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Qualitative research for education: An introduction to theories and methods

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Qualitative Research in Information Systems

The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail 16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes. Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks across a range of contexts and academic subjects, the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.

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Tablet use in schools: a critical review of the evidence for learning outcomes

The navigational interface allows a user to control computer operations and input text into applications running on the computing system with a single input device. The navigational interface operates by receiving selection signals from the input device. The navigational interface includes an input device, a navigational interface interpretation module having a sensor pattern, and a control display providing feedback of the navigational interface interpretation module operations. The sensor pattern is radially divided into a central sensory portion, a petals sensory portion divided into sensory petals, and a circumferential sensory portion. Each sensory portion references an information element. The information elements are associated with tasks to be performed in the computing system. The tasks might be computer control operations, application selection, application operation, or inputting and editing of textual characters into various applications running on the computing system. The information elements are selected by a selection stroke on the sensory portions and sensory petals of the sensor pattern. The selection stroke is defined by information in the selection signal, which is transmitted pursuant to a user input stroke. Tasks are performed through recognization of the selection signal by the navigational interface interpretation module. Following task execution, the information elements associated with the sensor pattern are functionally updated according to the executed task.

Navigational interface for mobile and wearable computers

England and Australia have introduced new learning areas, teaching computer science to children from the first year of school. This is a significant milestone that also raises a number of big challenges: the preparation of teachers and the development of resources at a national scale . Curriculum change is not easy for teachers, in any context, and to ensure teachers are supported, scaled solutions are required. One educational approach that has gained traction for delivering content to large-scale audiences are massively open online courses (MOOCs); however, little is known about what constitutes effective MOOC design, particularly within professional development contexts. To prepare teachers in Australia, we decided to ride the wave of MOOCs, developing a MOOC to deliver free computing content and pedagogy to teachers with the integration of social media to support knowledge exchange and resource building. The MOOC was designed to meet teacher needs, allowing for flexibility, ad-hoc interactions, support and the open sharing of resources. In this paper, we describe the process of developing our initiative, participant engagement and experiences, so that others encountering similar changes and reforms may learn from our experience. Keywords: scaling up; MOOCs; open access; professional development; online course; computer science education (Published: 28 August 2014) Citation: Research in Learning Technology 2014, 22 : 24691 - http://dx.doi.org/10.3402/rlt.v22.24691

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Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development

This paper explores two different schools’ approaches to implementing an iPad program and a Netbook program to a year level of students. The aim of the study was to determine how these mobile devices were being used in the classroom and whether they enhanced teaching and learning. The experiences of students and parents were obtained through questionnaires and the teacher’s reflections were obtained through interviews. The data were triangulated to determine how iPads and Netbooks were utilised in the classroom, and if there were any concerns about the use of each device. The research findings are presented in a thematic style, and provide an insight into how each device is used in a variety of subjects and at home. The paper concludes with some recommendations to inform school principals and leaders about the effectiveness of these devices as an educational tool. Authors: Therese Keane(Swinburne University of Technology) Catherine Lang(Swinburne University of Technology) Chris Pilgrim(Swinburne University of Technology)

https://researchbank.swinburne.edu.au/file/7fd51517-f84b-488f-94aa-1b2b8680feba/1/PDF (Published version).pdf

Pedagogy! iPadology! Netbookology! Learning with mobile devices

This project is based on selected recommendations of the information and communications technology (ICT) scoping study undertaken by Koppi and Naghdy in 2009, in particular: improving community perceptions of the ICT profession (recommendation two); understanding students better in relation to attrition, women in ICT and gender inclusive pedagogy (recommendation four); further investigations of work integrated learning (recommendation six); and improving the understanding between the teaching-research-industry-learning nexus (recommendation eight). The project team formulated these recommendations into five key project areas: perceptions; attrition; gender; teaching-research-industry-learning nexus; and work integrated learning. This report summarises the main findings from each project area and then presents conclusions and recommendations pertinent across the five areas.

https://researchbank.swinburne.edu.au/file/64c1cb1b-5543-4c91-a6ed-15331ddf39a0/1/PDF (Published version).pdf

Addressing ICT curriculum recommendations from surveys of academics, workplace graduates and employers

Providing an alternative visualisation of the structure of a web site can alleviate many of the usability problems associated with WWW navigation. Whilst site maps are one of the most popular tools utilised by site designers to overcome such problems, little is known about how to design effective site maps. This paper examines some underlying design issues relating to web site maps and then presents an implementation of an experimental site map system demonstrating the application of these principles. This 'SiteTree' system displays a hierarchical abstraction of the site, which provides basic filtering and visualisation controls, including novel "landmark" functionality. This paper provides a basis for future development of WWW site maps tools by clarifying existing research and identifying important design issues.

Designing WWW site map systems

Web 2.0 is revolutionizing the way that users access content and interact with each other on the Web. Unfortunately, many developers are inspired by what is technologically possible possibly disregarding good design practice and fundamental theory. Very little research on Web 2.0 usability is reported in the literature. This paper reports progress on an investigation into the usability of Web 2.0 applications through an empirical study of the level of disorientation and cognitive overhead that users might experience. The outcomes of this project aim to provide an empirical basis for the development of design guidelines to improve Web 2.0 usability.

Improving the usability of web 2.0 applications

The ICT disciplines in Australian universities have a strong tradition of industry engagement in curriculum design and implementation particularly through work integrated learning programs. Work integrated learning (WIL) includes industry placements, internships, industry projects and other methods and approaches that aim to enhance the professional practice capabilities of students. There are various stakeholders involved in WIL programs including universities, students, government and industry, each with their own motivations and expectations. Whilst all stakeholders agree on the benefits to students, there are conflicting interests that jeopardise further development and innovation in WIL. This paper reports on surveys of industry and university stakeholders in order to understand representative views and current practices. The findings confirm a lack of a shared understanding between stakeholders regarding roles, responsibilities, models and benefits. The paper concludes with several recommendations regarding the adoption of an outcomes-based approach to the design and implementation of work integrated learning programs that will encourage innovation and quality in WIL.

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Chris J. Pilgrim

Papers

Pedagogy! iPadology! Netbookology! Learning with mobile devices

Addressing ICT curriculum recommendations from surveys of academics, workplace graduates and employers

Designing WWW site map systems

Improving the usability of web 2.0 applications

Industry and University Perspectives of Work Integrated Learning Programs in ICT Degrees