Browsing by Author "Weide, Theo"

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    An approach to learning by construction
    (International Journal of Education and Development using ICT, 2012) Bagarukayo, Emily; Weide, Theo; Meijden, Henny
    This paper proposes an innovative idea for providing affordable, sustainable, and meaningful education for students in Least Developed Countries (LDCs). The authors show how a Digital Learning Environment (DLE) can play a central role in community development. The authors develop and validate an approach for introduction of an ICT education program for Higher Order Cognitive Skills (HOCS) improvement, building capacity and infrastructure in a LDC using the DLE tool. The proposed “Learning by construction” approach, as a mechanism for the effective integration of ICT in the educational process following Bloom’s Taxonomy as a general framework for learning using the DLE is described. It combines sound educational approaches such as cognitive apprenticeship and situated learning with industrial design models to create an interdisciplinary solution that potentially results in job creators, not job seekers. Since there are many infrastructure-deprived educational institutions, financially struggling students, especially in LDCs, the proposed approach is a viable way to provide systematic training in HOCS and Knowledge, Skills and Attitudes for these students. The authors discuss how education itself also plays a role in the introduction of DLE. The overall learning system has not yet been extensively validated by data since there is no learning environment working accordingly. The validity of this approach and its soundness is discussed by describing an introduction plan.
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    The impact of learning driven constructs on the perceived higher order cognitive skills improvement: Multimedia vs. text
    (International Journal of Education and Development using ICT, 2012) Bagarukayo, Emily; Weide, Theo; Mbarika, Victor; Kim, Min
    The study aims at determining the impact of learning driven constructs on Perceived Higher Order Cognitive Skills (HOCS) improvement when using multimedia and text materials. Perceived HOCS improvement is the attainment of HOCS based on the students’ perceptions. The research experiment undertaken using a case study was conducted on 223 students split into two groups who used multimedia and text book instructional methods respectively, to determine the impact of exposure to technology on HOCS improvement of such skills as: decision-making, problemsolving, critical thinking, analysis, synthesis, interpretation. The data collected was analyzed using the independent sample t-test to examine the effects of Learning Driven constructs of multimedia and textbook on students perceived HOCS. The findings from the study suggest that multimedia materials had no measurable effect on HOCS as compared to the traditional text book approach. The study therefore concludes that there was no significant difference in the students’ attitudes, learning interest, learned from others, self reported learning, and HOCS of decision making, problem solving, critical thinking, and other skills when multimedia and text book materials were used.