An investigation into students' use of a computer-based social learning space: lessons for facilitating collaborative approaches to learning

Provision of computers in universities for self‐study is taken for granted and is seen as a “must have” educational resource, yet it is very expensive to fund. Students report that they use the Internet as their first stop in approaching research tasks. Learning theorists posit the important role of social interaction in contributing to learning. The use of collaborative methodologies such as group work also illustrate the importance, and perceived beneficial role of, learning with others. However, in general, student access to computers for self‐study in UK Higher Education is provided through large rooms furnished with serried ranks of computers, which do not allow or encourage computer‐based collaborative working. This study addresses this mismatch between approaches to learning and the way universities make computers available to learners. The University of Wolverhampton provides a social learning space with 24 computers on four fishbone‐shaped tables, in a room without any restrictions on talking, eating, or drinking. It was provided so as to encourage learners to work collaboratively and to be able to integrate the use of a computer whilst doing so. This paper reports the initial findings of a study into its use, through questionnaires, observational data, and interviews. Has the provision of a computer‐based collaborative learning space positively affected approaches to computer‐based self‐study? The results of this study inform how best Higher Education institutions might provide computer access to learners so as to encourage collaborative working and positively affect student approaches to their learning.     

Understanding students' use and value of technology for learning

Despite significant research in the field of educational technology, there is still much we do not fully understand about students' experiences with technology. This article proposes that research in the field of educational technology would benefit from a sociological framing that pays attention to the understandings and lives of learners. Within a broader study that aimed to investigate students' use and value of technologies guided by Bourdieu's sociological theory, this article reports on qualitative embedded case study data of 12 students in years 9 and 10 from two Australian secondary schools. The article provides detailed accounts of students' experiences with technologies in various contexts with consideration of the milieu in which technology use occurred, illustrating the heterogeneous and complex network of influencing factors on students' technology practices. The findings and discussion augment the application of Bourdieu's concepts of field, habitus and capital as a tool to view and understand students' varied and complex experiences and relationships with technology.     

The effects of mandatory and optional use on students' ratings of a computer-based learning package

Continuing developments in educational technology and increasing undergraduate numbers in the UK have facilitated the use of computer‐based learning packages. One of the effects of the increasing use of these packages is the shift in teaching of material from being primarily lecturer‐led to student‐driven. This has a number of implications concerning using the package, since it is quite likely that students will be working in isolation, and the use of the package may be mandatory or optional. In this study we report on the usefulness ratings of a software package for undergraduate use within the context of whether or not students choose to use it. Level 1 students and lecturers in Economics were surveyed at three UK universities. Findings indicate that students whose use was mandatory rated the learning package as more useful than those whose use was optional. Reasons for non‐use centred on lack of instruction and on student apathy. These results have important implications for the use of computer‐based learning packages and for understanding user attitudes.     

Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students' experiences of a technology‐enhanced blended learning design

This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology‐enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection‐in‐action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect‐on‐action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology‐enhanced learning experiences.     

The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic interventions that can greatly increase interactivity in large blended classes. They developed a cutting-edge mobile learning system that can deliver live broadcasts of real-time classroom teaching to students with mobile devices. Their system allows students to customise means of content-reception based on when and where they tune into the broadcast. The system also supports short text messaging and instant polls. Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately. This article describes this system in detail, and also reports results from a formal implementation of the system in a blended English classroom of 1000 students (with about 800 being online). As the data reveal, m-learning activities can much better engage students in the learning process. Students in this class changed from passive learners to truly engaged learners who are behaviourally, intellectually and emotionally involved in their learning tasks.     

Diagnostic use of the WISC-R and McCarthy Scales: A regression analysis approach to learning disabilities

Thirty learning disabled and 30 nonlearning disabled students were individually administered the WISC-R, McCarthy Scales of Children's Abilities, and the Wide Range Achievement Test. Regression analyses were conducted to determine the combination of scores from the WISC-R and McCarthy Scales that best predicted the achievement level of the subjects. In addition, the scores that best predicted group status (LD or nonLD) were determined. In general, the WISC-R Comprehension, Arithmetic, and Object Assembly, and the McCarthy Quantitative and Memory Indices were most sensitive to the LD students' achievement. Conversely, the WISC-R Similarities and Arithmetic and the McCarthy Verbal Index were most sensitive to the achievement of nonLD students. Finally, the McCarthy Perceptual-Performance Index and the WISC-R Vocabulary subtest best discriminated group status. The diagnostic implications of these results were discussed.     

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students’ Approach to Learning survey, a comparative analysis of students’ performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.     

Introducing e-portfolios to pre-service teachers as tools for reflection and growth: lessons learnt

E-portfolios are being introduced into initial teacher education programmes internationally to help pre-service teachers build records of their learning journeys and develop into reflective practitioners; to allow them to assemble collections of evidence of their achievements against graduate standards, which can function as digital CVs; and to facilitate the seeding of personal learning networks that will support lifelong learning after graduation. Despite certain tensions between these aims, the potential benefits of e-portfolios make them an increasingly popular choice in teacher education. In this article, we discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. These served primarily as developmental e-portfolios, or personal learning environments (PLEs), and were designed to place particular emphasis on reflective practice. We describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered. Lessons learnt from the implementation are outlined and recommendations are proposed.     

A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning

This study analyses the pedagogical ideas underpinning teachers' accounts of the successful use of computer-based tools and resources to support the teaching and learning of mathematics. These accounts were elicited through group interviews with the mathematics departments in seven English secondary schools, conducted in the first half of 2000. The central themes are organised to form a pedagogical model, capable of informing use of such technologies in classroom teaching, and of generating theoretical conjectures for future research. The thematic components of the model are summarised and related to prior research into computer use in mainstream schooling.This revised version was published online in September 2005 with corrections to the Cover Date.     

The role of temporal patterns in students' behavior for predicting course performance: A comparison of two blended learning courses

In higher education, many studies have tried to establish which student activities predict achievement in blended courses, with the aim of optimizing course design. In this paper, we examine whether taking into account temporal patterns of student activity and instructional conditions of a course help to explain course performance. A course with a flipped classroom model (FCM) and a course with an enhanced hybrid model (EHM) were compared. The results show that in both cases, a regular pattern of activity is more effective than low activity. In the FCM, initial low activity is detrimental, whereas in the EHM the strategy of cramming later on in the course can still lead to higher course performance. In the FCM, a combination of face-to-face and online activity led to sufficient course performance, whereas in the EHM, face-to-face or online activity on its own could lead to sufficient course performance. This study offers a methodological and empirical contribution to exploring the role of patterns of activity and instructional conditions for course performance.     

Case study: use of problem-based learning to develop students' technical and professional skills

Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, ‘Does PBL enable students to develop desirable professional engineering skills?’ The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.     

A study of present use and usefulness of computer-based learning at a technical university

This article is based on a survey carried out at Imperial College, to understand better needs, problems, advantages/disadvantages and solutions in the use of new technologies in a specific context, such as engineering education. In comparison with other research on this matter, perceptions, benefits and barriers to using computer-assisted learning and information and communication technologies in higher education, the present study reveals something more about the use of educational technologies in scientific subjects: many lecturers believe that technical subjects do appear to benefit greatly from the ability to teach using real-life computer simulations which help with student motivation and understanding. Moreover, the use of computers allows practical experiences and help in data analysis, and often work would be impossible without computers. Nevertheless, the survey results indicate that, although there are many advantages in the use of computers in teaching and learning, there are many difficulties for lecturers in using the new technologies because of logistical problems, such as lack of time, technical support, appropriate software and hardware, etc. There is a need to consider what support can be offered and how, on a national level.     

Improving classroom dynamics to support students' learning and social inclusion: a collaborative approach

In this article, Mary Doveston and Marian Keenaghan discuss their work with teachers and students in developing more effective and satisfying interpersonal relationships in the classroom. Their approach focuses on increasing the capacity of a classroom community to address and measure its progress in the social and emotional competencies which that community has identified as being important. The principles of Appreciative Inquiry and Solution Focused Thinking underpin their approach to working with students and teachers, with the researchers supporting teachers to facilitate student participation in a process which they have described as ‘Growing Talent for Inclusion’ (GTi).     

A useful framework for teacher professional development for online and blended learning to use as guidance in times of crisis

Educational technology research and development -     

The design and evaluation of Link: A computer-based learning system for correlation

This paper describes the design and evaluation of a computer-assisted learning program called Link , which was designed to be used by psychology students to review their understanding of correlation. Unlike existing computer-assisted learning programs that were reviewed, Link makes use of data from authentic research studies in psychology and provides learner activities that are specifically designed to address students' misconceptions about correlation. A summative evaluation study of Link involving fifty psychology students was carried out to assess the effect on students' understanding of correlation. It was found that the use of Link significantly contributed to students' general understanding of correlation. However, it was found that students use of paper-based instructional materials could also achieve this. The implication of this research outcome is considered in relation to the design and use of computer-assisted learning applications for statistics in higher education.     

Chunking,priming and active learning: Toward an innovative and blended approach to teaching communication-related skills

This paper reports on a naturalistic study of peer-to-peer learning, in a live, online video meeting context. Over a six-month period a group of international students of animation attended 99 live, online “study group” events amounting to around 120 hours of live “broadcast meeting time”. Some meetings were very large, with up to 34 participants, but the average participation was 10 students. These events were entirely self-organised, policed and managed by the student community. Some students emerged as natural mentors, and the group exhibited substantial supportive, mutually facilitative roles. This longitudinal study examines the impact of simple, live videoconferencing in an online peer learning context. The study also provides a formal measure of how learners can provide “symmetrical” support for each other in a live non-formal context, even without a formal scaffold of lectures and seminars.     

Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms

A multilevel approach was used to analyse relationships between perceived classroom environments and emotions in mathematics. Based on Pekrun's (2000) [A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143–163)] social-cognitive, control-value theory of achievement emotions, we hypothesized that environmental characteristics conveying control and value to the students would be related to their experience of enjoyment, anxiety, anger, and boredom in mathematics. Multilevel modelling of data from 1623 students from 69 classes (grades 5–10) confirmed close relationships between environmental variables and emotional experiences that functioned predominantly at the individual level. Compositional effects further revealed that classes' aggregate environment perceptions as well as their compositions in terms of aggregate achievement and gender ratio were additionally linked to students' emotions in mathematics. Methodological and practical implications of the findings are discussed.