Framing a personalized online tutorial instruction: cognition and metacognition considerations / Dr. Leow Min Hui
Current research interest in technology-driven learning instructions is acknowledged to have a specific emphasis on personalized learning. Since the twenty-first century teaching and learning strategies have shifted from student-centered learning to student-directed learning in a culture where techn...
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| Format: | Article |
| Language: | en |
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UiTM Press
2024
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| Online Access: | https://ir.uitm.edu.my/id/eprint/95113/2/95113.pdf https://ir.uitm.edu.my/id/eprint/95113/ |
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| _version_ | 1833320431912747008 |
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| author | Leow, Min Hui |
| author_facet | Leow, Min Hui |
| author_sort | Leow, Min Hui |
| building | Tun Abdul Razak Library |
| collection | Institutional Repository |
| content_provider | Universiti Teknologi Mara |
| content_source | UiTM Institutional Repository |
| continent | Asia |
| country | Malaysia |
| description | Current research interest in technology-driven learning instructions is acknowledged to have a specific emphasis on personalized learning. Since the twenty-first century teaching and learning strategies have shifted from student-centered learning to student-directed learning in a culture where technology is widely used. The development of online tutorials is one of the initiatives that addresses pandemic crisis. This study focuses on the investigation of online tutorials in a post-pandemic context which contributes to online learning modulation concerning personalized instructional design in Malaysian elementary schools. This study investigates the instructional personalization through learners’ cognition and metacognition practices when experiencing online tutorials, in order to discover learners’ learning needs and preferences. 14 learners (aged 9) from a Malaysian elementary school were included in this study. An observational and interview-based qualitative case study was adopted. Thematic analysis was employed to generate codes, categories, and themes. As a result, a personalized online tutorial instruction was framed by including the features such as freedom in task and activity selection and planning on the basis of explicit instructional goals, complexity of information input and capacity of resources or materials for different learners’ needs, suitability of task difficulty level for various learners, multiple intelligence consideration, and differentiated peer scaffolding and teacher feedback. This study draws attention to the significance of cognition and metacognition considerations to suggest online tutorial instruction that underpins personalization. |
| format | Article |
| id | my.uitm.ir-95113 |
| institution | Universiti Teknologi Mara |
| language | en |
| publishDate | 2024 |
| publisher | UiTM Press |
| record_format | eprints |
| spelling | my.uitm.ir-951132024-05-24T03:05:50Z https://ir.uitm.edu.my/id/eprint/95113/ Framing a personalized online tutorial instruction: cognition and metacognition considerations / Dr. Leow Min Hui ijelhe Leow, Min Hui Teaching (Principles and practice) Current research interest in technology-driven learning instructions is acknowledged to have a specific emphasis on personalized learning. Since the twenty-first century teaching and learning strategies have shifted from student-centered learning to student-directed learning in a culture where technology is widely used. The development of online tutorials is one of the initiatives that addresses pandemic crisis. This study focuses on the investigation of online tutorials in a post-pandemic context which contributes to online learning modulation concerning personalized instructional design in Malaysian elementary schools. This study investigates the instructional personalization through learners’ cognition and metacognition practices when experiencing online tutorials, in order to discover learners’ learning needs and preferences. 14 learners (aged 9) from a Malaysian elementary school were included in this study. An observational and interview-based qualitative case study was adopted. Thematic analysis was employed to generate codes, categories, and themes. As a result, a personalized online tutorial instruction was framed by including the features such as freedom in task and activity selection and planning on the basis of explicit instructional goals, complexity of information input and capacity of resources or materials for different learners’ needs, suitability of task difficulty level for various learners, multiple intelligence consideration, and differentiated peer scaffolding and teacher feedback. This study draws attention to the significance of cognition and metacognition considerations to suggest online tutorial instruction that underpins personalization. UiTM Press 2024-03 Article PeerReviewed text en https://ir.uitm.edu.my/id/eprint/95113/2/95113.pdf Framing a personalized online tutorial instruction: cognition and metacognition considerations / Dr. Leow Min Hui. (2024) International Journal of e-Learning and Higher Education (IJELHE) <https://ir.uitm.edu.my/view/publication/International_Journal_of_e-Learning_and_Higher_Education_=28IJELHE=29/>, 19 (2): 21. pp. 335-355. ISSN 2229-8223 |
| spellingShingle | Teaching (Principles and practice) Leow, Min Hui Framing a personalized online tutorial instruction: cognition and metacognition considerations / Dr. Leow Min Hui |
| title | Framing a personalized online tutorial instruction: cognition and metacognition considerations / Dr. Leow Min Hui |
| title_full | Framing a personalized online tutorial instruction: cognition and metacognition considerations / Dr. Leow Min Hui |
| title_fullStr | Framing a personalized online tutorial instruction: cognition and metacognition considerations / Dr. Leow Min Hui |
| title_full_unstemmed | Framing a personalized online tutorial instruction: cognition and metacognition considerations / Dr. Leow Min Hui |
| title_short | Framing a personalized online tutorial instruction: cognition and metacognition considerations / Dr. Leow Min Hui |
| title_sort | framing a personalized online tutorial instruction: cognition and metacognition considerations / dr. leow min hui |
| topic | Teaching (Principles and practice) |
| url | https://ir.uitm.edu.my/id/eprint/95113/2/95113.pdf https://ir.uitm.edu.my/id/eprint/95113/ |
| url_provider | http://ir.uitm.edu.my/ |