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21st century learning is a dynamic and interconnected educational environment that leverages technology, fosters collaboration, and supports continuous and personalized learning. This study was conducted to investigate the relationship between learning outcomes, learning contents, delivery strategies, learning activities and assessment forms in Structured Technology-Enhanced Collaborative (ST-EC) Learning Environment. To fulfil the research purpose, we developed a questionnaire with sufficient reliability as an instrument to evaluate teachers’ perspectives on five components in the ST-EC learning environment. The valid responses were collected from 240 primary school teachers. Structural Equation Modelling (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model. Given that the structural model exhibited a good fit to the data (CFI = 1.934; IFI = 0.989; TFI = 0.912; and RMSEA = 0.063). The findings reveal the significant relevance of the model’s constituent variables, offering valuable insights for government and stakeholders to ensure the successful implementation of communication technology-enhanced collaborative and constructivism learning activities.
Lee et al. (Wed,) studied this question.