Instilling low carbon awareness through technology-enhanced cooperative problem based learning

• Main Authors: Nawi, N. D., Phang, F. A., Mohd. Yusof, K., Abdul Rahman, N. F., Zakaria, Z. Y., Syed Hassan, S. A. H.
• Format: Article
• Language: English
• Published: Kassel University Press GmbH 2019
• Subjects: L Education (General)
• Online Access: http://eprints.utm.my/id/eprint/92798/1/NinaDianaNawi2019_InstillingLowCarbonAwareness.pdf; http://eprints.utm.my/id/eprint/92798/; http://dx.doi.org/10.3991/ijet.v14i24.12135

Cooperative Problem-Based Learning (CPBL) is a highly Student-Centred Learning (SCL) method for students to develop self-directed learning skills. Previous studies show that CPBL succeeded in instilling environmental awareness, deep learning in Science, Technology and Mathematics (STEM) and 21st century skills among students. In this study, digital technologies were utilised to form learning communities during the planning and implementation of CPBL: Low Carbon Society program in two secondary schools in the Iskandar Region in Malaysia. CPBL requires the students and the facilitators to be proactive and sensible in seeking knowledge and information needed to solve the problem. Google search engine were predominantly used by the CPBL students to search for information, while WhatsApp and Telegram were primarily used to communicate and form learning support communities during the CPBL learning process. CPBL provides early exposure for the students to use software programs in planning and delivering their findings. Students' reflective journals and observation reports were collected and analysed to identify low carbon awareness developed through CPBL. It is found that students' active involvement in understanding the issues and the external motivation and pressure given enabled them to embrace the concept and awareness. The findings of this study indicate that technology assists and provides much needed support in the learning environment to develop low carbon awareness among the students.