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(PDF) Pedagogy through technology : investigating different technology approaches to the pedagogic environment of undergraduate education
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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F107675448%2FPedagogy_through_technology_investigating_different_technology_approaches_to_the_pedagogic_environment_of_undergraduate_education%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":106276085,"identifier":"Attachment_106276085","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":107675448,"created_at":"2023-10-06T00:27:49.377-07:00","from_world_paper_id":241417815,"updated_at":"2024-11-30T01:35:30.549-08:00","_data":{"ai_title_tag":"Enhancing Undergraduate Statistics Education through Technology","grobid_abstract":"Main Research Question 1: Can media-enhanced learning (VBL, GBL and LMS) improves the teaching and learning experiences of undergraduate Business students within the statistical subject areas leading to a greater appreciation of the subject area and therefore overall improvement in achievement under examination and assessment conditions? Main Research Question 2: Can appropriate technology driven pedagogy integrate with media-enhanced learning (VBL) successfully support students learning process through repetition and reinforcement concept and therefore improve Business students' learning experience and academic achievement in statistical subject area? 1.3.2 Main Research Aims To further explore the main research questions (above), three main research aims were developed as follow: Main Research Aim 1: To evaluate the effectiveness of a media-enhanced learning environment in respect of an improvement in the teaching and learning experiences of first year undergraduate students within the area of statistics as measured by achievement under examination and assessment conditions. Main Research Aim 2: To develop a technology driven pedagogy model based on Kolb's learning cycle (1984, 2014, 2015) that enhance learning and teaching through the inclusion of technology driven reinforcement of knowledge acquisition. the author to examine student preferences and motivations in respect of engagement with video-based learning and video-based learning tools. In approaching this research, a number of fundamental questions are considered which in turn lead to the testing of a number of research questions and hypotheses in exploring the Adapted Kolb Model are as below: Research Question 1: Does a student's recognition of a new learning topic (Recognition stage) play a significant role in determining their learning resource preferences (Reaction stage)? Hypotheses H01: There is no correlation between the Recognition stage and the Reaction stage (The correlation between two stages is equal zero) Ha1: There is a correlation between the Recognition stage and the Reaction stage (The correlation between two stages is not equal Zero) Research Question 2: Do student preferences of VBL play a significant role in their learning (Reaction stage) and understanding of the subject (Replication stage)? Hypotheses H02: There is no correlation between the Reaction stage and the Replication stage (The correlation between two stages is equal zero) Ha2: There is a correlation between the Reaction stage and the Replication stage (The correlation between two stages is not equal Zero) Research Question 3: Does a student's understanding of the subject matter using VBL play a significant role in helping them to apply the subject knowledge (Replication stage) to the similar but new assessment scenarios (Reinterpretation Stage)? Hypotheses H03: There is no correlation between the Replication stage and the Reinterpretation stage (The correlation between two stages is not equal Zero) Ha3: There is a correlation between the Replication stage and the Reinterpretation stage (The correlation between two stages is not equal Zero) Research Question 4: Does a student's success in using the VBL method for their learning (Reinterpretation stage) play a significant role in a student's recognition of new learning (Recognition Stage)? Hypotheses Ak, S., 2016. The role of technology-based scaffolding in problem-based online asynchronous discussion.","publication_date":"2019,11,1","grobid_abstract_attachment_id":"106276085"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Pedagogy through technology : investigating different technology approaches to the pedagogic environment of undergraduate education","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [17555262]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card ds-work-card--no-bottom-spacing"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":106276085,"attachmentType":"pdf"}"><img alt="First page of “Pedagogy through technology : investigating different technology approaches to the pedagogic environment of undergraduate education”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/106276085/mini_magick20231006-1-1plxnk.png?1696578064" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Pedagogy through technology : investigating different technology approaches to the pedagogic environment of undergraduate education</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="17555262" href="https://independent.academia.edu/NaowaratLewis"><img alt="Profile image of Naowarat Lewis" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Naowarat Lewis</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2019</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">779 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 107675448; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=107675448"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Main Research Question 1: Can media-enhanced learning (VBL, GBL and LMS) improves the teaching and learning experiences of undergraduate Business students within the statistical subject areas leading to a greater appreciation of the subject area and therefore overall improvement in achievement under examination and assessment conditions? Main Research Question 2: Can appropriate technology driven pedagogy integrate with media-enhanced learning (VBL) successfully support students learning process through repetition and reinforcement concept and therefore improve Business students' learning experience and academic achievement in statistical subject area? 1.3.2 Main Research Aims To further explore the main research questions (above), three main research aims were developed as follow: Main Research Aim 1: To evaluate the effectiveness of a media-enhanced learning environment in respect of an improvement in the teaching and learning experiences of first year undergraduate students within the area of statistics as measured by achievement under examination and assessment conditions. Main Research Aim 2: To develop a technology driven pedagogy model based on Kolb's learning cycle (1984, 2014, 2015) that enhance learning and teaching through the inclusion of technology driven reinforcement of knowledge acquisition. the author to examine student preferences and motivations in respect of engagement with video-based learning and video-based learning tools. In approaching this research, a number of fundamental questions are considered which in turn lead to the testing of a number of research questions and hypotheses in exploring the Adapted Kolb Model are as below: Research Question 1: Does a student's recognition of a new learning topic (Recognition stage) play a significant role in determining their learning resource preferences (Reaction stage)? Hypotheses H01: There is no correlation between the Recognition stage and the Reaction stage (The correlation between two stages is equal zero) Ha1: There is a correlation between the Recognition stage and the Reaction stage (The correlation between two stages is not equal Zero) Research Question 2: Do student preferences of VBL play a significant role in their learning (Reaction stage) and understanding of the subject (Replication stage)? Hypotheses H02: There is no correlation between the Reaction stage and the Replication stage (The correlation between two stages is equal zero) Ha2: There is a correlation between the Reaction stage and the Replication stage (The correlation between two stages is not equal Zero) Research Question 3: Does a student's understanding of the subject matter using VBL play a significant role in helping them to apply the subject knowledge (Replication stage) to the similar but new assessment scenarios (Reinterpretation Stage)? Hypotheses H03: There is no correlation between the Replication stage and the Reinterpretation stage (The correlation between two stages is not equal Zero) Ha3: There is a correlation between the Replication stage and the Reinterpretation stage (The correlation between two stages is not equal Zero) Research Question 4: Does a student's success in using the VBL method for their learning (Reinterpretation stage) play a significant role in a student's recognition of new learning (Recognition Stage)? Hypotheses Ak, S., 2016. 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