As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning performance. In this study, our primary objective is to investigate the effect of clickers (i.e. audience response systems) on student learning performance. To do so, we develop a conceptual framework in which we propose that interactivity, active collaborative learning and engagement are three key underlying forces that explain the positive effects and benefits of clickers in enhancing student learning performance. We test these relationships empirically in a university class setting using data from a survey answered by students in a social sciences degree. The results provide strong support for our proposed framework and they reveal that the high level of interactivity with peers and with the teacher that is promoted by the use of clickers positively influences active collaborative learning and engagement, which, in turn, improves student learning performance. These results show the importance of clickers in improving the student learning experience and recommend their use in educational settings to support the learning process. Highlights? To investigate the impact of clickers on student learning performance. ? Interactivity as a result of using clickers promotes active collaborative learning. ? Interactivity as a result of using clickers promotes engagement. ? Engagement improves students' learning performance. ? Active collaborative learning improves students' engagement and learning performance.

Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance

It has come to our attention that Dr Herb Thompson, professor of Economics and Chair of the Economics department, devotes his first assignment to discovering exactly that. He asks his students to fill an on-line questionnaire on Learning Styles and to hand him the results of this questionnaire. We have asked him to write a piece on “learning styles” for our New Chalk Talk series. We have also asked him to share the results of the questionnaires which he has conducted over two semesters in his Microeconomics class. Dr Thompson has agreed to do this and for that we thank him very much. New Chalk Talk will devote the next two or three issues to this subject. They will appear starting next Tuesday.

Learning and Teaching Styles

This research attempts to learn students perceptions about the value that Audience Response Systems add to the classroom. The technology that is the subject of this research consists of eight-button “response pads” that transmit student responses to a receiver connected to the computer in the classroom. The system allows the instructor to ask a variety of different question types and record and graphically-display the students’ responses in real time. Our research reveals that while initially leery of the technology and the modest cost it adds to the course, students are generally positive about its use, and prefer courses that use the technology over those that do not. Analysis reveals that student participation approaches 100% in class sessions where PRS are used due in part to anonymity, ease of use, and the ability to see how many others answered in the same way.

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Waking the Dead: Using interactive technology to engage passive listeners in the classroom

When students are learning to develop algorithms, they very often spend more time dealing with issues of syntax rather than solving the problem. Additionally, the textual nature of most programming environments works against the learning style of the majority of students. RAPTOR is a visual programming environment, designed specifically to help students envision their algorithms and avoid syntactic baggage. RAPTOR programs are created visually and can be executed visually by tracing the execution through the program. Required syntax is kept to a minimum. Students preferred expressing their algorithms visually, and were more successful creating algorithms using RAPTOR than using a traditional language or writing flowcharts.

RAPTOR: a visual programming environment for teaching algorithmic problem solving

Software companies are under continuous pressure to shorten time to market, raise quality and lower costs. More automated system testing could be instrumental in achieving these goals and in recent years testing tools have been developed to automate the interaction with software systems at the GUI level. However, there is a lack of knowledge on the usability and applicability of these tools in an industrial setting. This study evaluates two tools for automated visual GUI testing on a real-world, safety-critical software system developed by the company Saab AB. The tools are compared based on their properties as well as how they support automation of system test cases that have previously been conducted manually. The time to develop and the size of the automated test cases as well as their execution times have been evaluated. Results show that there are only minor differences between the two tools, one commercial and one open-source, but, more importantly, that visual GUI testing is an applicable technology for automated system testing with effort gains over manual system test practices. The study results also indicate that the technology has benefits over alternative GUI testing techniques and that it can be used for automated acceptance testing. However, visual GUI testing still has challenges that must be addressed, in particular the script maintenance costs and how to support robust test execution.

Automated System Testing Using Visual GUI Testing Tools: A Comparative Study in Industry

Software Engineering is a new discipline aimed at the improvement of the production of large, quality software systems. Interest in the adoption of CASE tools has escalated because of the important role they play in supporting the software development process. However, these automated tools are sophisticated and complex. While studies show that CASE tools have a positive impact on quality and productivity, it is also shown that they have been slow to be adopted by industry. This phenomenon is partially explained by the effort in learning to use the tool. Ultimately, knowing the factors that favourably influence the rate of learning will lead to improved approaches to teaching software packages, particularly CASE tools and hence the uptake of these tools within industry. The correlation between learning styles and our methods of teaching CASE tools must be established to investigate where conflicts exist.

This paper discusses an initial study examining the learning styles of engineering students, based on the work of both Kolb and Soloman. This will then be used as a foundation for comparison between student learning styles and use of our CASE tool, Rational Rose. Monitoring online use will be achieved by automated tracing of student navigation within the package.

Our results will be used as a basis to develop an online learning methodology whereby learner characteristics can be used to establish the environment to support the construction of knowledge in our students.

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Learning styles and CASE tools in Software Engineering

Software Engineering is a new discipline aimed at the improvement of the production of large, quality software systems. Interest in CASE tools has grown because of the important role they play in supporting the software development process. Studies show these complex and sophisticated tools have a positive impact on quality and productivity but they have been slow to be adopted by industry; this is partially explained by the difficulty of learning to use the tool.

The constructivist theory of knowledge and learning views knowledge not as pre-existing, but constructed. Individuals are different and these differences affect how a user performs when using a software package. This first phase of our research examines the learning styles of our students and addresses issues confronting them when using a complex software package; namely Rational Rose, our chosen CASE tool.

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CASE Tools: Constructivism and its Application to Learning and Usability of Software Engineering Tools

The constructivist theory of knowledge and learning views knowledge not as pre-existing, but constructed. Individuals are different and these differences affect user performance. A recognition and awareness of learning styles will enable our students to develop learning strategies that will support them through their careers, assist our staff to present courses which address the needs of our students and industry, and promote quality conversations between staff and students addressing individual learning styles and approaches to learning. All our students are required to complete a Foundation unit in first year, first semester. This unit is a critical course for the students as it sets the groundwork on which all further study is dependant. The principal material covered includes essay and report writing, use of technology, ethics, critical thinking and project planning. As a result of our research into constructivism and the recognition of the value of students understanding their own learning styles, it was decided that some fundamental metacognitive skills needed to be available to all first year students. Due to the broad interdisciplinary nature of Foundation units, the School of Engineering decided to include a section on 'understanding your learning styles' into their newly developed Foundation unit with the aim of empowering our students in their university and life long learning requirements. This continuing phase of our research examines the learning styles of our students and staff and addresses issues confronting them in a university environment and beyond. This paper is presented as a series of questions and responses in a dialogic form.

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Quantitative learning conversations: Constructivism and its application to learning in an engineering environment

Murdoch University has instituted a shift to Studio Learning within 3rd and 4th years of all its undergraduate Engineering programs This is driven by industry demands for graduates who integrate and function effectively into organisations, developments in education theory towards considering education as active engagement and the learning expectations of current students. Considered a paradigm shift, Studio Learning involves confronting learners with situations modelled on professional practice. It is a group-based approach that requires the assistance of academics working as facilitators to provide guidance in a richer, holistic learning environment. In order to effect a 'cultural change' towards learning the relevant students were involved in a Studio orientation, providing students with the opportunity to learn about Studios by undergoing a Studio learning experience. A key component of the program was documentation of the process and the outcomes by way of an individual journal/diary indicating tasks, outcomes and times spent. Preliminary evidence indicates that students who were at Murdoch Engineering prior to the Studio week were better able to make the shift to Studio Learning. However, articulation students and (international) students joining the School on exchange programs found the learning model dis-orienting and confronting. Their reticence was replaced by increasing involvement as the week progressed, spurred on by the enthusiasm of other group members. Groups gelled as each student's discipline strengths came into play. Students demonstrated their engagement with this learning model: the quality of the final presentations and diversity of solutions emphasised their ability to be self motivated independent learners.

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Orienting students to studio learning

With the development of new undergraduate degree programmes within Murdoch University's School of Engineering, the decision was made to offer courses, as much as practical, online. This provides numerous challenges to be addressed including considerations of curriculum design and learning issues. Within the software engineering program, an infrastructure has been developed to address these issues and to enable students to exercise a measure of control over their learning experiences.

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Lynne Fowler

Papers

Learning styles and CASE tools in Software Engineering

CASE Tools: Constructivism and its Application to Learning and Usability of Software Engineering Tools

Quantitative learning conversations: Constructivism and its application to learning in an engineering environment

Orienting students to studio learning

Constructing engineering knowledge: development of an online learning environment