This paper discusses the creation of learning environments with online resources by three primary school teachers for pupil’s learning of science-related topics with reference to the resource-based e-learning environments (RBeLEs) framework. Teachers’ choice of contexts, resources, tools, and scaffolds in designing the learning environments are identified by content analysis of the teaching designs. The rationale behind teachers’ choices and the reflection on lesson implementations are drawn from the post-lesson interview with the three teachers while pupils’ opinions about learning in the RBeLEs are probed in the post-lesson interview with the focus groups. The findings show that the RBeLEs framework has facilitated the teachers to design learning environments with online resources; they become more aware of how the online resources should be selected and used, and the scaffolds needed to be provided to support pupil learning. It is also revealed from the interviews that learning in the RBeLEs is in general motivating and interesting to the pupils, yet the challenges faced by pupils while interacting with the online resources warrant our attention. Suggestions for further research regarding the RBeLEs are also provided. Copyright © 2012 HKIEd APFSLT.
|Journal||Asia-Pacific Forum on Science Learning and Teaching|
|Publication status||Published - Dec 2012|
primary school teacher
CitationSo, W. W. M., & Ching, F. N. Y. (2012). Online resource-based learning environment: Case studies in primary classrooms. Asia-Pacific Forum on Science Learning and Teaching, 13(2), Article 10.
- Online resources
- Learning environments
- Resource-based learning