A Technology Integration Framework and Co-operative Reflection Model for Service Learning

In the current era of technological advancement, ICT plays a significant role in education to enrich both teaching and learning processes. However, there is a lack of research regarding the integration and effective application of technology in service learning to identify the factors, which can pos...

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Main Author:	Maimoona, Salam
Format:	Thesis
Language:	English
Published:	2020
Subjects:	QA76 Computer software
Online Access:	http://ir.unimas.my/id/eprint/28754/2/Maimoona%20Salam%20-%202020%20-%20PhD%20in%20Computer%20Science.pdf
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id	my-unimas-ir.28754
record_format	uketd_dc
institution	Universiti Malaysia Sarawak
collection	UNIMAS Institutional Repository
language	English
topic	QA76 Computer software
spellingShingle	QA76 Computer software Maimoona, Salam A Technology Integration Framework and Co-operative Reflection Model for Service Learning
description	In the current era of technological advancement, ICT plays a significant role in education to enrich both teaching and learning processes. However, there is a lack of research regarding the integration and effective application of technology in service learning to identify the factors, which can possibly affect the technology integration process. In addition, research on co-operative reflection is currently limited in order to understand its outcomes from students’ overall learning perspective in the service-learning context. This study aims to propose the technology integration framework and co-operative reflection model for service learning. The Design Science Research Methodology (DSRM) has been adopted to design, develop and evaluate the proposed technology integration framework and co-operative reflection model. The first contribution of this study is a proposed framework, which comprises of three major components, that include identification of general phases for service learning (building on Kolb’s experiential learning theory); a technology support layer for all phases; and stakeholders’ involvement patterns in service learning. Findings revealed that all three main components proposed in the framework of this study are effective for technology integration in service learning. Furthermore, findings of this study also unveiled several constraints of different technologies employed in various phases (e.g. reflection) of service learning. The second contribution of this study is the proposed Co-operative Reflection Model (CRM), which offers a new approach towards group reflection and explores the synergy between co-operative reflection and knowledge-building. The proposed model was validated through a prototype system, which was assessed through a case study. Findings confirmed the presence of different levels of reflective thinking such as: 34% of co-operative reflection data was marked for creating results (level 4), 25% for referring to experience (level 2), 22% for describing experience (level 1), and 19% for developing connection between experience and theories (level 3). The presence of collaborative knowledge-building is also confirmed as 68% data of co-operative reflection was marked for different levels of knowledge-building and only 28% was marked for task coordination. Further findings of this study also confirmed that there is a significant relationship between co-operative reflection and knowledge-building, which validates the notion of knowledge-building, through co-operative reflection activity. The usability and effectiveness of prototype system was validated by using the information system success model, which was empirically evaluated by using Partial Least Square based Structural Equation Modelling (PLS-SEM) approach. Results showed that system quality, service quality and sociability quality are strong predictors of usage behavior and user satisfaction. As a conclusion, this study contributed towards technology enhanced service learning by elaborating the concept of technology integration and adoption in service learning.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Maimoona, Salam
author_facet	Maimoona, Salam
author_sort	Maimoona, Salam
title	A Technology Integration Framework and Co-operative Reflection Model for Service Learning
title_short	A Technology Integration Framework and Co-operative Reflection Model for Service Learning
title_full	A Technology Integration Framework and Co-operative Reflection Model for Service Learning
title_fullStr	A Technology Integration Framework and Co-operative Reflection Model for Service Learning
title_full_unstemmed	A Technology Integration Framework and Co-operative Reflection Model for Service Learning
title_sort	technology integration framework and co-operative reflection model for service learning
granting_institution	Universiti Malaysia Sarawak (UNIMAS)
granting_department	Faculty of Computer Science and Information Technology
publishDate	2020
url	http://ir.unimas.my/id/eprint/28754/2/Maimoona%20Salam%20-%202020%20-%20PhD%20in%20Computer%20Science.pdf
_version_	1783728360940109824
spelling	my-unimas-ir.287542023-03-21T07:51:04Z A Technology Integration Framework and Co-operative Reflection Model for Service Learning 2020-01 Maimoona, Salam QA76 Computer software In the current era of technological advancement, ICT plays a significant role in education to enrich both teaching and learning processes. However, there is a lack of research regarding the integration and effective application of technology in service learning to identify the factors, which can possibly affect the technology integration process. In addition, research on co-operative reflection is currently limited in order to understand its outcomes from students’ overall learning perspective in the service-learning context. This study aims to propose the technology integration framework and co-operative reflection model for service learning. The Design Science Research Methodology (DSRM) has been adopted to design, develop and evaluate the proposed technology integration framework and co-operative reflection model. The first contribution of this study is a proposed framework, which comprises of three major components, that include identification of general phases for service learning (building on Kolb’s experiential learning theory); a technology support layer for all phases; and stakeholders’ involvement patterns in service learning. Findings revealed that all three main components proposed in the framework of this study are effective for technology integration in service learning. Furthermore, findings of this study also unveiled several constraints of different technologies employed in various phases (e.g. reflection) of service learning. The second contribution of this study is the proposed Co-operative Reflection Model (CRM), which offers a new approach towards group reflection and explores the synergy between co-operative reflection and knowledge-building. The proposed model was validated through a prototype system, which was assessed through a case study. Findings confirmed the presence of different levels of reflective thinking such as: 34% of co-operative reflection data was marked for creating results (level 4), 25% for referring to experience (level 2), 22% for describing experience (level 1), and 19% for developing connection between experience and theories (level 3). The presence of collaborative knowledge-building is also confirmed as 68% data of co-operative reflection was marked for different levels of knowledge-building and only 28% was marked for task coordination. Further findings of this study also confirmed that there is a significant relationship between co-operative reflection and knowledge-building, which validates the notion of knowledge-building, through co-operative reflection activity. The usability and effectiveness of prototype system was validated by using the information system success model, which was empirically evaluated by using Partial Least Square based Structural Equation Modelling (PLS-SEM) approach. Results showed that system quality, service quality and sociability quality are strong predictors of usage behavior and user satisfaction. As a conclusion, this study contributed towards technology enhanced service learning by elaborating the concept of technology integration and adoption in service learning. 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