Kesan persekitaran pembelajaran berasaskan pembangunan pengetahuan menerusi teknologi Web 2.0 bagi kelas kemahiran perpustakaan

Abstract

The development of meaningful learning within Web 2.0 technology environment is a challenge for students towards independent learning. The purposes of the study are to investigate the level of usage of Web 2.0 technology among university students, to develop a learning environment based on Web 2.0 technology and to identify its effects on students. A set of questionnaire was distributed to 220 students of Faculty of Education, Universiti Teknologi Malaysia. Two constructs which were at the highest level were information sharing (min 3.74) and readiness to use (min 3.66). Based on the result of preliminary study, a Web 2.0 learning environment based on the Common Knowledge Construction Model (CKCM) and supported by the ARCS (Attention, Relevance, Confidence, Satisfaction) Motivation Model was developed. Results obtained from 15 students who were selected to undergo the learning environment that was developed showed a positive effect on students? performance and knowledge construction. The analysis using the Wilcoxon Sign Test showed a significant difference on student?s performance between the pre-test and post-test. Next, a content analysis was carried out to identify how the learning environment is able to generate meaningful knowledge construction among students. Eight answer themes were derived with the highest theme being developing knowledge (17 statements). Analysis on the effects of the learning environment in developing self-directed learning found that four constructs (Attention, Relevance, Confidence & Satisfaction) were at the highest level. An analysis of student acceptance was also carried out and it was found that the majority of the students are at the highest acceptance level. This study shows that a learning environment based on Web 2.0 technology which is supported by the CKCM and ARCS Motivation Model has a great potential to be used in developing meaningful and self-directed learning among students.