Twenty first century learning is characterized as a technology-supported, student-centered, collaborative, context-based, and globalized learning. Higher education emphasizing various practices for incorporating learning experiences serves a means to prepare students for professional development. Advances in information and communication technology are influencing instructional formats and delivery modes in library and information science professionals. Integrating ICT (Information Communication Technology) literacy into class learning environment is essential. In order to prepare students to face the challenge of the global marketplace, encouraging students to explore world knowledge entails instructional planning to enhance learning engagement among students. An elective course “Exploration of Library World” employed question eliciting strategy into the web-based learning environment. Self-generated questions by students were used to help them deeply process learning and explored contents. The process also develops students’ critical thinking, self-awareness and analytical skills. Students’ learning was facilitated through actively participating in generating and sharing of questions from the course content. Various learning media were used, including video clips (produced for providing interactive scenarios) and web-based resources together with assigned tasks. In order to fulfill the course requirement, students needed to submit both individual and group assignments on a weekly basis. Students’ self-generated questions were summarized and discussed in each class. Reflective learning practices among 42 college students were summarized. Most students considered learning through eliciting question was helpful for them to focus on the materials for reading and exploring. At the end of the course, students’ self-regulated dispositions and skill development were assessed through various aspects.
Te-Lien Chou, National Taiwan University of Science and Technology, Taiwan
Lih-Juan Chanlin, Fu-Jen Catholic University, Taiwan
Stream: e-learning and collaborative learning
This paper is part of the ECTC2014 Conference Proceedings (View)
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