Role of computer assisted active learning system in history of civilization teaching

Abstract

This empirical study was generated in two phases within the domain of the History of Civilization courses in University of Bahcesehir, Istanbul. The first phase of the study was covered in the first semester where the initial investigation, prototype design and pre tests were executed. In the second phase of the study, spring semester, the designed computer based learning tools has been implemented into classroom usage whereas a focus study was administered to conduct further analysis. The designed learning system aims to create an active learning environment by enhancing students critical thinking with aid of several computer applications which are designed to change the linear logic based power point presentation lectures in first semester. Instead, the developed computer tools are intending to support an active learning with non linear dynamic cognitive mappings, films applications creating chances for classroom discussion, flash cards where grouping structures within keyword learning and several quiz applications. After the designed learning system implemented in second semester, the learners’ attitudes toward the system was investigated. Accordingly , the goals of the empirical research are to answer how the system is meaningful and enjoyable for the students and how the students achievements changed between pre test (first semester grades with power point based presentation) and post test ( second semester grades with learning system). Additionally the flow concept was examined as a means of being in a experience where a student feels cognitively efficient, motivated, and happy. After analysis of qualitative and quantitative studies the results interpreted that the system has been perceived positively by the students (1) , also motivates students (2) and supports active learning / critical thinking (3) whereas creating a feeling of success and challenge (4) somewhat better than classical lessons such as power point based lessons (5) when used in proper environments (6). Also the learning system improves student v achievements (7) especially for those whose pressure/tension is less (8) and preferred learning style matches (9) with the nature of the lesson. Within the results it’s also argued that the learning system helps flow construct (10) where flow is a significant predictor of perceived competence(11) ,course enjoyment (12), value – usefulness of the course (13) and (14) challenge – learning style match according to nature of course. According to findings our prototype learning system with support of computer applications implementation discussed to create a learning system which is more meaningful and enjoyable for the students in the context of history of civilization lessons.