Showing papers in "British Journal of Educational Technology in 2005"

Research methods in the social sciences

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Doing quantitative research in education with SPSS

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Three‐dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education

Abstract: Online three-dimensional (3D) virtual worlds are emerging technologies that offer unique learning opportunities for traditional and distributed education. One of the more popular 3D virtual worlds, Active Worlds, is currently being used as a medium for synchronous and asynchronous distance learning. This investigation presents two exploratory case studies of different, but exemplary educational activities using Active Worlds for formal and informal education. The focus of each case study is to investigate how Active Worlds is being used for distance learning and to determine the type of learning experiences afforded by this 3D virtual environment. Whilst more research is necessary to explore fully the potential of 3D virtual worlds for learning, this initial investigation illustrates how Active Worlds affords opportunities for experiential learning and situated learning within a collaboration learning environment.

Motivating students to learn

Abstract: This thesis presents four activities that motivated my students in a public High School in a small city in Mexico to learn by inviting them be active participants in their language learning process. Added to the regular classroom work, these activities encouraged everyone to make an extra effort. Students had the opportunity to shine and to comprehend that they each have a greater potential for learning. Students gained another perspective about learning English. They were given the opportunity to enrich their experience not only in speaking English, but in applying their efforts to new challenges. They did so by writing and performing skits not only in class and on stage but also by preparing and editing written pieces for a magazine. Doing all these activities let students know that they could shine in different ways by developing a positive attitude and feeling self confident about their studies.

An instructional model for web-based e-learning education with a blended learning process approach

Abstract: Web-based e-learning education research and development now focuses on the inclusion of new technological features and the exploration of software standards. However, far less effort is going into finding solutions to psychopedagogical problems in this new educational category. This paper proposes a psychopedagogical instructional model based on content structure, the latest research into information processing psychology and social contructivism, and defines a blended approach to the learning process. Technologically speaking, the instructional model is supported by learning objects, a concept inherited from the object-oriented paradigm.

Performance in e-learning: online participation and student grades

Abstract: The beneficial effects of learners interacting in online programmes have been widely reported. Indeed, online discussion is argued to promote studentcentred learning. It is therefore reasonable to suggest that the benefits of online discussion should translate into improved student performance. The current study examined the frequency of online interaction of 122 undergraduates and compared this with their grades at the end of the year. The findings revealed that greater online interaction did not lead to significantly higher performance for students achieving passing grades; however, students who failed in their courses tended to interact less frequently. Other factors that may be salient in online interactions are discussed.

How to structure online discussions for meaningful discourse: a case study

Abstract: This study examined the impact of structuredness of asynchronous online discussion protocols and evaluation rubrics on meaningful discourse. Transcripts of twelve online discussions involving 87 participants from four sections of a graduate course entitled Instructional Technology Foundations and Learning Theory were analysed across four semesters. Protocols and evaluation rubrics guiding online discussions in this course ranged from minimal structure or loosely defined protocols in the first section, to high sructure or well defined and comprehensive protocols and evaluation criteria in the fourth section. The analyses revealed that some elements of structure had a significant impact on meaningful discourse. Particularly, guidelines that assisted the facilitation and evaluation of online discussions increased the cognitive quality of student postings promoting a deeper and more meaningful understanding of course content.

What campus‐based students think about the quality and benefits of e‐learning

Abstract: There is a trend in Irish universities to utilise the benefits of the e-learning as a mechanism to improve learning performance of campus-based students. Whilst traditional methods, such as face-to-face lectures, tutorials, and mentoring, remain dominant in the educational sector, universities are investing heavily in learning technologies, to facilitate improvements with respect to the quality of learning. The technology to support reuse and sharing of educational resources, or learning objects, is becoming more stable, with interoperability standards maturing. However, debate has raged about what constitutes effective use of learning technology. This research expands upon a study carried out in 2003 examining students' perceptions of e-learning in a large undergraduate accounting class environment. As a result, improvements were made to the instructional design of the course, to enable students to engage interactively with content. The subsequent study, reported in this paper, adopted a broad range of techniques to understand students' learning experience in depth. The findings of this research provide an insight into how these students really work and learn using technologies, if at all. It is hoped that our findings will improve the experience for both students and lecturers who engage in teaching and learning through this medium. © British Educational Communications and Technology Agency, 2005.

Motivation and ability: which students use online learning and what influence does it have on their achievement?

Abstract: There has been much recent research examining online learning in universities, but two questions seem to have been largely overlooked in this context: (1) Which students voluntarily utilise web-based learning; and (2) Does this use influence their academic achievement? The current study aimed to determine whether the approaches to studying, ability, age, and gender of 110 undergraduates in the second year of a psychology degree predicted the extent to which they utilised online learning using Web Course Tools (WebCT) in support of a core Biological Psychology unit. Data were obtained from WebCT's student tracking system, Entwistle and Ramsden's 18-item Approaches to Studying Inventory (1983) and academic records. Multiple linear regressions and discriminant function analysis were used to examine whether individual differences predicted WebCT use, while analysis of covariance determined whether web use influenced academic achievement. The number of hits, length of access, and use of the bulletin board was predicted by age, with older students using WebCT more. These factors were also influenced by ability and achievement orientation. The degree of participation in self-assessment was not predicted by student variables, but, of those that repeated an online quiz, improvement was more likely in those with lower achievement orientation. Only bulletin board use influenced achievement, with those posting messages outperforming those not using, or passively using bulletin boards. However, because individual differences will determine the extent to which students utilise this facility, it is suggested that future research should focus on developing online learning environments that incorporate activities with both a beneficial influence on learning and appeal to a wide student population.

Children, play, and computers in pre-school education

Abstract: The paper reports a study designed to inform the development of an information and communication technology strategy for the pre-school years of education. The main methods of collecting evidence were observations at seven pre-school settings and interviews with at least two practitioners and a number of children at each site. Practitioners generally referred to children “playing with the computer”. We describe some of the problems to be found in the emphasis on free play in nurseries and play groups when this means children are using computers as complete novices. There were few examples of peer support; adults rarely intervened or offered guidance and the most common form of intervention was reactive supervision. Interaction with a computer was therefore a limited experience for most children, but we provide examples of guided interaction that suggest a way forward for professional development.

‘The visual helps me understand the complicated things’: pupil views of teaching and learning with interactive whiteboards

Abstract: This study is one element of a government-sponsored evaluation into the introduction of interactive whiteboards (IWBs) to Years 5 and 6 in English primary schools. This element of the research aimed to gather information regarding pupil views of IWBs and the impact these tools can have on teaching and learning. To extend current literature, the method targeted pupils’ views of how IWBs can impact on metacognition: thinking about learning. Using a template that has been developed by the Centre for Learning and Teaching at Newcastle University, pupils were encouraged to talk about learning in different contexts: this methodology and its rationale are described. The results show that overall comments from the pupils are positive, with the resulting themes encompassing how the IWB can facilitate and initiate learning and impact on preferred approaches to learning. The pupils describe how different elements of software and hardware can motivate, aid concentration, and keep their attention. On the negative side, pupils candidly describe their frustration when there are technical difficulties, their desire to use the board themselves and their perceptions of teacher and pupil effects. As IWBs are becoming more and more prevalent in schools, we discuss implications and make re-commendations for teachers and manufacturers. [ABSTRACT FROM AUTHOR]

Proposing a framework to assess Internet usage in university education: an empirical investigation from a student's perspective

Abstract: University administrators are continuously investing in Information Technology (IT) to support learning and help deal with educational budget cuts. Instructors are increasingly making their teaching materials available on the Internet. While administrators and instructors would like to make the Internet an effective educational tool, they need to understand what their students' attitudes towards using it are. Since the use of the Internet in university education is still in its early stages, many issues regarding its use have not been fully addressed. This study was conducted to provide a better understanding of how the Internet is used in university learning from a student's perspective. Our research framework is based on the Theory of Reasoned Action, Technology Acceptance Model. and IT Diffusion Process Model. We use a survey conducted among university students to explore these issues. Research findings provide some useful insights for university administrators and educators.

A model for integrating instructional technology into higher education

Abstract: This paper describes a model for integrating instructional technology into colleges and universities. The model is known as the RIPPLES Model because the main elements of the model are Resources, Infrastructure, People, Policies, Learning, Evaluation, and Support. The paper includes three main sections: a review of literature related to adoption and diffusion of innovations; results of a questionnaire sent to college Deans; and a brief discussion of the RIPPLES Model itself. The paper concludes with a discussion of the applicability of the model to other settings. Background Higher education, like many other areas of society, is beginning to make increased use of the rapidly increasing and expanding capabilities of technology. Communications and manufacturing technologies have had a profound impact on the missions of business and industry. Instructional technology has great potential to provide a similar impact on the teaching, research, and service missions of any college or university. However, as in most instances where organizations adopt new technology, there are numerous barriers to the integration of instructional technology in higher education. Even in colleges where integration has been relatively successful, the unintended consequences of technology and resistance to change among faculty, staff, and students have made the technology integration process a challenging and difficult one. The paper describes a model for overcoming the barriers to integrating instructional technology into higher education. The elements of the model were developed by reviewing the relevant literature and by analyzing the results of a questionnaire sent to higher education Deans. The model described in this paper, like most models, has both descriptive and prescriptive applications. It describes the factors that facilitate the integration of technology and outlines specific steps administrators and other change agents can take to encourage technology integration. The current model is unique from most other technology integration models in that it includes facilitating factors that are specific to academic settings. While the model is focused on higher education, many of the elements in this model are useful to all organizations, both inside and outside of academe. This paper has three main sections. The first section briefly describes the major literature related to the adoption, diffusion, and integration of technology into organizations, both academic and non-academic. The second section describes the results of a questionnaire sent to Deans of Education at Carnegie I and II universities. The purpose of the questionnaire was to determine what education deans felt were the most important factors in technology integration. The third section describes a model for integrating instructional technology into higher education. The model, known as the RIPPLES Model, describes the seven major elements that administrators should account for when planning for technology integration. At the conclusion of the paper, I discuss how the model can be transferred to other settings and describe areas of potential research related to the integration of instructional technology into educational organizations. This paper is important for four reasons. First, as more colleges and universities seek to use instructional technology, it will be important for administrators to have a framework for effectively integrating technology. Second, the model is important because it is transferable to other educational settings – such as community colleges and K-12 schools. Third, this paper contributes to the adoption and diffusion research field by presenting the results of a questionnaire and a literature review. Fourth, this paper is important because it describes areas of potential research related to the adoption, diffusion, and integration of technology into educational settings. Review of the Literature The first step in developing the model was to review the literature related to the adoption and diffusion of innovations. There is an extensive body of literature on this topic. One of the most interesting aspects of the diffusion literature is that there is no single, unified, universally accepted theory of adoption and diffusion. The literature is made up of numerous, unrelated theories, each addressing a different aspect of the diffusion process or a different type of innovation or organization. Because there are so many unrelated diffusion theories, it can be difficult to efficiently organize and discuss them. Surry and Farquhar (1997) divide diffusion theories into two broad categories – general diffusion theories, which are applicable to a wide range of organizations, and instructional technology diffusion theories, which are specific to innovations in instructional settings. Their taxonomy will be used to organize this review. General Diffusion Theory Everett Rogers is the most widely cited author in the area of general diffusion theory. Rogers' (1995) theories form the basis of most studies related to adoption and diffusion. Four of Rogers’ theories, in particular, seem to be common elements of most diffusion theories. These common elements are the diffusion process, adopter categories, innovation attributes, and rate of adoption The diffusion process outlined by Rodgers (1992) has five steps – knowledge, persuasion, decision, implementation, and confirmation. According to this theory, potential adopters of an innovation have to learn about an innovation and be persuaded to try it out before making a decision to adopt or reject the innovation. Following adoption and implementation, the adopters decide to either continue using the innovation or stop using it. This theory is very important because it shows that adoption is not a momentary, irrational act, but an ongoing process that can be studied, facilitated and supported. Rogers’ theory of adopter categories is central to many theories of diffusion. According to this theory, members of a population vary greatly in their willingness to adopt a particular innovation. The distribution of innovativeness within a population will resemble a normal curve. “Innovators”, those who take the lead in adopting an innovation, make up about 2.5% of a population. “Early Adopters” make up approximately 13.5% of a population. Most people will fall into either the Early Majority (34%) or the Late Majority (34%) categories. “Laggards”, who will resist adopting an innovation as long as possible, comprise about 16% of a population. This theory is important because it shows the impossibility of having all members of a population adopt an innovation at the same time. Change agents should anticipate different responses to their innovations and develop plans for addressing the concerns of all groups from innovators to laggards. The theory of innovation attributes is another of Rogers’ ideas that has been incorporated into many other diffusion theories. According to this theory, potential adopters decide to adopt or reject an innovation based, in part, upon their perceptions of the innovation’s attributes. The attributes of an innovation are trialability, compatibility, complexity, relative advantage, and observability. In simple terms, an innovation is more likely to be adopted if potential adopters perceive the innovation to be something they can try out before adopting, is compatible with their personal and professional goals, is not too complex, is better than another innovation (or the status quo), and has some observable benefits. The theory of innovation attributes is important because it stresses that the perceptions of potential adopters play a pivotal role in the adoption process. Rate of adoption, or the “S-Curve theory”, is another widely cited theory. This theory states that any successful innovation goes through a period of relatively slow growth before experiencing a sharp increase in adoption, and then leveling off. Plotted on a graph, this slow growth, rapid expansion, and leveling off will approximate the shape of the letter S. This theory is important because it shows that even successful innovations start out slowly and don’t become widely adopted until a critical mass develops. As a result, change agents should recognize and develop the supporting services and technologies needed for an innovation to become widely adopted. Instructional Technology Diffusion Theories Many researchers within the field of instructional technology have developed diffusion theories that apply specifically to innovations in educational settings. Ernest Burkman (1987) was one of the first to take concepts from general diffusion theory and apply them to instructional technology. Burkman’s User Oriented Instructional Development model stresses the importance of determining the perceptions of potential adopters and designing instructional products that take those perceptions into account. Perhaps the most widely discussed model for educational change is the Concerns Based Adoption Model (CBAM) developed by Hall & Hord (1987). Hall & Hord's seminal work on change in schools focuses on the role that people within an organization play in facilitating change. The two most commonly discussed elements of the CBAM are “stages of concern” and “levels of use.” Hall and Hord write that people within an organization will fall into one of seven stages of concern ranging from awareness to refocusing. People will have different concerns about technology depending upon which stage they are in. For example, people in the third stage (“personal”) will want to know how using an innovation will affect them while those in the sixth stage (“collaboration”) will want to know how they can collaborate with others to maximize the innovation’s potential. There are eight levels of use according to Hall and Hord. These levels range from “non-use” to “renewal.” Taken together, these two elements of the CBAM show that change agents have to be prepared to

Seeing Is Believing: The Role of Videoconferencing in Distance Learning.

Abstract: The potential of videoconferencing to enrich distance learning needs to be widely recognised as well as the technology embedded in curriculum delivery and in distance learning programmes. The argument is supported by reference to a wide range of case studies from the author's experiences over a period of six years as International Officer with the Western Education and Library Board in Northern Ireland, and to exemplars of good practice from other sources in different parts of the world. As videoconferencing becomes more widely available in schools and in public libraries, it is important that there is a new awareness of its vast potential in order to ensure that this technology is fully exploited for the benefit of learning communities.

Do two heads search better than one? Effects of student collaboration on web search behaviour and search outcomes

Abstract: This study compared Pairs of students with Single students in web search tasks. The underlying hypothesis was that peer-to-peer collaboration encourages students to articulate their thoughts, which in turn has a facilitative effect on the regulation of the search process as well as search outcomes. Both hypotheses were supported by the results. Pairs located the target information more often and in less time than Singles did. Pairs also employed a richer repertoire of search strategies and were more proficient in monitoring and evaluating their search behaviour. Implications of these findings for practice and further research are discussed.

Broadband videoconferencing as a tool for learner-centred distance learning in higher education

Abstract: This paper outlines the possibilities for using broadband videoconferencing within the larger context of changing the focus for teaching from the teacher to the learners. It also explores opportunities that might be created by this technology to facilitate learner-centred engagement in learning and to provide new opportunities for collaboration and support for students studying by the distance mode. As part of the wider discussion, it presents a decision-making framework for teachers to consider when integrating videoconferencing into their curriculum. The bandwidths possible from broadband Internet connection rather than the integrated services digital network transmission increase the richness of videoconferencing to a much closer approximation of natural communication, thus creating opportunities for more creative uses for the medium. The outcomes of trials undertaken at the University of New England during the last two years provide the basis for predicting the usefulness of the technology for learner-centered interactions when the majority of students are learning from locations quite remote from the main campus.

Competency, capability, complexity and computers: exploring a new model for conceptualising end-user computer education

Abstract: Notions of competency have dominated the computer education literature, and have underpinned Competency-Based Training (CBT) in information technology at all levels of education and training. The emergence of counter-narratives underpinned by the capability movement, have as yet had minimal impact on practice in computer education. New discourses in educational theory and practice which are founded on non-linear approaches to learning and teaching provide added impetus to engage in the competency/capability debate, and re-examine our approaches to computer education. This paper explores complexity theories and demonstrates how complexity's pedagogical implications can lead to new models for understanding computer learning and teaching. A new model for conceptualising end-user computer education is presented that was derived from a three-year action research initiative with pre-service teachers.

Managing content in e-learning environments

Abstract: The use of e-learning environments to support teaching and learning has had great impact on the way content is developed and managed. In most cases, both teachers and students have had to re-adapt the way they prepare, access and engage with educational matter. The adjustment in human mechanisms for organising and interacting with educational content has become necessary due to the re-mediation of established practices through the introduction of software-based techniques to structure content, for example, using metadata. Whilst metadata standards provide effective guidelines for organising content in web-based e-learning environments, technology-based approaches to managing educational resources do not fully address social-cultural and pedagogical aspects of users in the context in which teaching and learning takes place. In this regard, the effectiveness of using metadata to structure the discovery and access to educational content should be considered in relation to the extent by which metadata descriptors are associated with established socio-cultural and pedagogical practices. Towards this end, we reflect on potential contributions of social-cultural and learning theories to the task of managing content in e-learning environments. The paper presents an activity-centred approach to abstracting contextually and pedagogically enriched metadata descriptions of educational content and interactions with learning objects.

Improving students¿ pronunciation through accent reduction software

Abstract: This study aimed to find out whether integrating accent reduction software in advanced English language classes at the university level would result in improvements in students’ pronunciation at the segmental and sup-rasegmental levels. The study made use of a quasi-experimental research design. Two classes at the Department of Foreign Language Education at Middle East Technical University in Turkey participated in the study. Whilst one class (the control group) followed traditional instruction, the other class (experimental group) followed instruction which integrated use of accent reduction software in a multimedia language laboratory. Based on the results of the study, it is suggested that especially in English as a Foreign Language (EFL) settings where natural target language input is scarce, technology has a lot to offer, and EFL learners may be provided with exposure and practice/interaction opportunities in the target language through specifically designed software programs.

Dialogue: a theoretical framework for distance education instructional systems

Abstract: This paper presents a theoretical framework for viewing elements that comprise distance education instructional systems in terms of dialogue. It is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Every resource in a distance education instructional system (eg, instructor availability, asynchronous communication networks, self-instruction texts, etc) is analysed in terms of the dialogue mode it supports. The framework offers three advantages: (1) a unified, simple, and coherent description of the mechanisms at play in distance education systems, (2) clear-cut operational definitions, and (3) hypotheses that may be investigated empirically.

A shared document-based annotation tool to support learner-centred collaborative learning.

Abstract: A shared document-based annotation tool was presented, and its usefulness in two different real-life web-based university-level courses (adult learners, n= 27 and adolescent learners, n= 23) was empirically investigated. The study design embodied three data collection phases: (1) a pretest measuring self-rated motivation, learning strategies, and social ability; (2) log file data analysis showing actual use of the system features; and (3) a posttest in a form of an email survey. For both groups, the results showed that the level of motivation has a positive effect on activity in the system and the final grade. The learners, who reported to have good time-management strategies, were the most active users of the system. The level of social ability predicted both the number of consecutive comments in the documents and the threads in document-related newsgroup discussions. Log file data analysis showed that user activity in the system was positively related to the final grade in both samples. Results of the posttest showed that all the respondents agreed when asked: (1) if the system brought added value to the learning process; (2) if the use of the system changed their studying habits favourably; and (3) if they would like to use the system in other courses. [ABSTRACT FROM AUTHOR]

Innovating in higher education: contexts for change in learning technology

Abstract: This paper draws on three research projects (undertaken in 1997-99, 2002 and 2004-05) that have examined innovation in learning and teaching methods in UK higher education. The first two of these focused on such matters as departmental and institutional cultures and the factors that have either enabled or inhibited change. The third has begun to monitor the impact of the process of establishing Centres for Excellence in Teaching and Learning. The prospects for introducing innovations in teaching and learning in higher education are considered in relation to these wider contexts in terms of policies, structures and cultures.

Using the Internet in Teaching: The Views of Practitioners (A Survey of the Views of Secondary School Teachers in Sheffield, UK).

Abstract: A questionnaire was generated from the results of a series of interviews at The City School one of the 27 state secondary schools in Sheffield. In October 2002, it was sent out to 499 Heads of Department at the remaining 26 state secondary schools. Responses were received from 188 teachers, ranging in age from 24 to 60 years old. The purpose of the questionnaire was to gain information about teachers’ views of the Internet and its usefulness as an educational tool. Nearly 85% of teachers acquired their Internet skills informally (self-taught, learned from friends/colleagues, etc), rather than on a taught course. Despite this, most of the respondents were confident of their ability to use the Internet, with the most confident users being young teachers of technical subjects. However, there was a widespread perception (particularly amongst women teachers) that students are more competent users of the Internet than are teachers. Older teachers were more likely to feel under pressure to use the Internet than their younger colleagues. Only about a third of teachers agreed with the statement “I often use the Internet with classes.” Responses varied significantly according to school and subject. There was strong support, however, for the suggestion that the Internet is a valuable source of learning and teaching materials.

Communication processes in collaborative discovery.

Abstract: BACKGROUND Constructivist approaches to learning focus on learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. Discovery learning and collaborative learning are examples of learning contexts that cater for knowledge construction processes. We introduce a computer-based learning environment in which the two forms of learning are implemented simultaneously. We focus on the interaction between discovery learning and collaborative learning. AIM We aim to investigate which communicative activities are frequently used in the discovery learning process and which communicative and discovery activities co-occur. SAMPLE The study involved 21 pairs of 10th-grade students enrolled in pre-university education, ranging from 15 to 17 years of age. METHOD Participants worked in dyads on separate screens in a shared discovery learning environment. They communicated using a chat box. In order to find a possible relationship between communicative activities and discovery learning processes, correlational analysis and principal component analysis were performed. RESULT Significant relationships were found between communicative and discovery activities, as well as five factors combining the communicative process and the discovery learning processes. Communicative activities are performed most frequently during the activities in generating hypotheses, experimental design, and conclusion construction. Argumentation occurs less than expected, and is associated with the construction of conclusions, rather than generating hypotheses. CONCLUSION Communicative activities co-occur with discovery activities most of the time, as we expected. Further research should concentrate on means to augment communicative and discovery activities that are related to positive learning outcomes.

A Framework for Fostering a Community of Practice: Scaffolding Learners Through an Evolving Continuum.

Abstract: This paper proposes a framework of an evolving community of practitioners along a simulation, participation, and codetermined interactions continuum. Simulation, participation, and codetermined interactions are three models of learning, which describe how learners can be brought through a scaffolded process within a community experience. The framework also focuses on the processes rather than on the outcomes or products of a community. In this paper, we describe a case study of a group of heads of Information and Communications Technology (ICT) in schools being scaffolded through an experiential workshop to achieve learning outcomes such as ICT-based project work (as product) and other constructivist dispositions of learning (as processes). The proposed framework is intended to be sufficiently broad so that learners are supported from simulation to codetermined interactions where autonomy of learners' co-construction efforts are encouraged and experienced.