Investigating the impact of digital dialogue on conceptual learning of high school science students

Abstract

The study reported in this research explores the impact of a research-informed, school-based, learning appraisal in light of the impact of digital dialogue in curriculum using a social networking app “Talkwall” for classroom discussion The research is aimed at enhancing the standard of learning process to adapt to the changing nature of 21st century learner and the truth that the current educational system cannot take care of such demand without the support from ICTs. This research concentrates on the significance of digital dialogue in the classroom, its attributes, quality and shortcomings, and success factors when used in education. Through the use of a digital app, dialogue is encouraged in the classroom to make students able to be active participants in their learning process and to develop collaborative knowledge blending, learning through inquiry and evaluating ideas. Further, it encourages the learners to argue, give a justification, defend and clarify their understanding, and be involved in the constructive and shared learning process. It motivates even those students to participate who are typically not that active Participants in class. It can also help in examining how students sharing of knowledge contribute to their construction of knowledge. While using digital dialogue in the classroom the students get an opportunity to engage with the content being taught and bring in what they already know thus making learning a two-way process. The intervention was conducted on undergrad students of NUST for a period of one week. In total, 78 participants from two classes ranging from 18-22 years old participated in this study. Data was collected through paper-based pre and post-test to evaluate the impact of digital dialogue.