Instilling Low Carbon Awareness through Technology-Enhanced Cooperative Problem Based Learning

Abstract

Cooperative Problem-Based Learning (CPBL) is a highly Student-Centred Learning (SCL) method for students to develop self-directed learning skills. Previous studies show that CPBL succeeded in instilling environ-mental awareness, deep learning in Science, Technology and Mathematics (STEM) and 21st century skills among students. In this study, digital tech-nologies were utilised to form learning communities during the planning and implementation of CPBL: Low Carbon Society program in two sec-ondary schools in the Iskandar Region in Malaysia. CPBL requires the stu-dents and the facilitators to be proactive and sensible in seeking knowledge and information needed to solve the problem. Google search engine were predominantly used by the CPBL students to search for information, while WhatsApp and Telegram were primarily used to communicate and form learning support communities during the CPBL learning process. CPBL provides early exposure for the students to use software programs in plan-ning and delivering their findings. Students’ reflective journals and obser-vation reports were collected and analysed to identify low carbon aware-ness developed through CPBL. It is found that students’ active involve-ment in understanding the issues and the external motivation and pressure given enabled them to embrace the concept and awareness. The findings of this study indicate that technology assists and provides much needed support in the learning environment to develop low carbon awareness among the students.