Opinions on computers, and efficacy of a computer-based learning: A pilot study

It is commonly believed that positive opinions of students and teachers on the possibilities entailed by computer use would increase the efficacy of computer-based educational processes. In turn, this amounts to postulate a relationship between measures of such opinions and well-defined patterns of interaction with computer-based educational tools. In this regard, this paper reports on an investigation performed in a primary school, designed to test whether expectations and opinions on computers, both of students and teachers, detected through suitable questionnaires, might be related to the effectiveness of computer use within a particular educational context. Our findings, contrarily to what expected, do not appear to support the hypothesis that a positive opinion on computers can lead per se to higher learning efficacy in a computer-based educational environment, as compared with a traditional educational setting.     

The complexity of tool use in computer-based learning environments

Starting from Perkins’ (1985) framework, this study addresses tool use in a computerbased learning environment. In line with Perkins, first the effects of tool use on performance were investigated to gain insight into the functionality of the tools. Next, the influence of advice was studied to identify whether this advice could make students more knowledgeable with respect to the tools, and hence encourage them to make more (adequate) use of the tools. A third research question addressed learner related variables. The influence of metacognitive skills, goal orientation, and instructional conceptions on students’ tool use was investigated. An experimental design was used to address these research questions with one control group and two experimental groups, one with advice and one without advice. Results reveal that the tools were functional, the two experimental groups outperformed the control group. With respect to advice, the group of students receiving advice used tools more frequently and spent more time on their use. Finally, the study reveals mastery orientation to be an important variable. The more students are mastery oriented, the less they use tools.     

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.     

A methodology for characterizing computer-based learning environments

This paper presents a methodology for characterizing computer-based learning environments, focusing on the cognitive, pedagogical, and interactive features. The framework for this characterization is explained in relation to the relevant theories and findings in cognitive and instructional research. The methodology is illustrated by a characterization of computer-based learning environments developed by student teachers and professionals. The usability of these environments is analyzed along the dimensions of the framework presented. The results showed that this methodology can systematically and precisely characterize the cognitive, pedagogical, and interactive features of computer-based learning environments. It can be used to predict and explain the success or failure that a given software program promotes for learning particular types of knowledge. The applications of this methodology for the evaluation and design of computer-based learning environments, for instructional research in various instructional contexts, as well as for the study of expertise in the development of computer-based learning environments, are discussed.     

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.     

Cooperative learning and computer-based instruction

Much published research focuses on the benefits of learning in small groups. However, little research has differentiated small-group learning methods or considered the implications of related research for designing instructional software. In this article, the origins of small-group learning are traced, and one method, cooperative learning, is distinguished from other small-group learning methods. The instructional and social benefits of cooperative learning are examined and theoretical explanations for the effects of grouping are presented. Finally, issues relevant to designing instructional software for cooperative learning are examined and suggestions for future research are made.Thanks are extended to Jim Klein for his review of an earlier version of this paper.     

Problems with learning from computer-based simulations: a case study in economics

This article reports research into student learning from a computer-based simulation in economics. The author argues that learning can be restricted by ambiguities in feedback and by sheer information overload. This view is supported by empirical evidence.     

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.     

Process evaluation of a teaching and learning centre at a research university

This paper describes the evaluation of a teaching and learning centre (TLC) five?years after its inception at a mid-sized, midwestern state university. The mixed methods process evaluation gathered data from 209 attendees and non-attendees of the TLC from the full-time, benefit-eligible teaching faculty. Focus groups noted feelings of inclusiveness because of the sole concentration on teaching. The survey found that attendees felt more positive about the value and effectiveness of the TLC than non-attendees, and no one on campus expressed negative feelings about its effectiveness. We discuss implications for future evaluation research.     

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.     

Living and learning as an international postgraduate student at a Midlands university

This paper investigates the views of 20 full-time international postgraduate students, many of whom were Chinese, on living, learning and becoming successful students at one university in a multicultural city in the Midlands of England. The qualitative study built on findings from the International Students’ Barometer (ISB) survey for the university, in that it seeks to understand how students’ experience of context (living) interacted with their experience of learning in building their identities as successful learners. Student participants were sampled opportunistically within a purposive framework. Data was collected through audio-recorded individual semi-structured interviews, using as a stimulus participant-constructed concept maps of their perceptions of learning in the university and living in the city. Interview data were transcribed and analysed thematically. The main findings showed that participants enjoyed living in a city with an international culture, although some found it strange initially because they encountered different styles of life and food, albeit including some that they enjoyed at home. They welcomed studying at a university with high international prestige, a wide range of excellent facilities and generally approachable tutors but were shocked by having to undertake unfamiliar styles of independent learning with brief teaching hours. They perceived culture shock as transitional, which declined as they made friends, often with co-linguists, and became familiar with life in the city, work in the university and the extensive support of tutors.     

A comparative study of language learning strategy use in an efl context: Monolingual korean and bilingual korean-chinese university students

Since language is socially mediated and context dependent, it would be expected that learners’ use of language learning strategies may vary with the environment. Using the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), this study examines the language learning behaviors and thought processes of two geographically and socio-educationally different groups by comparing learning strategy use as reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. Monolinguals reported using compensation strategies most and affective strategies least. Bilinguals preferred to use metacognitive strategies most and memory strategies least. Despite a less favorable formal English education environment in the Korean-Chinese community and less experience in learning English, bilingual Korean-Chinese reported higher use of learning strategies, which is arguably indicative of the positive effects of the bilingual context in learning a new language.     

Understanding and influencing teaching and learning cultures at university: a network approach

Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and maintenance with a potential to aid academic developers and others in the endeavour to influence teaching and learning cultures in academia. Throughout the discussion the importance of supporting the weak links between clusters of individuals stands out as a feature to focus upon. We propose that the sheer complexity of culture construction and maintenance in academic organisations is likely to cause any single, isolated attempt for change to fail Instead, we argue that a multitude of inter-related initiatives over a long period of time is likely to distinguish strategies that are successful in influencing academic teaching and learning cultures.     

Gender and use of instructional technologies: A study of university faculty

Instructional technologies have the potential to help highereducation faculty address increasing demands on their time and energy. Thisstudy investigated technology use by faculty at medium-sized, publicuniversity in the midwestern United States. Because a number of studies haveshown gender differences in technology use, survey data were analyzed alonggender lines. Results showed that males rated their knowledge and experiencewith some innovative technologies higher than did females. For frequency ofuse, no significant differences were found, with the exception of video,where females indicated slightly more frequent use. Both rated technologiesas important to instruction. For factors influencing technology use, femalesrated time to learn a technology, increased student learning, ease of use,training, and available information in discipline as more important than didmales. Such incentives as release time, merit pay, contribution to promotionand tenure, monetary rewards, and recognition by the university were ratedmore important by women, as were the barriers of lack of time and lack ofcontribution to professional advancement. These findings suggest that genderdifferences in technology use by university faculty may exist and need to beaddressed.     

Quantitative and qualitative measures of student learning at university level

This paper reports the use of quantitative and qualitative measures of university student learning during teaching in psychiatry. Concept mapping, pre-and post test scores and performance in written assignments were used to measure the quality of change in personal understanding and to show the ways that the knowledge-targets of the course were achieved. The data show that: (1) Concept mapping can be used to explore personal understanding because it facilitates discrete statements of meaning. (2) These personal statements can be compared through time to assess change. (3) Specific criteria can be used to measure the quality of the change from one statement to another so that the different qualities of change that occur can be made-visible in the course of teaching. The approach is discussed in the broader context of learning theory and teaching practice. We show in particular, that prior-knowledge is an important determinant of learning because it affects the sense that can be made of taught material.     

A theory-to-practice leadership learning arrangement in a university context

Higher education institutions are increasingly recognizing the importance of organizational change as they face complex challenges. Leadership learning has been identified as an important way of supporting change management. We describe a leadership learning arrangement that arose in the context of two of the authors needing to learn how to become effective university chairpersons of departments. This involved the other author, an expert in educational leadership as a theory broker, who brought theory to the learning arrangement and mediated it. We wish to show how the learning arrangement supports the theory-to-practice connection and personal authoring of leadership for all involved.     

Heuristics for planning university study at a distance

A model was developed at Murdoch University, Western Australia, to describe distance students’ perceptions of their aims and plans for studying a course. The model follows Polya's Heuristic and Newell & Simon's General Problem Solver of students’ plans and sub‐goals for achieving those plans.

Verbal reports of four students were described using the model, and showed that students’ goals were different from those of the course academic, and that student goals influenced how they planned and organized their study. Implications for the formalization of the model for understanding student behaviour are discussed, as is educational relevance for design of external courses.     

A blended approach to learning: added value and lessons learnt from students' use of computer-based materials for neurological analysis

This paper examines BSc Physiotherapy students’ experiences of developing their neurological observational and analytical skills using a blend of traditional classroom activities and computer‐based materials at the University of Birmingham. New teaching and learning resources were developed and supported in the School of Health Sciences using Web Course Tools combined with a wide range of video clips of patients with neurological disorders on CD‐ROM. These resources provided students with the opportunity to observe “real patients” prior to clinical placements, thus bridging the gap between their theoretical understanding of these disorders and their practical experience of evaluating abnormal movement in the clinical setting. This paper considers how this blended approach to learning enhanced students’ experiences of developing their neurological skills and of preparing for their clinical placements. This paper also discusses the lessons that have been gained from students’ experiences to provide future or similar projects with the opportunity to learn from these experiences.     

流动儿童学习适应性现状与干预策略研究

流动儿童是指跟随父母或其他监护人在流入地暂时居住半年以上,且具有学习能力的儿童少年。本研究采用学习适应性量表(简称AAT),对大连市开发区2所小学的学生进行问卷调查,得出结论如下:(1)流动儿童与常住儿童总体上对自我要求水准的差异不显著,儿童学习适应性不受自我要求的影响。(2)与常住儿童相比,流动儿童在学习技术、学校环境、独立性和毅力这三个方面存在一定问题。(3)在归因方面,流动儿童比常住儿童更为积极。