Mastering knowledge construction skills through a context-aware ubiquitous learning model based on the case method and team-based projects

Abstract

This research aims to prove the effectiveness of a context-aware ubiquitous learning model through the case method and team-based projects in enhancing the knowledge construction skills of students regarding instructional media. In this analysis, a quasi-experimental posttest-only control group design was used, with the subjects comprising 62 students. These students were subsequently split into experimental and control groups of 32 and 30 participants, respectively. An interaction analysis model was also used as the data collection instrument to characterize learning behavior in knowledge construction. This was reflected in a questionnaire, with an independent t-test statistical analysis technique used to analyze the data. The results showed that the context-aware ubiquitous learning model based on the case method and team-based project was effective in improving the knowledge construction skills of students. In managing learning, lecturers were also advised to utilize educational strategies that were more oriented toward the students, such as active techniques including case techniques and team-based projects.