Considering the Fourth Quadrant Learning

Abstract

This action research reports the experiences of introducing blended learning in the delivery of a post-graduate course to students in the university. The research conceptual framework is adapted from the technology acceptance model. The objective is to assess the level of acceptance of online learning and to document the attempts of the facilitator to create an independent, student-directed, and student-centered learning environment. This is the fourth quadrant learning typology. The research participants were a group of Masters in Education students who registered for the course “Strategies for Teaching and Learning.” Blended learning was introduced as a variant from the standard face-to-face instruction. This proved to be a valuable learning experience for both participants and lecturer. The perceived usefulness and perceived ease of use of online learning was not matched with the behavioral intention.

The Impact of Teaching by Using STEM Approach in The Development of Creative Thinking and Mathematical Achievement Among the Students of The Fourth Scientific Class

“…So it is an educational or teaching approach based on the principle of integration between the fields of science, technology, engineering, and mathematics so that they are taught coherently [26,27]. It is a student-centered approach for learning that integrates science and mathematics and it is an interdisciplinary curriculum in which those disciplines are taught in an interdisciplinary manner and are not bound by a specific discipline with an emphasis on innovation and problem-solving processes using modern technological tools [28,29]. It is an entrance to education, in which the natural sciences, engineering, mathematics interact through experimental educational tools and experiments, in which the learner designs products within projects that help him to employ and develop concepts through higher mental skills [30][31][32].…”