Search Results

This paper presents an evaluation of a multimedia training program, supported by a video-conference link, for senior school staff in the use of a computer-based Management Information System and the subsequent impact on the school organisation. The training took place as part of the Education Department’s Superhighways Initiative. Two years later the impact of this initiative on school management practice was examined and the implications of subsequent patterns of staff use of ICT [Information Communications Technology] in management assessed. Results indicate that change strategies should involve attention to the totality of the relevant school system and should provide for professional dialogue and participation in the process.

Published abstract reprinted by permission of the copyright owner. Show less

A field experiment compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. The empirical evidence suggests that technology-assisted learning effectiveness depends on the target knowledge category. Building on Kolb’s experiential learning model, we show that technology-assisted learning improves students’ acquisition of knowledge that demands abstract conceptualization and reflective observation but adversely affects their ability to obtain knowledge that requires concrete experience. Technology-assisted learning better supports vocabulary learning than face-to-face learning but is comparatively less effective in developing listening comprehension skills. In addition, according to empirical tests, perceived ease of learning and learning community support significantly predict both perceived learning effectiveness and learning satisfaction. Overall, the results support our hypotheses and research model and suggest instructors should consider the target knowledge when considering technology-assisted learning options or designing a Web-based course. In addition, a supportive learning community can make technology-assisted learning easier for students and increase their learning satisfaction.

Published abstract reprinted by permission of the copyright owner. Show less

Learning is becoming increasingly self-directed and often occurs away from schools and other formal educational settings. The development of a myriad of new technologies for learning has enabled people to learn anywhere and anytime. Web 2.0 technology allows researchers to shed a new light on the importance and prevalence of informal learning. However, there are few empirical studies that support the claim that this technology facilitates informal learning. The present study investigates the relationship between Web 2.0 levels and the evaluation of informal learning websites. For this purpose, 287 informal learning websites were selected and their Web 2.0 levels were rated based upon eight criteria proposed in the Web 2.0 exploratory literature. In addition, previously examined informal learning evaluation results were employed. The results showed that current informal learning websites have moderately adopted the most heavily promoted features of Web 2.0. Correlation analyses showed a positive relationship between Web 2.0 features and informal learning website ratings. The implications for the relationship and internal correlations of variables [are] summarized and discussed.

Published abstract reprinted by permission of the copyright owner. Show less

This study compared higher education dental undergraduate student performance in online assessments with performance in traditional paper-based tests and investigated students' perceptions of the fairness and acceptability of online tests, and showed performance to be comparable. The project design involved two parallel cross-over trials, one in Year 3 (n=132) of the dental curriculum, one in Year 5 (n=134). A total of 266 students undertook related tests of the same knowledge base in both online and traditional paper formats. Order of presentation of the test form was randomized. One hundred and thirty-two students in Year 3 additionally completed questions concerning their perceptions of the acceptability and fairness of the online examination process. Focus group discussions were held with groups of students (n=30) from both Year 3 and 5 to explore their perceptions of the online format. The online tests were created using the commercial software package MaxExam (Bristol, UK). The results were analysed using repeated measures analysis of variance (ANOVA) with the order of presentation being entered as a variable in the analysis. The results of the study showed that for both Years 3 and 5 students there was a high degree of consistency in performance between the two versions of the tests, although a minority of students performed better in the online version of the test. Over 70 per cent of students rated the online test as acceptable, and 90 per cent felt that the online format did not disadvantage them even in a ‘high-stakes' situation. From these results, we conclude that online assessment does not confer any disadvantage to students. Students perceive such assessment to be both fair and acceptable, and to have some advantages over the traditional paper-based methods of assessment.

Published abstract reprinted by permission of the copyright owner. Show less

Empirical studies that have examined psychological aspects of the use of Information and Communication Technology (ICT) have indicated that certain psychological attitudes of students towards the use of ICT are of paramount importance when evaluating the effective use of distance learning approaches to instruction and learning. Distance learning at the tertiary level, through the medium of ICT, is seemingly affected by the same psychological attitudes that are known to be related to other successful ICT applications to learning and instruction. In the present study the relationship between two distance learning ICT-based configurations were examined. The results indicate that psychological attitudes held by students differentially facilitate efficient use of distance learning approaches. Satisfaction with learning, level of control of the learning process, and study motivation for distance learning are all positively related to the students’ preferences for structured distance learning, whereas independence in learning is positively connected to students’ preferences for the more open Internet functionality.

Published abstract reprinted by permission of the copyright owner. Show less

In order to support the persistent evolution of continuing professional distance education (CPDE), an action research approach must be taken. For action research to be successful, explicit research models must be formulated and used. This paper presents such a model that conjugates pedagogical thinking, curriculum design and organisational context: the educational management action research (EMAR) model. However, the complexities and precise specifications required by educational systems design (ESD) call for better support through development frameworks that incorporate educational and systems development philosophies. This paper presents and discusses an ESD framework that has been extensively used in the development of eLearning.

Published abstract reprinted by permission of the copyright holder. Show less

Learner satisfaction has been shown to be positively correlated with quality of learning outcomes. An understanding of the factors that influence student satisfaction with online learning in a particular context can be used as an input to the appropriate design of learning environments, and for the provision of targeted support to students, with an aim to positively influence the student online learning experience. Following the mandatory inclusion of at least one wholly online unit of study in all undergraduate programs at Deakin University, a large ‘experiences of learning online’ (ELO) survey was undertaken to gauge students’ perceptions of studying in the wholly online mode. A multivariate linear regression of all the questionnaire items was performed against an overall satisfaction item. Five items were found to significantly contribute to a model that explained approximately 70 per cent of reported student satisfaction. Factors that were found to positively influence student satisfaction with studying a wholly online unit primarily related to how confident they felt about their ability to communicate and learn online, having a clear understanding of what was required to succeed in the unit and how well they thought they were performing in the unit. Other results are also reported.

Published abstract reprinted by permission of the copyright owner. Show less

Using the concept of ‘layers of community’, this paper describes and explains the ways in which teams of teachers, teacher educators and researchers worked together on the research project InterActive Education: teaching and learning in the information age. The focus is on the development and dissemination of professional knowledge as it relates to teaching and learning that incorporates information and communications technology (ICT) as a tool. Drawing on a range of data, we illustrate how ‘micro-‘, ‘meso-’ and ‘macro’-communities inter-connect to create the settings for improved professional growth. The purpose is to challenge the linearity embedded in much of the professional development processes associated with ICT and to re-model the relationship between practice and research.

Published abstract reprinted by permission of the copyright owner. Show less

Second Information Technology in Education Study (SITES) 2006 was an international study about pedagogical practices and the use of information and communication technology (ICT) in math and science classrooms. One of the findings of SITES 2006 was that - across educational systems - a proportion of the math and science teachers in the 22 countries researched in the SITES 2006 study were using ICT extensively and their pedagogy was oriented towards lifelong learning which is considered relevant for the 21st century. Starting from this finding, a secondary analysis has been conducted to explore differences between extensive and non-extensive ICT-using science teachers with respect to pedagogical orientation, ICT competencies and professional engagement. Based on selected questions from the SITES 2006 teacher questionnaire, indicators have been developed for these constructs. Differences between the two groups were calculated using simple t-tests and effect sizes. The findings showed that both groups of science teachers had a pedagogical orientation that reflected traditionally important as well as lifelong learning curriculum goals and practices, but extensive ICT-using science teachers, much more than their non-extensive ICT-using colleagues pursued curriculum goals and practices that are oriented towards lifelong learning. In addition, extensive ICT-using science teachers appeared more confident about their ICT competencies and felt more professionally engaged; two factors that were also found in other studies to positively relate to a lifelong learning orientation towards teaching and learning.

Published abstract reprinted by permission of the copyright owner. Show less

The increasing use of social media at work offers organizations new opportunities for employee learning on the job. This study investigated the relationship between social media use and learning activities undertaken by employees. It was expected that social media use relates to higher levels of learning and that this relationship is stronger when employees perceive higher levels of an organization culture that stimulates dialogue and inquiry. A total of 590 respondents of three multinationals based in the Netherlands completed a survey. As expected, results showed that the more often employees used social media in their job, the more often they participated in learning activities. Contrary to expectation, this relationship was not influenced by culture of dialogue and inquiry. Instead, the perception of a culture of dialogue and inquiry directly related to learning on the job. The findings suggest that organizations could consider stimulating the use of social media among employees to support work-related learning.

Published abstract reprinted by permission of the copyright owner. Show less