Abstract:
We are currently living in the technological era where technology is developed at an unbelievable rate, resulting in easier communication and access to information. Even though the ease of access increases, few options of education through a technological medium are available. Technology is openly accepted and incorporated into most daily activities. To be specific, most people for a variety of activities, some work related, use smartphones and tablets. Yet, few learners use mobile devices for educational purposes in any subject, including Physical Science, due to various reasons. The Department of Basic Education designed a curriculum for each subject with prescribed content, one of which is Newton’s Laws in Physical Science.
This research followed an interpretive philosophy within an intervention strategy. The research design, data collection and analysis was based on the Community of Inquiry framework of Garrison. An interactive virtual classroom was developed for Grade 11 physical science learners, based on the content of Newton’s laws, to incorporate technology and mobile devices in education. Data was collected through surveys, and online observations. Although the responses of participants in the pre-survey and post-survey indicated that the majority of the participants made use of the virtual classroom, the activity recorded by the virtual classroom indicated that fewer participants made use of it. Participants who did not engage with the virtual classroom did not reveal any improvement, but the participants who continuously used the virtual classroom revealed an improvement in performance. The intervention was evaluated on a set of guidelines, based on the Community of Inquiry framework.
The researcher anticipates this research to be the starting point for more online teaching interventions. In future research, the virtual classroom can be incorporated as a teaching medium and platform for class tests or diagnostic tests in the classroom rather than an additional education source.
