PROCESSES ASSOCIATED WITH THE ADOPTION OF MOBILE-BLENDED WITH INQUIRY-BASED LEARNING TO DEVELOP CRITICAL THINKING SKILLS IN NIGERIAN BUSINESS EDUCATION UNDERGRADUATE STUDENTS
Article Sidebar
Main Article Content
Abstract
The standard of the Nigerian educational system has continued to witness a decline over the years at all levels, contributing to the high rate of unemployment among graduates in the country. Jobs in the 21st century require, among others, employees’ abilities to analyse, evaluate, and synthesize knowledge to creatively solve problems, and these abilities are increasingly necessary for survival in the modern world. Despite the emphasis on the need to teach tertiary institution students critical thinking skills, which will better equip them for their future roles, most classrooms in Nigeria are still fraught with the traditional approaches. These methods only focus on equipping students with knowledge of concepts that do not adequately avail them with the required abilities to solve real-life problems in modern society. Jobs in the 21st century demand skills that are focused on what individuals can accomplish with their acquired knowledge through analysis, evaluation, and reconceptualization of information to solve problems. To achieve this, learners need to be engaged in active learning that encourages the use of their cognitive process, to sufficiently prepare them for the future. Cognitive development requires that learning should not just consist of repetitive accumulation of facts and knowledge, but must also encompass effective deep conceptual change to support life-long learning. The main objective of this study was to investigate the processes associated with the effective adoption of mobile-blended inquiry-based learning for critical thinking enhancement. A cross-sectional study that used survey and documentary research was conducted among 120 business educators from three states of the thirty-six states of Nigeria, A validated self-administered questionnaire was used to collect data, which were analysed using mean, standard deviation, and percentage. The study revealed both the online and face-to-face activities of teachers and students that are significantly associated with effective adoption.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Aghaee, N., & Keller, C. (2016). ICT-supported peer interaction among learners in Bachelor's and Master's thesis courses. Computers & Education, 94, 276–297.
Alsowat, H. (2016). An EFL flipped classroom teaching model: effects on English Language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
Amador, J. A., Miles, L., & Peters, C. B. (2006). The practice of problem-based learning: A guide to implementing PBL in the college classroom. Bolton, MA: Anker.
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries (OECD Education Working Papers, No. 41). OECD Publishing.
Arney, L. (2015). Go blended! A handbook for blending technology in schools. San Francisco, CA: Jossey-Bass.
Astleitner, H. (2000). Dropout and distance education. A review of motivational and emotional strategies to reduce dropout in web-based distance education. In Neuwe Medien in Unterricht, Aus-und Weiterbildung Waxmann Munster, New York.
Avdiji, H., Elikan, D., Missonier, S., & Pigneur, Y. (2018). Designing tools for collectively solving ill-structured problems. Proceedings of the 51st Hawaii International Conference on System Sciences. Retrieved March2, 2020, from https://scholarspace.manoa.hawaii.edu/bitstream/10125/49940/paper0053.pdf
Barnes, A. E., Boyle, H., Zuilkowski, S. S., & Bello, Z. N. (2019). Reforming teacher education in Nigeria: Laying a foundation for the future. Teaching and Teacher Education, 79, pp. 153-163.
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Washington DC: International Society for Technology in Education.
Bernard, H. R., Wutich, A., & Ryan, G. W. (2016). Analyzing qualitative data: Systematic approaches. SAGE Publications.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA.
Bloom, B., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: David McKay.
Boyce, C., Mishra, C., Halverson, K., & Thomas, A. (2014). Getting students outside: Using technology as a way to stimulate engagement. Journal of Science Education and Technology, 23(6), 815-826.
Brierton, S., Wilson, E., Kistler, M., Flowers, J., & David, J. (2016). A comparison of higher order thinking skills demonstrated in synchronous and asynchronous online college discussion posts. NACTA Journal, 60(1), 14-21.
Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514–526.
Ciampa, K. (2014). Learning in a mobile age: An investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82-96.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. The Journal of Educators Online, 12(1), 91-114.
Cocquyt, C., Diep, A. N., Zhu, C., De Greef, M., & Vanwing, T. (2018) Contribution of social-constructivist and andragogical principles in blended learning to adult’s social inclusion and social capital. Andragoške studije, 1, 47–78.
Couch, A. C. (2014). Comparison of teaching approaches and strategies: how do the use of traditional teaching and flipped classroom teaching techniques affect the attitudes and attainment of science students in an international school in Hong Kong? University of Hong Kong (Master thesis). Retrieved May 20, 2021, from http://dx.doi.org/10.5353/th_b5396412
Davie, S. (2017). Mobile learning in early childhood education: A school-university partnership model (Doctoral dissertation). Australia: University of Notre Dame Australia.
De León, L. (2018). Learning child development through immersion in ill-structured problems using a virtual environment. Leticia Springer International Publishing AG, Springer Nature.
Doerfert, D. L. (2011). National research agenda: American Association for Agricultural Education’s research priority areas for 2011-2015. Texas: Texas Tech University.
Du, S., Fu, Z., & Wang, Y. (2014). The flipped classroom–advantages and challenges. International Conference on Economic Management and Trade Cooperation (pp. 17-20). doi:10.2991/emtc-14.2014.3
Duran, M. & Dokme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2887-2908.
Duran, L. B., & Duran, E. (2004). The 5E instructional model: A learning cycle approach for inquiry-based science teaching. The Science Education Review, 3(2), 49-58.
Edmondson, A. C., & Harvey, J. F. (2017). Cross-boundary teaming for innovation: Integrating research on teams and knowledge in organizations. Human Resource Management.
Ferreira, M. J., Moreira, F., Pereira, C. S., & Durão, N. (2015). The role of technologies in the teaching/ learning process improvement in Portugal. In Proceedings of ICERI Conference 16th-18th November, Seville, Spain (pp. 4600-4610). Retrieved February 5, 2021, from http://repositorio.uportu.pt/xmlui/bitstream/ handle/11328/1352/ ICERI_2015_2150_vFi nal.pdf?sequence=1
Fryer, L. K., & Bovee, H. N. (2018). Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support. Computers & Education. http://doi.org/10.1016/j.compedu.2018.01.006
Fu, Q. K., & Hwang, G. J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers & Education, 119, 129–143.
Gedik, N., Kiraz, E., & Ozden, Y. (2013). Design of a blended learning environment: Considerations and implementation issues. Australasian Journal of Educational Technology, 29(1), 1-19.
Gillies, R. M., & Nichols, K. (2015). How to support primary teachers’ implementation of inquiry: eachers’ reflections on teaching cooperative inquiry-based science. Research in Science Education, 45(2), 171–191.
Graham, C. R. (2004). Blended learning systems: definition, current trends, and future directions. C. J. & Graham, C. R. (Eds.). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Grypp, L.& Luebeck, J. (2015). Rotating solids and flipping instruction. Mathematics Teacher, 109(3), 186–193.
Hall, T. (2017). Barriers and incentive to instructional technology use by high school faculty. Retrieved May 12, 2019, from https://search.proquest.com/docview/1916860112?pq-origsite=gscholar
Han, F., & Ellis, R. A. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education, 40, 12-19.
Han, X., Wang, Y., & Jiang, L. (2019). Towards a framework for an institution-wide quantitative assessment of teachers' online participation in blended learning implementation. The Internet and Higher Education, 42, 1- 12.
Harris, C., & Rooks, D. (2010). Managing inquiry-based science: challenges in enacting complex science instruction in elementary and middle school classrooms. Journal of Science Teacher Education, 21, 227–240.
Heaney, C. A., & Walker, N. C. (2012). The challenges and opportunities of teaching sport and exercise psychology at a distance. Sport & Exercise Psychology Review, 8(2), 65-71.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. J Coll Sci Teach, 42(5), 62–66.
Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92, 221–236.
Hwang, G. J., Shi, Y. R., & Chu, H. C. (2011). A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning. British Journal of Educational Technology, 42(5), 778-789.
Jantakoon, T., & Piriyasurawong, P. (2018). Flipped classroom instructional model with mobile learning based on constructivist learning theory to enhance critical thinking (FCMOC MODEL). Journal of Theoretical and Applied Information Technology, 96(16), 5607-5614.
Johnson, C. S. (2017). Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners. Research in Learning Technology, 25, 1–17.
Keskin, S., & Yurdugül, H. (2019). Factors affecting students’ preferences for online and blended learning: Motivational vs. Cognitive. European Journal of Open, Distance and e-Learning, 22(2), 72 – 86.
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in High Education, 14(7), 1 – 20.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course. Computers & Education, 100, 126–140.
Lau, W., & Yuen, A. (2013). Educational technology training workshops for mathematics teachers: An exploration of perception changes. Australasian Journal of Educational Technology, 29 (1), 595-611.
Laru, J., Järvelä, S., & Clariana, R. B. (2012). Supporting collaborative inquiry during a biology field trip with mobile peer- to-peer tools for learning: a case study with K-12 learners. Interactive Learning Environments, 20(2), 37-41.
Lee, K. Y., & Lai, Y. C. (2017). Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(8), 1-14.
Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. Internet and Higher Education, 14(3), 158–163.
Lepp, A., Barkley, J. E., & Karpinski, A. C. (2014). The relationship between cell phone use, academic performance, anxiety and satisfaction with life in college students. Computer in Human Behavior, 31, 343- 350.
Levy, P., & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85–101.
Li, X. (2020). Students' acceptance of mobile learning: An empirical study based on blackboard mobile learn. Mobile Devices in Education: Breakthroughs in Research and Practice. DOI: 10.4018/978-1-7998-1757-4.ch022
Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y., & Yan, W. (2016). The effectiveness of blended learning in health professions: systematic review and meta-analysis. Journal of Medical Internet Research, 18(1), e2. doi: 10.2196/jmir.4807
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford review of education, 38(1), 9-24.
Lo, C. H., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22.
Longe, O. (2017). Graduate unemployment in Nigeria: Causes, consequences and remediable approaches. American International Journal of Contemporary Research, 7(4), 63-73.
Ma’arop, A. H., & Embi, M. A. (2016). Implementation of blended learning in higher learning institutions: A review of the literature. International Education Studies, 9(3), 41 – 52.
Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. Revista Iberoamericana de Educación a Distancia, 21(2), 201-217.
Mittal, N., Chaudhary, M., & Alavi, S. (2020). An evaluative framework for the most suitable theory of mobile learning. Managing Social Media Practices in the Digital Economy (pp.1-24). 10.4018/978-1-7998-2185-4.ch001.
Moyo, L., & Hadebe, L. B. (2018). The relevance of teacher education as a trajectory in developing and sustaining inclusivity in the digital classroom. European Journal of Open Education and E-learning Studies, 3(1), 1-17.
Mwapwele, S. D., & Roodt, S. (2016). The extent of usage of mobile devices for learning outside the classroom in a secondary school in Tanzania. In Proceedings International Conference on Information Resources Management, paper 65.
Nederveld, A., & Berge, Z. L. (2015). Flipped learning in the workplace. J Work Learn, 27(2), 162–172.
Obari, H., & Lambacher, S. (2015). Successful EFL teaching using mobile technologies in a flipped classroom. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 433-438). Dublin: Research-publishing.net.
Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia - Social and Behavioral Sciences, 28, 937– 942. http://doi.org/10.1016/j.sbspro.2011.11.173
Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 75, 185–195.
Prince, M., & Felder, R. (2006). Inductive teaching and learning methods: definitions, comparisons, and research bases. Journal of Engineering Education, 2, 123–138.
Pulham, E., & Graham, C. R. (2018). Comparing K-12 online and blended teaching competencies: A literature review. Distance Education, 39(3), 411–432.
Raphael, C., & Mtebe, J. S. (2016). Instructor support services: An inevitable critical success factor in blended learning in higher education in Tanzania. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2(2), 123-138.
Rimini, M., & Spiezia, V. (2016). Skills for a digital world: Background report 2016 Ministerial Meeting on the digital economy. Paris: OECD.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: an opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44-49.
Rovai, A. P. (2002). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1). https://www.learntechlib.org/p/49515/
Saitta, E., Morrison, B., Waldrop, J., & Bowdon, M. (2016). Introduction: joining the flipped classroom conversation. In J. Waldrop & M. Bowdon (Eds.), Best practices for flipping the college classroom (1-16). New York: Routledge.
Sam, N. (2019). The 5 E’s of Inquiry-Based Learning. Journal of the American Association of School Librarians. Retrived from https://knowledgequest.aasl.org/the-5-es-of-inquiry-based-learning/
Seranica, C., Purwoko, A. A., & Aliefman, H. (2018). Influence of guided inquiry learning model to critical thinking skills. Journal of Research & Method in Education, 8(1), 28-31.
Shrain, K. (2012). Moving towards e-learning paradigm: Readiness of higher education instructors in Palestine. International Journal on E-Learning, 11(4), 441–463.
Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología/Annals of Psychology, 30(3), 785-791.
Smy, V., Cahillane, M., & MacLean, P. (2016). Sensemaking and metacognitive prompting in ill-structured problems. International Journal of Information and Learning Technology, 33(3), 186 -199.
Song, Y., & Siu, C. K. (2017). Affordances and constraints of BYOD (Bring Your Own Device) for learning and teaching in higher education: Teachers' perspectives. The Internet and Higher Education, 32(1), 39-46.
Stockwell, E. R., Stockwell, M., Cennamo, M., & Jang, E. (2015). Blended Learning Improves Science Education. Cell, 162(5), 933-936.
Szpunar, K. K., Jing, H. G., & Schacter, D. L. (2014). Overcoming overconfidence in learning from video-recorded lectures: Implications of interpolated testing for online education. Journal of Applied Research in Memory and Cognition, 3(3), 161–164.
Talley, C. P., & Scherer S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a “flipped” STEM course. The Journal of Negro Education, 82(3), 339-347.
Thomas, A., & Thorne, G. (2009). How to Increase Higher Order Thinking. Los Angeles: Center for Development and Learning.
Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41, 25-41.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wallace, A. (2014). Social Learning Platforms and the Flipped Classroom. International Journal of Information and Education Technology, 4(4), 293-296. http://dx.doi.org/10.1109/ICeLeTE.2013.6644373
Willging, P. A., & Johnson, S. D. (2009). Factors that influence students’ decision to drop-out of online courses. Journal of Asynchronous Learning Networks, 13(3), 115–127.
Wishart, J. M. (2018). Ethical considerations in the incorporation of mobile and ubiquitous technologies into teaching and learning in educational contexts. Retrieved from https://www.researchgate.net/ publication/321150203
Woltering, V., Herrler, A., Spitzer, K., & Spreckeisen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation. Advancement in Health Science Education, 14, 725–738.
Wu, J., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computer & Education, 55, 155–164.
Zohar, A., & Cohen, A. (2016). Large scale implementation of higher order thinking (HOT) in civic education: The interplay of policy, politics, pedagogical leadership and detailed pedagogical planning. Thinking Skills and Creativity, 21, 85–96.