My research has investigated the impact of alternative pedagogies such as problem-based learning on fostering curricular change and innovation. Additionally, I have examined the appropriateness of fit between different authentic assessment modes and learning processes embedded in alternative pedagogies. I have also looked at strategies aimed at seamlessly integrating information communication technologies in curriculum design to promote engaged student-centric learning.
Current Research
One of the research areas that I am currently focusing on is examining strategies to make learning in large-classroom settings (such as lectures) more interactive and engaging in order to support improved student learning. Traditionally, learning during lectures and other large classroom-settings has been didactic and teacher-directed in nature. The challenge is to explore ways of overcoming logistical problems and restrictions placed on interactivity by the physical spaces in which large classes take place. By analyzing what educators hope to achieve in large classes, these desired outcomes can then be met through different approaches to interactivity. Strategies such as problem-based learning are being looked at to evaluate their pedagogical effectiveness to improving learning interactivity in large classroom settings. It is hoped that implementing interactive, student-centered curricular approaches in the context of large-classrooms will help to increase lesson attention, learner motivation and learning gains.
Another research study I am currently working on investigates the impact of audience response systems (clickers) on students’ learning performance. Clickers leverage a number of technological affordances to allow for adaptive and flexible learning to be accomplished. Clickers increase the ease with which instructors can engage their students in frequent formative assessment and also enable the modelling of interactive instructional approaches. Clickers have been reported to have the potential to alter the nature of educational transactions – students become more active participants in learning interactions through asking and answering questions. To promote active learning in classroom settings, Nanyang Technological University has rolled out a campus-wide initiative called “Learning that Clicks!”, using clicker technology. This study hopes to examine the experiences of undergraduate students in learning in clicker-supported instructional environments. Employing a pre-test and post-test comparison design approach, the pedagogical impact of clickers on students’ learning achievements will also be empirically assessed.
Doctoral Research
My current research builds upon my doctoral research, which focused on developing a curricular model that maps digital information literacy skills and strategies to success in solving well and ill-structured problems. This research study arose from my experiences in a tertiary institution in Singapore that had adopted problem-based learning as its underpinning curricular methodology. There I had gained a first-hand understanding of the pedagogical challenges facing implementation of problem-based learning (Kumar & Kogut, 2006). In my research it was established that though students were familiar with the Internet interface due to easy and extensive access, students lacked rigorous digital information literacy skills to be able to effectively locate and use information to engage in problem solving (Shankar, Kumar, Natarajan & Hedberg, 2005). My study established a conceptual framework that explained the effectiveness of using various information searching skills in solving different types of problems and improve students’ problem solving mastery (Laxman, 2010).
Future Research Directions
One area of research I would like to look at is on exploring strategies aimed at bringing about greater reliability, validity and consistency in authentic assessment methods. Authentic assessment has been described as contextualized tasks that enable students to demonstrate their competency in more realistic settings mirroring real world situations. It includes methods such as applied performance of task-based skills, simulations, role plays, debates, student portfolios, self-assessment, peer assessment and performance review. Research has consistently showed that criterion-referenced authentic assessment facilitates greater learning gains and far transfer of skills since authentic assessment attempts to evaluate student performance in a more holistic manner. However, authentic assessment is not an instant panacea for all learning related problems and there are challenges faced in its curricular implementation. For example, authentic assessment does encounter difficulties in achieving an acceptable degree of consistency and reliability when it is conducted across large school or institutional settings involving a large number of teachers. Unlike standardized exams which come with singular fixed answers, authentic assessment though informed by scoring rubrics, is inherently open-ended in nature. Hence, authentic assessment comes embedded with a certain degree of subjectivity influenced by variations in teacher characteristics in performing grading. This makes authentic assessment sometimes problematic in its implementation. I would like study more on identifying the shortcomings associated with authentic assessment and exploring ways of improving the design and development of authentic assessment in the context of a proposed integrated framework of conceptual understanding.
Another area of research interest I have in mind is to study the extent and impact of curricular reforms in schools in Singapore. There has been a paradigmatic shift in the last few years in terms of policy making in encouraging schools to move more towards student-centered constructivist pedagogies. Many innovative educational initiatives have been launched in schools in the recent few years to support this curricular change of focus. I would like to extensively study Singapore teachers’ beliefs, attitudes and perceptions towards curricular reforms, how well they have embraced these reforms within their own instructional practices and the impact they feel these reforms have brought about in school learning cultures. I also plan to examine the effectiveness of implementing alternative pedagogies such as team-based learning, problem-based learning and project-based learning in Singapore schools with a view to achieving what Dewey (1916/1966b) calls as the self-propelling power of authentic ideas generated by students during learning in the formulation of an effective school curriculum.
Since I usually keep a keen lookout for developments in the fast changing technology sector, I hope to do more research in investigating the use of emergent and cutting-edge technologies to improve the modalities of teaching, learning and assessment. I would like to explore strategies for the integration of new and novel technologies within educational environments to promote more student-centered learning experiences. Some of the technologies I would like to prototype for educational purposes include problem-based learning simulations, 3-D virtual technologies, intelligent tutoring systems and computer supported collaborative learning systems.
References
Dewey, J. (1966b). Democracy and education. New York: Minton, Balch & Co. (Original work published in 1916).
Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology, Research and Development, 45(1), 65-94.
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology, Research & Development, 48(4), 63-85.
Kumar, M. & Kogut, G. (2006) “Students’ perceptions of problem-based learning.” Teacher Education, 10(1), 1-12.
Laxman, K. (2010) “A conceptual framework mapping the application of information search strategies to well and ill structured problem solving.” Computers and Education, 55(2), 513-526.