Patterns of Student Learning Behaviour within Technology-supported Socialised Learning Contexts

Abstract

With rapidly growing interest in the use of Information and Communication Technology (ICT) tools, student learning through interaction and collaboration becomes feasible and flexible in both online and offline learning environments. Cognitive development in high-density socialised contexts has been a distinct focus in educational research. In this study, we transformed a traditional lecture course at HKU into a communication-intense classroom with the aim of maximizing meaningful socialisation amongst learners. Semi-structured interviews with undergraduate students were conducted after the course and inductive content analysis was undertaken to identify patterns of student learning behaviours which influence the quality of their knowledge construction. Research findings indicated emerging patterns of group socialised learning behaviours were actively-involved, small-circle and passively-reacting; two types of peer pressure- positive and negative- had strong effect on an individual’s learning behaviour within their group.