The 5th International Seminary of IAKN TARUTUNG 2021

on

Innovative, Creative, and Shiny of Education, Social, Economic, Humanity,

Theology and Environmental

Contracts and Online Learning

Communities to Promote Self-Regulation
SPEAKER:
Ms. DIVYA BARANWAL, PH. D. (CAND.)
NATIONAL DING HWA UNIVERSITY, TAIWAN
2nd NOVEMBER, 2021

Divya Baranwal: 5th International Seminary of IAKN

TARUTUNG 2021
 Education Is A
LIFELONG curious
Journey AND
EXAPANDS when
you start travel to
explore - enjoy the
beauty of life and
nature…
Divya Baranwal: 5th International Seminary of IAKN Source: Internet
TARUTUNG 2021
My Journey…

Bhatpar Rani
Uttar Pradesh State, India
Population: 14,839 (latest census)
Literacy: 70.39% (latest census)
96.7% lives in the Rural areas (latest census)
Income: Agriculture

Divya Baranwal (PhD. Cand.): 5th International Seminary of

IAKN TARUTUNG 2021
 My Journey…

High School: 2003 (PCM, Eng. Hindi)

Sr. School: 2005 (PCM, Eng. Hindi)
Under Grad: 2008 Bachelor of ARTs (English, History, Philosophy)

Divya Baranwal (PhD. Cand.): 5th International Seminary of

IAKN TARUTUNG 2021
 HIGHER EDUCATION:
• Master of Art in Education (MAEd.) : Jamia Millia Islamia Central University
Bhatpar Rani to New Delhi (1000 km approx.)
(2011)
• Bachelor of Education in Nursery Education (B.Ed) : Jamia Millia Islamia
Central University (2012)
• JRF in Department of Gender Studies, National Council of Educational
Research and Training (NCERT), GOI (2013-2016)
• Master of Art in Hindi Lit. (Distance education) (2017)

New Delhi to Hualien (4,428 km approx.) • Earned IPRF Fellowship (2016-2018)

• PhD Cand. Education: National Dong Hwa University, Taiwan (since 2018 -
present)
• “Investigating core concepts of introductory Artificial Intelligence in Education
Using Robot (AIEDuRo) at the Elementary-Junior High School level.”
• Guest Speaker on Indian Culture under the Science, Technology, Maths, Indian
Culture (STMIC) program (March 2021- May 2021) in Tzu Chi Sr. High School.
Divya Baranwal (PhD. Cand.): 5th International Seminary of
IAKN TARUTUNG 2021
Outline:
1. Abstract
2. Contract Learning
3. Online Community
4. Potential of CLOC
5. Preface
6. Rationale of the study
7. Research questions
8. Research Method
9. Results and discussion
10.Conclusion and
Recommendations
11.Q&A… Divya Baranwal (PhD. Cand.): 5th International Seminary of
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 Applying contracts and online communities to promote student self-regulation in
English learning at the primary-school level
Pei-Shan Lan*, Ming-Chou Liu**, Divya Baranwal*
*Department of Education and Human Potentials Development, National Dong Hwa University, Hualien, Taiwan
** Corresponding Author
(2020), INTERACTIVE LEARNING ENVIRONMENTS, Routledge: Taylor & Francis
https://doi.org/10.1080/10494820.2020.1789674

Abstract:
• To find out whether joining an online community combined with contract
learning can enhance the learning motivation of students, promote their self-
regulated learning, and improve their academic achievements.
• The outcome shows a rosy picture for the education stakeholders to
make English language learning more effective and to encourage students for
the determination of self-regulated learning.

Divya Baranwal: 5th International Seminary of IAKN

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 Contract Learning

Establish Learning Contracts

between student and teacher or
peers

A formal agreement
written by a learner
join an
which details onlinewill
what
community and
be learned, how
establish their goals
the learning will be
accomplished,
reinforce theirthe cultural
period Granted certain freedom and
of time through
identity involved, and the
interaction choice
Granted tocertain
completing taskand
freedom in
and communication specific
choice time period
to completing task in
specific evaluation
specific time period Basic structure of CLOC
criteria to be used in
judging the completion of
Divya Baranwal: 5th International Seminary of IAKN
the learning. TARUTUNG 2021
 Online Communities characterized by interaction and
is a public or private destination on the Internet communication -discussions between
participants that reflect personal interests
Facilitate peer-to-peer learning By using any online
medium i.e. social
stimulating learners’ original beliefs, and
facilitate group learning through created network sites, computer-
promoting personal reflection
goals by the group members mediated
communication, or
datagogies,

share knowledge via textual

discussion (synchronous or
asynchronous), audio, video, or
other Internet-supported
media

Palloff and Patt 1999

https://elearningindustry.com/top-10-elearning-activities-can-employ-build-strong-online-learning-communities

https://edtechreview.in/news/2164-learning-in-engaged-online-communities

Divya Baranwal (PhD. Cand.): 5th International Seminary of

IAKN TARUTUNG 2021
tential of CLOC…
 Online learning communities present educators with the challenge of defining an instructional paradigm
that is contextually sound and coherent,
 where the technologies can support learners in their acquisition of knowledge,
 not only confined to distance education but as a supplement in day-to-day classroom interaction,
 engaging in self-directed learning,
 fostering of collaborative learning,
 cultivate positive interdependence, autonomy, individual accountability, interpersonal skills i.e. cooperate,
communicate; mutual engagement and co-construction of knowledge,
 meet requirements of individual learner differences, support any time-place interactions, ample
opportunities to participate equally, allow more time to reflect on learning
 paradigm shift from teacher-centered to student-centered education
Geer & Au, 2003; Knowles (1971); Gilbert, J. (1976); Elen & Clark, 2006; Lajoie & Azevedo, 2006); Ismaila and Masdinah (2012); Boak, (2014); J. K. Juin (2017)
Divya Baranwal (PhD. Cand.): 5th International Seminary of
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 Preface
English as most required language
More focused in elementary Schools in Asian – Pacific
countries
Taiwan faces serious challenges in teaching English as a secondary language

Lacking opportunities to apply problems in fluent English speaking

limited contact insufficient
with English prolonged lack of motivation language and
outside the content
lacked confidence to speak
classroom knowledge
English due to fear of being
textbooks is not scolded by teachers and difficulty in
sufficient to laughed at by peers English writing
improve
speaking and
listening skills Directly affect learning achievement
Lin and Lu (2010); (Hwang et al., 2014); Tokoz (2014); Khan (2010); Idrissova (2015); Cumming (2018); Ulicheva (2018)
Divya Baranwal (PhD. Cand.): 5th International Seminary of IAKN
TARUTUNG 2021
 Rationale of the
study…
Teachers are key figure in utilizing the computer-based teaching-learning process
fruitfully than traditional method in the classroom.

Therefore, various creative and innovative teaching technologies have been used
for English teaching in primary schools, such as interactive white boards,
computer- assisted language teaching, English web learning, and playing with e-
books etc.
Studies asserted that Computer-assisted language teaching enhances students ’
mnemonic ability and learning motivation, develops their beliefs, strengthens
speaking ability, and promotes meaningful learning.

Currently, teaching-learning process is based on PRAGMATIC PHILOSOPHY.

Teachers can devolve the responsibility on students for learning by involving them
in online communities, thereby promoting self-regulated learning and introducing
an escalating aspect of English learning in primary schools

Hismanoglu, (2012); Neri et al. (2002); Wang & Young, (2014); Abou El-Seoud et al. (2014); Chang, (2008); Chiang, (2007); Chou, (2014); Lee, (2011)

Divya Baranwal: 5th International Seminary of IAKN

TARUTUNG 2021
 Research
questions
Does joining an online community combined with contract learning-
(1) improve the English learning motivation of students?
(2) ameliorate the student’s English learning achievement ?
(3) foster student’s self-regulated in English learning?

Divya Baranwal (PhD. Cand.): 5th International Seminary of

IAKN TARUTUNG 2021
 Research Method

5th grade students (29)

Quasi-Experimental Research- Non-Equivalent Control Group Design

the English Achievement Test (EAT) - listening, reading, writing and oral

Motivational Scale of English Learning (MSEL) 10 items - expectation, efficacy and satisfaction with
Cronbach @ .88

An unstructured interview has administered to get in-depth perception on CLOC

Divya Baranwal: 5th International Seminary of IAKN

TARUTUNG 2021
 Experimental course
Group design Experimental treatment
Pre-Test Post-Test
The experimental group T1T2 X1 T3T4
The controlled group T1T2 T3T4

X1: Accept CLOC

T1: Motivational Scale of English Learning (MSEL)
T2: English Achievement Test (EAT)
T3: Motivational Scale of English Learning (MSEL)
T4: English Achievement Test (EAT)

Divya Baranwal (PhD. Cand.): 5th International Seminary of

IAKN TARUTUNG 2021
 To administer the CLOC the following steps have been followed:
Participants have to-
 register by himself in user mode in CLOC
web function;
 then entered the interaction mode
where all the required information has
clearly mentioned;
 after signing the contract and setting
goals and manage the mission;
 the participant has to choose a witness
who can be anyone among the
participants and help him to learn;
 Learning and evaluation by self or peers
are carried out simultaneously to Structure of Web Function

accomplish the goal.

Divya Baranwal (PhD. Cand.): 5th International Seminary of
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 Unit-
1
“Mem : Where a
Every Learner Transforms Their Learning Needs into Learning Goals orize re
Voca You?
bular
y”
l is h g o a l and
tr a ct; estab
sign co n
ni t o r m ission;
o
learn; m m ent = Learners Pursued Their Learning Plans to Achieve Their Goals
m i t
co m
d an a s sistant
n e r, a u ser, an
A lear

Learners and Promoters Ensured Effective Learning Resources and Strategies to Accomplish Each Goal

ge ne ss fo r sig n ing contract

n a wit
t e ; ma ant
valua ; relev ing;
e
re- mplish learn re
g e ;
Jud s; acco serving fer futu Learners Judged and Evaluated Their Learning Process and Results
l
goa ces; ob ility; in ns…
v id en eir ab gestio
e s th s ug
e s g ;
ass earnin
l Divya Baranwal (PhD. Cand.): 5th International Seminary of
IAKN TARUTUNG 2021
 Results and discussion
(1) CLOC improve the English learning motivation of students…

Test Group Number Mean Rank U-statistic

Significance (Two-tailed)

Pre-test Experimental Group 16 15.09    

Controlled Group 13 14.88 102.50 .94

Post-test Experimental Group 16 17.94    

Controlled Group 13 11.38 57.00 .03*

There is a significant difference between the experimental and control groups. Before the experiment, the experimental
and control groups do not exhibit significant differences in English motivation pre-tests (Mann – Whitney U = 102.50, p > .
05).
However, the experimental and control groups exhibited significant differences in the English motivation post-test (Mann –
Whitney U = 57, p < .05).

This clearly indicates that the students in the experimental group exhibit more substantial effects on the degree of
English learning motivation than their counterparts in the control group.

Divya Baranwal (PhD. Cand.): 5th International Seminary of

IAKN TARUTUNG 2021
 (2) CLOC ameliorate the student’s English learning achievement…

Test Group Number Mean Rank U-statistic Significance (Two-tailed)

 Pre-test Experimental Group 16 15.50 96 .72

Controlled Group 13 14.38  

Post-test Experimental Group 16 19.53 31.50 .00*

Controlled Group 13 9.42  

There is a significant difference between the experimental and control groups. Before the experiment, the experimental
and control groups do not exhibit significant differences in English achievement pre-test (Mann – Whitney U = 96, p > .
05).

This indicates that the students in the experimental group exhibit more considerable effects in English learning achievement
than their counterparts in the control group..

Divya Baranwal (PhD. Cand.): 5th International Seminary of

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 (3) CLOC foster student’s self-regulated in English learning...
To get in-depth knowledge about CLOC method, some participants who has high score than the controlled group are
interviewed:

S1 remarked “ The teacher I feel reading English is difficult before. I am alone while
allows us to use an online memorizing vocabulary items. I’m not sure if spell a
community. I feel that it is word correctly. However, now I am chased by my
cool, fun, and easy to use. I witness, and don’t want to be teased. I want to achieve
think I will continue using it ” my goal just like achieving goals when playing games. I
will feel a sense of accomplishment. Therefore, I
encourage my witness to overcome challenges, ” S2

CLOC helps me to learn. I don’t

only remind my friend to achieve
his goal but also leave messages
to encourage him. Whenever I
“Reading with classmates is remind my friend to practice
good. I don’t feel nervous spelling, it is just like we have a
anymore. Even I don ’ t know sacred mission to complete the
that I can spell correctly task. I help him and teach him
but don ’ t feel scared of when he faces difficulties, S4
tests as well, ” S3

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 consistent with the Zimmerman’s self-regulated learning;
 learners analyze their advantages and disadvantages to establish their learning goals;
 plan their learning mission and choose a learning method to achieve a goal;
 the interaction and communication between members encourages students to assist each other;
 share their experiences, methods, and knowledge to create the group ’ s goal;
 inspire their personal beliefs and promote personal reflection;
 monitoring and self-evaluation;
 evaluate their ability and development towards their learning mission;
 endow students with freedom, maturity, and independence.
This demonstrates that learning goals can be arranged, maintained, and evaluated
through the process of self-regulation. CLOC shaped the process of Self-Regulated
Learning.
Divya Baranwal (PhD. Cand.): 5th International Seminary of
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 Conclusion and recommendations
• online learning have impact on language learning process with the help of peers and determined the self-
regulation among students;
• the power of peers functioned both as pressure and as an assistant where the students have assisted and
supervised by their peers and adjusted the missions according to the learning progress;
• students identify their learning goals through interaction with the online community;
• manage their time independently;
• commitment to contract learning facilitates the development of the students ’ responsibility;
• foster a favorable learning attitude;
• can profess academic self-efficacy when they exhibit learning motivation, establish goals, evaluate, assess,
and teach themselves, solve problems, and give feedback;
• have positive learning outcomes;
• enables learners to discuss, cooperate, and share information through websites and co-construct their
Divya Baranwal (PhD. Cand.): 5th International Seminary of
knowledge. IAKN TARUTUNG 2021
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• self-regulated learning is a prominent concept in education, can be promoted at an early
stage by introducing contract learning;
• self-regulated learning, which requires sophisticated concepts of cognition and contract
learning is more akin to behaviorism and offers students practical methods, enabling
them to experience and develop self-regulated learning;
• teachers must guide, facilitate and assist students only when they necessary to
maximize the effectiveness of contract learning;
• Another implication of this study is focused on peer learning;
• It is highly recommending that Teachers can implement this approach in regular English
classes and monitor student improvement in English academic achievement and learning
motivation, and students can enhance their academic performance.
Divya Baranwal (PhD. Cand.): 5th International Seminary of
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In the future, the focus of this study will be extended, for example, it
will be more useful to get a larger sample size, compare among
genders, extend at elementary, secondary level students, comparing
with urban and rural areas. Also, it will be helpful to study the
teacher ’ s perception so that it can be used in mainstreaming of
education as a policy especially for language learning, self-regulated
learning.

Divya Baranwal (PhD. Cand.): 5th International Seminary of

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 Q&A..?

Divya Baranwal (PhD. Cand.): 5th International Seminary of

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 謝謝你

THANK YOU

धन्यवाद

Terima Kasih Banyak

rose.div9@gmail.com
https://www.linkedin.com/in/divya-baranwal-6b8229111/

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