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Title:
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PERCEIVED AFFORDANCES OF A TECHNOLOGY-ENHANCED ACTIVE LEARNING CLASSROOM IN PROMOTING COLLABORATIVE PROBLEM SOLVING |
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Author(s):
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Xun Ge, Yu Jin Yang, Lihui Liao, Erin G. Wolfe |
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ISBN:
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978-989-8533-18-0 |
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Editors:
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Demetrios G Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2013 |
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Edition:
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Single |
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Keywords:
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Active Learning Classroom, Technology, Affordances |
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Type:
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Short Paper |
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First Page:
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359 |
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Last Page:
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362 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This study explored students and instructors perceptions and experience of technology affordances in an technology-enhanced Active Learning Classroom (ALC) to promote students collaborative problem solving. Multiple case studies were conducted. Five classes of 92 students and five professors participated in this study. The data sources were class observations, interviews, and pre- and post-surveys. The study showed that students self-efficacy and confidence in completing problem-solving tasks increased over time. Additionally, it was found that some professors used the ALC to its potentials while others used it minimally. While both students and professors agreed about numerous benefits of ALCs for learning and instruction, how technology was used depended on the perceived purpose, needs and meaningfulness of the instructors |
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