Incorporating ICT tools in an active engagement strategy-based classroom to promote learning awareness and self-monitoring

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The paper examines the influence of incorporating information and communication technology (ICT) tools to help learners to promote learning awareness and self-monitoring skills. An open-ended online questionnaire survey was administered to 15 course participants at the conclusion of the course. The data were analysed on the basis of the percentage of responses according to the influence of ICT tools from the perspectives of the two above-mentioned aspects. The responses from the questionnaire were used to support and triangulate the findings. In addition, reflection reports submitted by all the participants were examined to determine the participants' perceptions of the influence of ICT tools on their own learning throughout the course. In general, the findings showed encouraging results in both learning awareness and self-monitoring skills. According to the findings, individual differences in terms of personality traits and ICT knowledge determined the preference for ICT tools, regardless of the specific pedagogical purposes for incorporating these tools. In the future, we aim to use peer learning techniques to develop peer encouragement and motivation among learners.

Original languageEnglish
Pages (from-to)139-149
Number of pages11
JournalInternational Education Studies
Volume5
Issue number4
DOIs
Publication statusPublished - 2012

Fingerprint

communication technology
information technology
monitoring
classroom
learning
questionnaire
personality traits

Keywords

  • ICT tools
  • Japanese language classroom
  • Learning awareness
  • Self-monitoring

ASJC Scopus subject areas

  • Education

Cite this

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abstract = "The paper examines the influence of incorporating information and communication technology (ICT) tools to help learners to promote learning awareness and self-monitoring skills. An open-ended online questionnaire survey was administered to 15 course participants at the conclusion of the course. The data were analysed on the basis of the percentage of responses according to the influence of ICT tools from the perspectives of the two above-mentioned aspects. The responses from the questionnaire were used to support and triangulate the findings. In addition, reflection reports submitted by all the participants were examined to determine the participants' perceptions of the influence of ICT tools on their own learning throughout the course. In general, the findings showed encouraging results in both learning awareness and self-monitoring skills. According to the findings, individual differences in terms of personality traits and ICT knowledge determined the preference for ICT tools, regardless of the specific pedagogical purposes for incorporating these tools. In the future, we aim to use peer learning techniques to develop peer encouragement and motivation among learners.",
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