In this paper, we examine the use of the Stanford Mobile Inquiry-based Learning Environment (SMILE), a virtual learning environment and inquiry maker that allows students to be involved in their individual learning process. SMILE provides students a platform to generate their questions, leading to opportunities. Students undertake a process of creating and presenting their inquiries; analysing and responding to their peers' questions, through an interactive and engaging exchange. This empirical study, with an SEM analysis, connotes a positive causal relationship between student learning performances and questioning tendencies, upholds the value of fostering student to generate questions for their inquiries and learning. Copyright © 2018 Asia-Pacific Society for Computers in Education.
|Title of host publication||Proceedings of the 26th International Conference on Computers in Education|
|Editors||Jie Chi YANG, Maiga CHANG, Lung-Hsiang WONG, Ma. Mercedes T. RODRIGO|
|Place of Publication||Taiwan|
|Publisher||Asia-Pacific Society for Computers in Education|
|Publication status||Published - 2018|
CitationWu, L., Looi, C.-K., How, M.-L., & He, S. (2018). Student questioning tendencies and learning performances in a classroom inquiry curriculum: An SEM analysis. In J. C. Yang, M. Chang, L.-H. Wong, & M. M. T. Rodrigo (Eds.), Proceedings of the 26th International Conference on Computers in Education (pp. 397-405). Taiwan: Asia-Pacific Society for Computers in Education.
- Inquiry-based learning
- Student-centred learning
- Technology-aided learning