Kevin S. C. KUANG
Department of Civil and Environmental Engineering, College of Design and Engineering (CDE)
Kuang, K. S. C. (2023). Exploring Padlet as an online tool for collaborative peer learning in blended learning environments: A case study in civil engineering education [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/exploring-padlet-as-an-online-tool-for-collaborative-peer-learning-in-blended-learning-environments-a-case-study-in-civil-engineering-education/
SUB-THEME
Others
KEYWORDS
Padlet, online tool, collaborative peer learning, blended learning, asynchronous learning
CATEGORY
Paper Presentation
INTRODUCTION
Blended learning approaches have gained significant attention in recent years, as educators strive to create engaging and interactive learning experiences for students (Garrison & Vaughan, 2008, Owston et al., 2013). By combining traditional face-to-face instruction with online components, blended learning offers the potential to enhance student engagement and promote collaborative learning (Dziuban et al., 2018). In alignment with NUS BL2.0 initiatives, courses are being transformed or designed to incorporate blended learning, thereby enhancing the overall learning experience for students.
In the graduate engineering course CE5515 “Structural Health Monitoring”, a blended learning format was adopted to enhance the students’ learning experience, many of whom are working professionals. This module was introduced for the first time in the second semester of Academic Year 2022/23, with a cohort comprising 22 students. The course incorporates a range of student activities, including laboratory work, critical analysis of journal papers, and the completion of mini projects. These mini projects centres around tackling practical, real-world issues such as early landslide detection and the assessment of damage to coastal infrastructure caused by rising sea levels. Collaborative teamwork is emphasised, as students are expected to devise innovative solutions to these complex real-world challenges.
An essential element in promoting collaborative learning is the availability of a user-friendly and visually appealing platform that functions as a virtual gallery. This platform serves as a space for students to engage in critique, appreciation, and the exchange of ideas, fostering cross-fertilisation of knowledge and promoting active learning. A digital tool that offers both content curation capability and content distribution will be ideal in achieving the aims and learning outcomes of this course.
In the context of CE5515, the focus is on the utilisation of Padlet, an online tool, as a means of facilitating collaborative peer learning in an asynchronous learning environment. Padlet provides a digital platform for students to share their work, ideas, and insights, fostering interaction and collaboration among students (Frison & Tino, 2019). The asynchronous nature of the online tool further facilitated increased opportunities for peer-learning. Students could access and contribute to Padlet at their own pace, allowing for deeper reflection and thoughtful responses. This flexibility in time and space enabled students to engage in discussions and collaborations beyond the confines of traditional classroom settings.
Surprisingly, the interaction among students in the Padlet environment exceeded expectations. Students actively engaged with their peers’ work, offering thoughtful feedback, posing relevant queries, and providing constructive comments. This experiment revealed students’ willingness to actively participate and contribute to their classmates’ learning experience, indicating a strong sense of community and a desire for meaningful engagement. The benefits of peer learning is also well recognised in the literature (Slavin, 1983).
To incentivise participation and encourage further engagement, a leaderboard and point system were introduced. Students were awarded points based on the quality of their textual input, taking into consideration the depth of their thoughts, the relevance of their responses, and the originality of their ideas. Additionally, evidence of meaningful interaction, including back-and-forth discussions between questioners and respondents, was also rewarded with points. This gamification element motivated students to actively interact with their peers’ work and promoted a sense of healthy competition. Figure 1 shows a screenshot of the Padlet environment used in this study. In this presentation, the author will explore the benefits, challenges, and student experiences of using Padlet as an instructional tool in teaching a graduate course. The aim is to provide practical implications for educators who are interested in integrating collaborative technologies into their own courses.
In conclusion, this study aims to provide valuable insights into the effectiveness of blended learning strategies and in particular, the benefits of digital tools such as Padlet which they bring to student learning outcomes. By embracing blended learning and leveraging online tools like Padlet, educators can create engaging, collaborative, and student-centred learning experiences that prepare students for success in a rapidly evolving educational landscape.
REFERENCES
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1-17. https://doi.org/10.1186/s41239-017-0087-5
Frison, D., & Tino, C. (2019). Fostering knowledge sharing via technology: A case study of collaborative learning using Padlet. Connecting Adult Learning and Knowledge Management: Strategies for Learning and Change in Higher Education and Organizations, 227-35. https://doi.org/10.1007/978-3-030-29872-2_13
Garrison, D. R., & Vaughn, N. D. (2008). Blended learning in higher education. Framework, principles, and guidelines. Jossey-Bass Publishers. http://dx.doi.org/10.1002/9781118269558
Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38-46. https://doi.org/10.1016/j.iheduc.2012.12.003
Slavin, R. E. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94(3), 429-45. https://doi.org/10.1037/0033-2909.94.3.429
