The empirical study on the impact of student-centered learning application to cognition and social learning

International Conference on Information Technology and Digital Applications 2018

计算机科学;无线电电子学

Cendaña, D.I.^1 ; Ocay, A.B.^2 ; Bustillo, N.V.^1 ; Dela Cruz, J.S.^3

PHINMA-University of Pangasinan, Dagupan City

2400, Philippines^1

Urdaneta City University, Urdaneta City

2428, Philippines^2

University of the Cordilleras, Baguio City

2600, Philippines^3

关键词: Cognitive thinking;    Computer Assisted Instruction;    Computer-mediated technology;    Experimental research;    Knowledge resource;    Productive learning;    Student-centered learning;    Technology-mediated learning;   

Others  :  https://iopscience.iop.org/article/10.1088/1757-899X/482/1/012006/pdf
DOI  :  10.1088/1757-899X/482/1/012006

学科分类：计算机科学（综合）

来源: IOP

【 摘 要 】

Cognition is the umbrella term for learning skills-it is the ability to relate and comprehend what was learned. Whereas social learning is the ability of learner to grasp ideas shared by others and from a community of shared knowledge resources. The main objective of this study was to explore the impact of technology-mediated learning to the cognitive thinking of learners in terms of their ability to understand computer-assisted instructions, adopt new knowledge and apply mental activities and skills to perform reasoning and grasp what is being taught using the Student-Centered Learning Software (SCLS). Also, it aims to understand the impact of technology-mediated learning to social learning in terms of learner's ability to learn and perform activities with peers or in a group-related work. Experimental research was applied and a pre-tested questionnaire was used for data collection from 300 tertiary learners in 2 private universities in the Philippines. Using one-way ANOVA and regression analysis, study has revealed that with lower limit of 95% confidence level, the learner's frequency of use, time spent in taking activity and their level of understanding and comprehension have significant difference to their cognition where p = 0.000