Paulino Gatpandan, Daniel D. Dasig, Jr., Mengvi P. Gatpandan, Arlene Mae C. Valderama, Mary Ann B. Taduyo, Roel C. Traballo, Daryl D. Dasig
De La Salle University-Dasmarinas, Jose Rizal University
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In a knowledge-based economy, collaborative learning in the onslaught of technological developments is a necessity; thereby 21st century professionals need the 21st century skills-set to tussle market breakaway. Educators and learners in this information age clinch ways of thinking, ways of working, tools for working and skills to sustain living in the competitive world. This paper presents walkthroughs on the adaptation techniques and learning strategies of the higher education students’ in a hybrid learning context. Hybrid or blended learning combines face-to-face and e-learning technologies with computer mediated activities. In this context, cloud-based learning management system with mobile application to countervail mobility issues has been embedded to facilitate online and computer mediated activities and served as submission and reporting tool. The study is set to ascertain the use of learning strategies as hybrid learning adaptation techniques among higher education students specifically the study aimed at (1) identify the types of learning strategies among higher education students; (2) ascertain attitude of students towards the use of hybrid learning strategies; and (3) examine the skills derived in the hybrid learning context; and (4) determine the effects of Case-based Reasoning in the teaching-learning process. A Case-Based Reasoning (CBR) has been employed with four knowledge containers including subject knowledge, case knowledge, technology knowledge and the adaptation knowledge. A digital survey has been initiated including a focus group discussion were used to verify contentions of the participants. Based on the study, engagement to course discourse liberates the Community of Inquiry to which a permissive and non-judgmental climate promised an educational experience, social, cognitive and teacher presence were felt, selective content, assistive and supporting discourse where teacher always served as moderator. The study result in affective strategies, social strategies, meta-cognitive strategies, memory-related, general cognitive and compensatory strategies although geographical and cultural settings were not considered. Creativity, critical thinking, problem-solving, decision making, communication and collaboration, use of information and communications technology (ICT) and information literacy, value to citizenship, life and career, and personal and social responsibility were skills developed in the context and are associated as 21st century skills. Hybrid learning therefore helps someone who may found traditional classrooms boring compared to a transformed dynamic and re-structured course with selected learning objects. Generally, customized learning systems provided an adaptive interaction and course delivery, content assembly and discovery and assistive collaboration. Learners’ become the director and manager of their learning.
epistemic discourse, computer mediated instruction, case based reasoning, blended learning, knowledge containers.
How to cite
Gatpandan, P., Dasig, Jr., D.D., Gatpandan, M.P., Valderama, A.M.C., Taduyo, M.A.B., Traballo, R.C., Dasig, D.D., (2015). Management of Knowledge Containers and Learning Strategies in The Context Of Case- Based Reasoning. Proceedings Journal of Education, Psychology and Social Science Research. International Research Enthusiast Society Inc., Vol. 2, Iss. 1, Pages 108-113
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