Certain predictors in the selection and design of the new media environment for learning and teaching
Article Sidebar
Main Article Content
Abstract
In Croatian classrooms it is possible to observe teaching scenarios that follow the features of constructivist and traditional teaching theory and many variants and combinations of teaching didactics that are student centred and those that are teacher centred. Teachers struggle to find their way in the selection and design of a media environment that fulfils the developmental needs and ways of learning of the net generation. In many classrooms, pupils still spend most of their time seated in twos at tables aligned in three columns listening to and watching what the teacher is saying and doing (in other words, teacher-centred instruction). Teaching equipment and furniture are mostly adjusted to the needs of the traditional theories of teaching and frontal instruction. The research was carried out on a total sample of 435 pupils in the upper secondary level of education in four counties in the continental part of the Republic of Croatia in order to examine the predictors of using the new media environment for learning. The authors employed the stepwise model to determine statistically significant predictors within the model. The predictors, such as the subject specialisation of the teacher, years of service, the traditional didactics paradigm and the constructivist position paradigm account for 12.7% of the variance of the criterion variable of using the new media environment for learning. Gender, type of school and the frequency of permanent professional development were not seen as statistically significant predictors, i.e., they were not included in the stepwise regression models (4). The question then arises about what the other, non-investigated predictors of the new media environment for learning would be, considering that the predictors determined do not provide an explanation for the high variability of the criterion variable. Years of service and the subject specialism of the teacher are seen as the most significant predictors of using the new media environment for learning.  Â
Â
Keywords: learning environment; teaching strategies; constructivism; secondary education; multimedia didactic
ÂDownloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Botkin, J. W., Elmandjra, M. & Malitza, M. (1998). No Limits to Learning (A Report to the Club of Rome). Oxford and New York: Pergamon Press.
Cooper, M.S., M. Ed.: Theories of Learning in Educational Psychology (Jack Mezirov: Transformational learning) http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html (retrieved 02.03.2015.)
Duygu, E., Suzan, H., Halil, I., Uluuysal, B. & Karakoyun, F. (2011). The Use of Mobile Technologies in Multimedia-Supported Learning Environments. Turkish Online Journal of Distance Education, 12(3), 130-141.
Kurzel, F., Slay, J., Rath, M. & Chau, Y. (2002). Towards an Adaptive Multimedia Learning Environment: Enhancing the Student Experience. 7p.; In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002; ED477048
Liu, M., Olmanson, J., Horton, L. & Toprac, P. (2011). Motivational Multimedia: Examining Students' Learning and Motivation as They Use a Multimedia Enriched Learning Environment Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, Apr 8-12, 2011). ED522012
March, T. (2006). The New www: Whatever, Whenever, Wherever. Educational Leadership, 63 (4), 14-19.
Mariano, G. (2014). Breaking It Down: Knowledge Transfer in a Multimedia Learning Environment. International Journal of Teaching and Learning in Higher Education, 26(1) 1-11.
Matijevic, M. & Radovanovic, D. (2011). Student centred Teaching (Nastava usmjerena na uÄenika). Zagreb: Skolske novine.
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5–12.
Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.
Neo, M. & Leow, F.T. (2014). Interactive Multimedia Learning: Innovating Classroom Education in a Malaysian University. Turkish Online Journal of Educational Technology - TOJET, 13(2), 99-110.
Reece, J. & Walker, S. (2011). Teaching, Training and learning: A Practical Guide. Durham: Business Education Publishers Limited.
Reich, L. (2006). Konstruktivistische Didaktik. Weinheim und Basel: Beltz.
Savasci, Acikalin, F. (2014). Use of Instructional Technologies in Science Classrooms: Teachers' Perspectives. Turkish Online Journal of Educational Technology - TOJET, 13(2), 197-201.
Terhart, E. (2003). Constructivism and teaching: a new paradigm in general didactics? Journal of Curriculum Studes, 35(1): 25-44.
Terhart, E. (2005). Lehr-Lern-Methoden: eine Einfuhrung in Probleme der methodischen Organisation von Lehren und lernen (4. erg. Aufl.). Weinheim und Munchen: Juventa Verlag.
Tobias, S. & Dufty, M. T. (Ed.) (2009). Constructivist Instruction: Success or Failure? New York & London: Routledge.
Vale, C., Davies, A., Weaven, M. & Hooley, N. (2010). Student Centred Approaches: Teachers' Learning and Practice. Mathematics Education Research Group of Australasia, Paper presented at the Meeting of the Mathematics Education Research Group of Australa (33rd, Freemantle, Western Australia, Jul 3-7, 2010) ED520974