Enhancing Learning Process : A Create Model

Mun Fie Tsoi
Ngoh Khang Goh
Lian Sai Chia
Republic of Singapore

In the context of group dynamics in a learning environment be it in the classroom, science or computer laboratories or even field trips, it is not uncommon for educators to assume that learners would have acquired the ability to think actively and reflectively as well as to cooperate effectively from their experiences on social interactions and discourse in a group. As such, this paper provides insights on CREATE, an inquiry-based reflective model that can serve as a pedagogical framework for effective cooperative group work and active, reflective thinking.

The model being process-based is derived from studies on cooperative learning, for example, group investigation ; and on metacognition involving reflective awareness, metacognitive knowledge and self-regulatory learning. Group investigation, a group and learner-centered cooperative learning method provides a social context for learning. It involves the integration of four essential features : investigation, interaction, interpretation and intrinsic motivation. While metacognition plays an essential role during the learning process where learners need to be aware of their own thinking and sensitive to feedback. Indeed, ample opportunities should be given to learners to know about their own memory (declarative knowledge), their repertoire of heuristics and strategies (procedural knowledge) as well as when and why to use such knowledge (conditional knowledge). With reference to instructional systems design models and the three instructional design paradigms which are behaviorism, cognitive science, and constructivism, the CREATE model is found to be compatible with the constructivist paradigm for instructional design.

Basically, the modeling and application of CREATE model involves six stages : (a) Creating a cooperative climate, (b) Realizing plans, (c) Exploring investigations, (d) Assessing and evaluating, (e) Thinking through the processes, (f) Enhancing using other strategies. During the learning process whereby it is inquiry-based as well as reflective in nature, instruments such as the learning process checklist, the strategy evaluation matrix, and regulatory checklist are used. An application of the pedagogical principles of CREATE model for an on-line module on computer applications in teacher education will be illustrated. Results have indicated positive outcomes. On the whole, there is sharing of ideas, opinions and materials, helping of one another, planning, interpreting, and interacting purposefully in the instructional tasks. Indeed, thinking in the aspects of being critical, creative and self-regulated is prevalent throughout. As such implications for instructional design will also be discussed.