Psychology for the Classroom: Constructivism and Social Learning

Pritchard, Alan; Woollard, John

doi:10.4324/9780203855171

Cited by 144 publications

(158 citation statements)

References 37 publications

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“…Another reason that contributes to the development of the students' reading proficiency could relate to brainstorming and discussion that followed. (Vigotsky, 1896 in Pritchart andWoollard, 2010) say that the existing prior knowledge of the child will develop by interaction social. It is mean that in a learning process needs interaction social.…”

Section: F Discussionmentioning

confidence: 99%

The Implementation of Collaborative Strategy Reading (Csr) and Its Effects on Students’ Reading Comprehension

Rahman

2016

ETERNAL

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: This research aimed to find out: (1) the students' attitude toward CSR in teaching-reading comprehension and (2) the role of CSR and its affects on students' reading comprehension. This study was experimental which involved two groups: experimental and control groups. The research was conducted at Madrasah Aliyah Negeri MAN 1 Makassar, South Sulawesi with 40 students as respondents. The instruments of data collection were pre-test, treatment, post-test, and questionnaire. The reading test was administered to both groups. The scores were assessed by two assessors. The data were analyzed and interpreted by means of SPSS 14.0. The study reveals that the implementation of CSR has a significant effect on students' reading proficiency in terms of content of the text: preview, clik and clunk, get the gist and wrap up. The results of students' reading score from pre-test to post-test demonstrate a significant difference. It is found that sig. (2-tailed) is 0.000 lower than 0.05. The comparison of the students' reading proficiency outcome between the two groups (8.592>2.024) shows that the improvement is significant. The finding signifies that CSR is positively responded by the experimental class. The implementation of CSR increases students' reading proficiency.

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Section: F Discussionmentioning

confidence: 99%

The Implementation of Collaborative Strategy Reading (Csr) and Its Effects on Students’ Reading Comprehension

Rahman

2016

ETERNAL

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“…While talking on social constructivists, reality is constructed through human activity, that is, knowledge is socially and culturally constructed and learning is a social process (Pritchard &Woollard, 2010). For all these assumptions, they see the role of communication to be vital only by which socially agreed ideas and social patterns can be understood (Kim, 2001).…”

Section: Ict Pedagogy and Social Constructivismmentioning

confidence: 99%

“…He further argued that learning is a social construction which means we make meaning of knowledge only through interaction with others. Moreover, constructivists believe that knowledge can be created and recreated which demands active involvement of the learners to discover new knowledge (Pritchard &Woollard, 2010).…”

Section: Introductionmentioning

confidence: 99%

ICT Pedagogy in Higher Education: A Constructivist Approach

Jha

2017

J Training & Devpt

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“…Engaging (participating) in a dialogue, especially an argument is vital to collaborative learning from a constructivism view [21]. Engagement allows for structuring and restructuring of ideas within a discussion group, with multiple views coming from individuals when negotiating meaning in the process of learning [22].…”

Section: A Collaborative Knowledge Constructionmentioning

confidence: 99%

Use of Intelligent Agents in Collaborative MLearning: Case of Facilitating Group Learner Interactions

Njenga¹,

Oboko²,

Omwenga³

et al. 2017

IJMECS

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Abstract-Intelligent agents have been used in collaborative learning. However, they are rarely used to facilitate group interactions in collaborative m-learning environments. In view of this, the paper discusses the use of intelligent agents in facilitating collaborative learning in mobile learning environments. The paper demonstrates how to design intelligent agents and integrate them in collaborative mobile learning environments to allow group learners to improve their levels of group knowledge construction. The design was implemented in a collaborative mobile learning system running on Modular Object-Oriented Dynamic Learning Environment (Moodle) platform. The application was used in some experiments to investigate the effects of those facilitated interactions on the level of group knowledge construction. The results showed improved levels of group knowledge construction in instances where the facilitations were enabled compared to where they were disabled. The paper concludes that the use of intelligent agents in facilitating learner group interactions in collaborative mobile learning environments improves the levels of group knowledge construction. For future work, the use of intelligent agents can be tested in other areas of group interactions to enhance group learning.

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Psychology for the Classroom: Constructivism and Social Learning

Cited by 144 publications

References 37 publications

The Implementation of Collaborative Strategy Reading (Csr) and Its Effects on Students’ Reading Comprehension

The Implementation of Collaborative Strategy Reading (Csr) and Its Effects on Students’ Reading Comprehension

ICT Pedagogy in Higher Education: A Constructivist Approach

Use of Intelligent Agents in Collaborative MLearning: Case of Facilitating Group Learner Interactions

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