Raycelle C.C. Garcia
International Journal of Mobile Learning and Organisation (IJMLO), Vol. 17, No. 1/2, 2023
Abstract: Given the demands on instructors created by the COVID-19 pandemic, teachers have been compelled to integrate active learning pedagogies supported by mobile technologies to sustain students' interactive engagement. This study describes the implementation of a novel active pedagogy - the collaborative problem-based learning and peer assessment (Co-PBLa-PA) method, implemented through interactive online whiteboards (IOWBs) in junior secondary mathematics classes in Hong Kong. Data were collected from 87 Form 1 students and analysed to test three hypotheses postulating the main effects of the Co-PBLa-PA method on students' learning approaches using IOWBs. A pre-survey (SPQ) on students' learning approaches and a post-survey (SPQ) on students' learning approaches and their perceptions of technology-enabled active learning (TEAL) were administrated. Results showed the Co-PBLa-PA method, using IOWBs, increased students' learning performance and promoted significant deep learning. A significant positive correlation also emerged between deep learning approaches and students' perceptions of TEAL using IOWBs. Finally, limitations and directions for future research are discussed.
Online publication date: Wed, 18-Jan-2023
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