Singapore Students' and Teachers' Perceptions of Computer-Supported Project Work Classroom Learning Environments

Angela F. L. Wong, Choon-Lang Quek, Shanti Divaharan, Woon-Chia Liu, Jarina Peer, Michael D. Williams
2006 Journal of Research on Technology in Education  
The computer-supported Project Work classroom learning environment discussed in this paper represents a paradigm shift from teacher-centered to student-centered teaching and learning in Singapore schools. Besides the face-to-face weekly lessons in existing Project Work classrooms, the students engaged in computer-supported online forum discussions. Two hundred and sixty students and 26 teachers from seven high schools participated in this study. Their perceptions of this new learning
more » ... learning environment were assessed using a modified version of the Web-based Learning Environment Instrument (WEBLEI). In addition, the instrument was also validated. The WEBLEI exhibited satisfactory internal consistency reliability and discriminant validity. Comparing the actual and preferred perceptions of the students and teachers revealed that there were differences between the actual and preferred perceptions for both students and teachers. With these in mind, the implications for using technology to support the face-toface teaching and learning in Project Work classrooms are discussed in this paper. (Keywords: computer-supported classrooms; learning environment; classroom environment; project work; project-based learning.) Summer 2006: Volume 38 Number 4 Trinidad, 2005) . In these learning environment studies, computers were perceived as learning technologies that played critical roles in promoting interactions, enjoyment, collaboration, and individualized learning among the learners who came from secondary schools and tertiary institutions. Project-based learning (PBL) draws on the latest research on effective teaching pedagogies and learning approaches in the 21 st century. It is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons. Instead it focuses on learning activities that are long term, interdisciplinary, student-centered, and integrated with real world issues and practices. It is a total approach to education-both a curriculum and a
doi:10.1080/15391523.2006.10782469 fatcat:yrdzbhhcibhmjfn2ubystvdbzy