bluuebunny/crossref_metadata_2025 huggingface dataset:
Evaluating a communicative model for web mediated collaborative learning and design
Authors: Treleaven Lesley
Published: April 2016

Collaborative learning and its associated processes of social interaction have been given increasing emphasis in innovative education as pedagogical research has established the importance of active student learning. Furthermore, the possibilities for conceptualising, designing, facilitating, monitoring and assessing active student learning have been transformed by the technological innovations and proliferation of web mediated learning. The effectiveness of these new learning environments in generating and sustaining successful collaborative learning now requires systematic evaluation from within these social interaction processes themselves. This study responds to the call for theory driven empirical research into online learning. The paper investigates the usefulness of a Communicative Model of Collaborative Learning (CMCL) in analysing the linguistic interactions between students in a web mediated environment, in order to evaluate their online collaborative learning. A symptomatic set of student postings, on an electronic bulletin board in an undergraduate management subject at a 'new' Australian university, demonstrates how students co-created knowledge about managing information overload. The analysis shows that not only is the CMCL a useful pedagogical tool for evaluating collaborative learning in student postings, the flow between their contributions, and knowledge co-creation, it can also be applied to further improve and test the design of discussion for web mediated forums.
Online learning communities: Investigating a design framework
Authors: Brook Chris , Oliver Ron
Published: April 2016

This paper reports the development of a design framework intended to support and guide online instructors in the development of a learning community. The study was guided by an investigation of contemporary literature focused on the community construct, online learning community development and the collaborative construction of knowledge and the practices of experienced professionals working in the field. The intended outcome is a design framework that may be useful in guiding instructors in the development of said communities.
The emergence of an online learning community in first year tertiary studies in psychology
Authors: Holt Dale , Rice Mary , Armatas Christine
Published: April 2016

The introduction of an online supported, resource based learning environment into a large, multi-modal first year psychology unit led to the spontaneous development of a small, but active, learning community. While off campus students were more active online contributors, many other students “observed” these interactions, not actively contributing but finding the discussion postings valuable to their learning. Overall, use and perceived value of the online communication facilities were related to how confident students were that they had an appropriate study strategy, with off campus and older students reporting greater confidence in their study approach. The results highlight that the nature and function of learning communities for large, multi-modal foundation units are quite different to those typically articulated in the literature and are worth further investigation.
Mathematics learning forum: Role of ICT in the construction of pre-service teachers’ content knowledge schema
Authors: Chinnappan Mohan
Published: April 2016

Recent interest in the topic of knowledge bases for teachers of mathematics has led to a sustained analysis of how teacher knowledge influences interactions with their students. The results of this body of research have focused on identifying and describing the growth of mathematics teachers’ content and pedagogical content knowledge. In particular, it has been argued that there is a need to examine how mathematics teachers who are new to the classroom construct and structure their knowledge base (National Council of Teachers of Mathematics, 2000). Here I examine this issue by exploring the role of an online mathematics learning forum in creating an environment within which a group of prospective teachers exchanged views about a topic on arithmetic. The online forum was established via WebCT. The results suggest that WebCT provided a convenient and non-threatening medium in which to generate descriptions about mathematics teachers’ knowledge and understanding.
Towards a smart community: Rethinking the strategic use of ICTs in teaching and learning
Authors: Baskin Colin , Barker Michelle , Woods Peter
Published: April 2016

In response to continuing pressures for change and reform in the higher education sector, this paper outlines and develops a ‘smart community’ model for developing the strategic use of information and communication technologies (ICTs) in university teaching and learning. It presents the ‘smart community’ as a viable metaphor and model for articulating and managing integrated training, education, consultancy and research initiatives for staff and students alike, and details its application at a specific faculty and regional setting. The concept of a smart community is to develop innovative partnerships among community institutions and organisations, governments, local business and a range of private sector interests, to take full advantage of the digital economy. A smart community is considered to be one that has developed the means and methods to extract economic, social and cultural benefits from electronic networks. This paper identifies how one university has managed to pilot innovative services and applications to create new value and transform the ‘rhythms’ of its local, host community through the use of ICTs.
Models to evaluate online learning communities of asynchronous discussion forums
Authors: Hew Khe Foon , Cheung Wing Sum
Published: April 2016

Recent developments in learning theory have emphasised the importance of context and social interaction. In this vein, the notion of a learning community is gaining momentum. With the advent of asynchronous online discussion forums, learning communities now need not be confined to any specific geographical locations, as people can now interact with one another at any place and time convenient to them. In this paper, we describe appropriate models that can evaluate these online learning communities. We examine pertinent issues including learner-learner interaction, learner-teacher interaction, the thinking skills of the learners, the levels of information processing exhibited by learners in the online discussion, and the roles played by the online moderator. A practical example is also provided to illustrate how these models can be used. Finally, we discuss some drawbacks related to each model and ways for overcoming them.
Developing inclusive practices: Evaluation of a staff development course in accessibility
Authors: Pearson Elaine , Koppi Tony
Published: April 2016

After three iterations of a mixed mode (online and face to face) staff development course, an evaluation was carried out to determine the participants’ perceptions of its quality as an online environment, its effectiveness in introducing staff to issues of accessibility and its success in enabling staff to develop skills in accessible course design. This course was developed for a series of staff development cohorts each consisting of a mixture of academic staff, IT staff, and library staff. It aimed to develop expertise in the design of inclusive and accessible learning environments, to apply this knowledge in the development of the participants' own projects, and to encourage other staff to consider accessibility issues when designing online courses and resources. Methods used for evaluation included feedback during the course, responses immediately following the course, and a review of any lasting impact upon practice some time after the course. We also employed the services of a student who is blind to evaluate the course for accessibility following changes made to the original course. The evaluation instruments used were an online discussion forum, paper based evaluation, an online survey and an email request to the first two cohorts six to twelve months after the modules. The main lessons learned with respect to course design were concerned with communication of instructions, use of checklists as a learning guide, timing of the course during a larger staff development program, and availability of checking tools for practice purposes.
Using multimedia in a constructivist learning environment in the Malaysian classroom
Authors: Neo Tse-Kian Ken
Published: April 2016

In recent years, the infusion of multimedia into teaching and learning has altered considerably the instructional strategy in our educational institutions and changed the way teachers teach and students learn. The traditional teacher-centric method of teaching used for decades in our educational system has been modified and enhanced. Currently, modern education theory is moving from the traditional recall of facts, principles, or correct procedures into the areas of creative thinking, problem solving, analysis and evaluation. These are skills which are very much needed in today's knowledge based economy. This shift in focus on learning has presented Malaysian educators with serious challenges as well as opportunities in restructuring their curriculum to meet the rising demands of the knowledge based society, which is currently being initiated by the Malaysian Government. In this paper, we focus on designing a course which is oriented towards a constructivist based paradigm by using multimedia as an instructional tool, and where students are active learners, involved in constructing their own knowledge in the learning process and determining how to reach their own learning outcomes. A survey was carried out to ascertain the reactions of students enrolled in an interactive multimedia course in the Multimedia University, Malaysia towards this constructivist based learning mode. The results indicated that these students reacted positively towards this study mode and improved their interpersonal and collaborative learning skills.
Validation of an Internet delivered and analysed test of cognitive function for use in web based psychology courses
Authors: Wilson Peter H. , Maruff Paul
Published: April 2016

In this study we investigated the use of Internet technologies for administering and analysing a test of cognitive function in a web based psychology course. The aim was to determine whether the cognitive test actually measured the same functions when administered in three different settings: a supervised university based laboratory , an unsupervised university based laboratory, and a remote (or off campus) setting. Results showed that the different data collection processes generated similar data sets: the profile of responses over the four different tests of cognitive function were preserved across the different assessment settings, and improvements that occurred with practice were also consistent. Thus, the dataset can be used confidently to model key psychological principles, despite the added experimental noise created by having participants sit the tests in different settings, using different computers. The present findings highlight the potential use of web based technologies for delivering laboratory experiments in core psychology courses.
Multimedia based enhancement of the science of oenology in the distance education learning environment
Authors: Bowyer Paul K. , Blanchard Christopher L.
Published: April 2016

Multimedia has been investigated regarding its utility as an enhancement mechanism, primarily for distance education students in the first year university course Wine Science 1 at Charles Sturt University. The resource consisted of a series of QuickTime movies outlining oenological chemical analysis experiments to be conducted during the block teaching, on campus portion of the course. They were created using Apple Computer’s iMovie software and were delivered via CD as a new component of the print based materials package commonly used in distance education supported courses. 80% of the students were able to make use of the multimedia files to prepare for the practical component of the course before on campus attendance. When surveyed regarding the value of this learning resource enhancement, the vast majority of these students agreed that effective learning, understanding and, notably, relaxation were all significantly enhanced.
Synchronous distance learning and virtual classrooms: A case study on student expectations and conditioning factors
Authors: Goussal Dario M. , Udrízar Lezcano María Sandra
Published: April 2016

In order to cope with increasing enrolment demands and funding constraints, some multi-campus universities in developing regions have considered distance learning (DL) as a way to facilitate access, while improving course delivery effectiveness. This paper presents a survey on students' perceptions about hypothetical implementations of DL systems, in particular the use of synchronous two way transmission and virtual classrooms in new locations. We explored three main areas of interest: firstly student profiles, and their cost and time constraints under the traditional system; secondly, pre-adoption perceptions about various DL options; and thirdly, differences in perceived impacts for individuals enrolled in different subjects. Data gathered sequentially from two sub- samples in non-consecutive years (1999 and 2001) enabled numerous cross- section and longitudinal operations. We present examples of findings on the cost-benefit ratios, relative priorities and pre-adoption factors affecting decisions on both institutional and pedagogical issues.
Designing real life cases to support authentic design activities
Authors: Bennet Sue , Harper Barry , Hedberg John
Published: April 2016

Teachers in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real world practitioners. Adopting this approach requires the design and implementation of learning environments that incorporate and support such activities. This paper describes two real life cases developed as support materials for learners undertaking a major multimedia design project. Their implementation in a graduate education subject forms the basis of a wider study investigating learners' interpretations and use of case materials.
Towards a new generation of simulation models in public health education
Authors: Canyon Deon V. , Podger David N.
Published: April 2016

This article sets the scene for the development of an educational simulation software package based on multimedia, decision support systems, risk estimates, project outcomes and evaluation. It begins by looking at the history and current use of educational software and its application to the education of public health professionals. Then, it previews accompanying technological advances that were essential precursors to the facilities now available and reviews learning theories relevant to the development of problem solving simulation models. Possible candidates for providing more effective educational solutions, such as decision support systems, modelling and simulation software are reviewed and the design of a new generation, fully integrated simulation model is discussed.
Constructivist approaches to authoring
Authors: Hedberg John G. , Harper Barry M.
Published: April 2016

This paper discusses the thinking behind MediaPlant, an authoring tool which has been designed to embody several constructivist ideas in its development. It begins with some comparisons with some commonly employed tools and suggests that how the tools are designed to be used poses limitations upon the learning tasks which are designed. The chapter concludes with some examples of how the tools have been used and the types of products that have resulted from its use.
WebCT and online tutorials: New possibilities for student interaction
Authors: Curtin Jennifer
Published: April 2016

Computer mediated communications technologies are being recommended increasingly within the university environment as a means to enhance flexible delivery and student learning. This paper presents my trial use of the bulletin board within WebCT as a tutorial environment in which to discuss prescribed readings. I investigate whether a computer based tutorial setting can be used as a tool for learning, in addition to being a tool for delivery of information. Specifically, I examine whether online tutorials can be used to encourage students to undertake the readings, distinguish the evidence and arguments of these, and relate the ideas to everyday experience through a discussion with their peers, in an online environment.
Computer supported teamwork: An integrative approach to evaluating cooperative learning in an online environment
Authors: McLoughlin Catherine
Published: April 2016

Existing teaching-learning arrangements in many online courses may not offer sufficient scope for off campus and on campus students to work collaboratively. Tasks that support collaboration online, goal sharing and collaborative decision making provide computer programming students with experiential learning, replicating how they will work on completion of university study and when entering the professional world. This study describes the initial implementation and evaluation of an online environment designed to support a collaborative programming task. A holistic, context based approach to evaluating the success of the innovation is documented, together with the framework used for conducting the evaluation. The approach to evaluation is integrative and holistic, seeking multiple forms of evidence for collaboration, engagement and improved learning and teaching. In addition, the study outlines decisions that have to be faced by practitioners in supporting online collaborative skills and carrying through an evaluation of an initial implementation.
Learning human biology: Student views on the usefulness of IT materials in an integrated curriculum
Authors: Peat Mary , Franklin Sue , Lewis Alison , Sims Rod
Published: April 2016

Given the significant investment by tertiary institutions in the design and creation of computer based teaching and learning resources, it is important to continually evaluate outcomes from their implementation. Within this context, this study reports on the use and perceived usefulness of educational multimedia resources and communications technologies within a single course in a first year biology program. Using an action research model as the basis for the evaluation, data of expected and actual use and usefulness of the resources were collected from students using surveys and focus groups. While the majority of students indicated the multimedia resources were useful for learning activities through providing off campus access to supplementary and relevant materials, others did not find the resources useful, and some did not use them at all. In addition, the use of communications technologies was greatest for social interactions rather than course specific activities. Use was not a function of students' access to computers or the Internet. These findings highlight that online resources will not necessarily generate value added learning for all learners, and that programs will need to offer a variety of learning resources that target different learning styles and enable a mix of off campus and on campus opportunities. Other important factors also emerged from the study, in particular the barriers that learners encounter when working with computers and the integration of these resources into the teaching curriculum. In addition, the study highlighted the value of action research as a means of conducting evaluations of computer based learning resources.
Tertiary computing course selection: The impact of mathematics anxiety on female decision making
Authors: Lang Catherine
Published: April 2016

Is mathematics anxiety contributing to the declining numbers of females enrolling in tertiary computing courses? Initial observation of enrolments in tertiary computing courses at an Australian university suggests a direct correlation between the number of females in a course and the prerequisite level of mathematics required at entry. A study involving over 550 female students in Australia and Singapore was undertaken to determine student perceptions of the importance of mathematics to computing and information technology degrees. All of the students were either studying a computing subject at secondary school or university and some were already enrolled in a computing degree. Results indicate that students studying computing at tertiary level in both countries believe that computing courses require good mathematical ability, while secondary school students express high levels of uncertainty when asked the same question. The majority of students surveyed believe that females and males are equal in mathematical ability, while thirty percent of the cohort from Singapore believes that males are more able than females in mathematical ability. This paper uses these responses, combined with observation and statistical data, to posit that females perceive a strong link between mathematical ability and success in computing courses. Consequently mathematics anxiety in females could be a contributing factor to their under-representation in tertiary computing courses. Computing and mathematics educators need to combine their efforts to encourage females into computing courses and dispel this anxiety.
Managing innovation in educational institutions
Authors: Kenny John
Published: April 2016

Traditionally, project management practices have not drawn any distinction between the characteristics of different projects. Recent research has found that innovative projects require different project management approaches if quality outcomes are to be achieved. Projects involving more innovation require more open management processes and contain a higher percentage of academic and/or professional staff. These characteristics often apply to educational projects in tertiary institutions. There is conflict inherent in managing change projects in educational environments between the classical 'project management' approach and the way that academics and teaching staff, who are independent professionals, traditionally work. This study derived from experience at RMIT, where a system wide online learning system (the Distributed Learning System, DLS) has been implemented since 1999. The implications for the project management approaches suitable for educational projects are discussed and a typology is suggested to categorise projects within an organisation and link them to key factors for successful project management.
Scaffolding as a metaphor in disciplinary content and in multimedia architecture: A CD-ROM on Building Understandings in Literacy and Teaching
Authors: Love Kristina
Published: April 2016

This paper outlines key decisions that were made in the design of a multimedia resource (a CD-ROM entitled 'BUILT') that develops preservice teachers' understandings about language, literacy and teaching. A major consideration in the design process was that the concept of scaffolding, central to the instructional content regarding learning and teaching through language, should also be operationalised in the instructional design of the CD-ROM. A second consideration was that preservice teachers be provided with authentic materials for observation, analysis and reflection and thus the operating structure of the CD-ROM conforms to the conditions for situated learning. A final consideration was that the hypermedia form of the resource be suitable to meet the needs of a variety of cohorts of users.
Using a problem based, multimedia enhanced approach in learning about teaching
Authors: Gibson Susan E.
Published: April 2016

Many teachers graduate from teacher education institutions with minimal understanding about how to use technology in their classrooms. This is due mainly to the limited exposure they receive to innovative uses for technology in their preservice programs. There is a need for more information on what new ways of teaching using computers by education faculty might look like. Faculty sharing of stories about their own innovative attempts to integrate technology can be powerful catalysts for others. This article describes the use of a WebCT based virtual field trip to a school used as part of a social studies curriculum and instruction course, designed to help preservice teachers to "rethink" traditional instruction.
Can multimedia meet tertiary educational needs better than the conventional lecture? A case study
Authors: Andrewartha Geoff , Wilmot Simon
Published: April 2016

Educational researchers have long derided the university lecture as an effective mode of delivery of educational materials, but currently there are many reports on the advantages offered by computer. In this study a multimedia solution was sought to replace existing face to face lectures because it appeared to offer a close ‘media versus need’ match. Consequently, a decision was made to develop a design template for an interactive computer based program that would be suitable for a range of subject content. In order to personalise the instruction, a large video insert was incorporated as the main screen’s most prominent design feature. From here the learner could navigate to support material including interactive simulations. The program was piloted with a small group of students and, in particular, the student tracking data that the program automatically generates yield some interesting learning style information.
A multivariate analysis of students' experience of web based learning
Authors: Felix Uschi
Published: April 2016

This paper reports on a large scale study carried out in four settings that investigates the potential of the web as a medium of language instruction, both to complement face to face teaching and as a stand alone course. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of web based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning strategies and study preference.
Results showed that students were on the whole positively inclined to working with the web and found it useful, with the majority preferring to use the web as an add on to face to face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice. Significant differences for age and gender were found relating to clarity of objectives, number of hours worked, mode of delivery, perception of comfort and appreciation of graphics. Very few significant findings relating to strategy strength emerged.
Developing science students’ metacognitive problem solving skills online
Authors: Hollingworth Rowan W. , McLoughlin Catherine
Published: April 2016

Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem-solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and ill-structured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.
Building the Web Interactive Study Environment: Mainstreaming online teaching and learning at the University of Western Sydney
Authors: Sheely Stephen , Veness Deborah , Rankine Lynnae
Published: April 2016

The Web Interactive Study Environment or WISE was developed from 1998-2000 at UWS Hawkesbury to address the issues that have arisen in moving online teaching from the innovative to the mainstream. The principles underlying WISE are drawn from a number of educational disciplines including distance education, tertiary education and academic development. Its objective is to influence not only academic practice within the institution but also the ongoing dialogue concerning flexible and online learning.
Ownership of the process is dispersed throughout the organisation. The WISE team is involved in a wide ranging consultative process which includes virtually every sector of the university community. The result is a constantly evolving environment reliant as much on communication, negotiation and consensus as on hardware and software.
The use of a QTVR image database for teaching veterinary radiology and diagnostic ultrasound to distance education students
Authors: Phillips Rob , Pospisil Romana , Richardson Jennifer L.
Published: April 2016

The result of the project described in this paper is an innovative use of Quicktime Virtual Reality (QTVR) for display and manipulation of veterinary radiographs and ultrasound images, within a database developed for use in the Veterinary Diagnostic Imaging unit of the Master of Veterinary Studies at Murdoch University. One of the aims of this project was to find an alternative for the bulky sets of radiographs used by external students for their case based coursework and assessment activities. The QTVR solution provides a means by which students can move and zoom within images, resize images and compare images side by side. QTVR also allows important areas of images to be highlighted by hotspots, allowing annotation of images, which is helpful for assisting external students. Some of the priorities of this project were to maintain the detail and the depth of the hard copy radiographs in the QTVR images, to simulate the problem solving process used in reading radiographs, and to improve the learning outcomes by highlighting and annotating important areas of images. It was hoped that this solution would provide a more cost effective and convenient method of delivery of large numbers of images to external students. In the subsequent cost benefit analysis, it was found that the innovation described here offers many economic advantages to the School of Veterinary Clinical Science.
Problem based learning in the design of a multimedia project
Authors: McAlpine Iain , Clements Rex
Published: April 2016

This article examines problem based learning (PBL) as a basis for the design of interactive multimedia. To be effective, interactive multimedia should be stimulating and challenging, while providing students with a learning environment in which they can carry out investigations and have access to resources and tools for finding and manipulating data. PBL is an ideal approach to instructional design for multimedia, as it provides a scenario of problem presentation, investigation, resolution and presentation that can form the basis for the multimedia activities. Carried out effectively, this approach can enable high level learning, as the students are required to use the higher order mental processes of analysis, comparison and contrast, hypothesis and synthesis in order to propose a solution to the problem. Students need to take an active rather than a passive approach to learning when using this method. The theoretical basis for this approach is discussed. A case study of higher education course materials in grazing management is used to illustrate the way the PBL approach is used in the instructional design of the materials. Evaluation data from trials with students is included to illustrate the effectiveness of the materials for teaching and learning.
The role of synchronous communication in fully distance education
Authors: Motteram Gary
Published: April 2016

The issue of whether distance education can fulfil the needs of learners has been much discussed in the literature. It is generally felt that there are two key facets to an educational context which are vital to the process of education, one is the building of a community within a group and a second is the deep understanding of ideas and issues that are presented as part of a course. This paper shows how both these aspects of learning can be facilitated through a number of different online tools in the context of fully distance Masters education. It argues further that synchronous tools are more effective for the 'social' side of education and that asynchronous tools are better at dealing with the 'academic' aspects of the course.
Reflections in cyberspace: Web conferencing for language teacher education
Authors: Johnson E. Marcia , Bishop Ann , Holt Anna , Stirling Jennifer A. , Zane Janice
Published: April 2016

This paper reports on an in depth evaluation of a distance format Applied Linguistics course in which web based computer conferencing was used as a tool to support student knowledge construction and collaborative group work. Students and their teacher reflected on what they expected from the course, whether or not computer supported discussion was effective for personal learning, and how e-learning environments could be improved. The findings are reported within categories of social cohesion and the role of online discussion to support meaningful experiential learning. More generally, the paper discusses how situated evaluation can help educators gain a better understanding of the roles of task, structure, and language use in e-learning environments.
A touch of sugar: A multimedia case study to facilitate student dietitians learning about the clinical management of diabetes
Authors: Matters Helen , Miller Susan , Owies David , Vukovic Susan , Nowson Caryl , Winter Jane
Published: April 2016

This paper describes the development, implementation and evaluation of a multimedia case study on dietetic case management of diabetes. A multimedia web-based program was developed to use the interactive capacity of the web-based environment to enable student dietitians to develop the skills of clinical reasoning and to trigger their learning about the nutritional management of diabetes. A case study of a person with diabetes was developed using a simulated medical history, video clips and sound clips. The students were asked to manage the patient online by responding to the patient's questions, attending a team meeting and outpatient clinic, attending to food service tasks and responding to visual cues. Tutors were able to access the student's responses to submissions online. Evaluation of the program was by questionnaire, which gathered quantitative and qualitative data on the student's perceptions of their experiences in using the web-based case. The students rated the content and the interactive parts of the case highly but experienced technical difficulties and found the case took too much time to complete.
Seeking best practice in online learning: Flexible Learning Toolboxes in the Australian VET sector
Authors: Oliver Ron
Published: April 2016

This paper describes The Flexible Learning Toolboxes Project , a component of the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004 (AFL Framework). The AFL Framework is designed to support the accelerated take-up of flexible learning modes and position Australian VET as a world leader in applying new technologies to vocational education products and services. A Toolbox is a set of learning resources designed for web based delivwww.ascilite.orgs customisation and reuse in the National Training Framework, which forms the basis of qualifications and accreditation in the Australian VET sector. The paper describes aspects of the Project and discusses the innovative design approaches that are being used to create quality online learning resources. Examples of several Toolboxes are provided to demonstrate the forms of online learning settings that have been developed for the Australian VET sector.
Web based learning environments: Observations from a Web based course in a Malaysian context
Authors: Hong Kian-Sam , Lai Kwok-Wing , Holton Derek
Published: April 2016

The Faculty of Cognitive Sciences and Human Development (FSKPM), Universiti Malaysia Sarawak, experimented with a Web based course, conducted completely on the Web. This paper discusses the theoretical considerations in designing the Web based course, its key features, and students' and instructor's feedback on the course. Initial observations indicate that it is possible to have quality learning experiences through a Web based course. Students found the course challenging and the learning experience beneficial. Sharing of knowledge through online discussions was an integral part of the course. The instructors and students learnt together as they extended learning beyond the requirements of the course. Students need to change from passive learners to active learners who explore, acquire and share knowledge. Initial problems encountered include ensuring a stable connection to the course Web site, the reluctance of students in using ICTs and students' anxiety toward statistics.
Plagiarism, learning dishonesty or just plain cheating: The context and countermeasures in Information Systems teaching
Authors: Le Heron Judy
Published: April 2016

The incidence of cheating in Information Systems courses has been increasing since the mid-1990s. University entry standards, the nature of the student population, student experiences, student concerns, financial influences, class size, practical skill attainment and employer expectations influence the tertiary education environment in Information Systems in New Zealand. This paper documents our attempts over the period 1996-2001 to counter cheating. This began with a paper based model, moved to computer based assessment, and resulted in the development of the Student Online Assessment Program (SOAP) as an integrated approach which has allowed us to extend the types of computer based assessment we can carry out. The advances we have made and the limitations we have encountered are explored.
The Titanic, Volkswagens and collaborative group work: Remaking old favourites with new learning technologies
Authors: Baskin Colin
Published: April 2016

Unsinkable ships, Volkswagens and collaborative group work have much in common. They have each undergone a recent revival of sorts; in each case the new version bears a strong Wittgensteinian resemblance to its more classic predecessor; and in each case the end user is able to enjoy the nostalgic experience of having once again rediscovered the wheel. This is a powerful experiential principle, one so powerful in fact that it drives us to part with the cost of a movie ticket even though we know how the movie ends! The ship still sinks on April 14th; the 'bug' still looks like a beetle-plus and group work is still largely a 'lottery' experience for students at university.

This paper is about finding a way (or ways) to disrupt this cycle of repetition, not by raising the Titanic (for this has been tried), nor by terminating the Volkswagen (Woody Allen pointed out in the film Sleepers that they were clearly unstoppable). Rather, this paper will concentrate on how to re-engineer collaborative group work practices using online learning technologies, thereby enhancing their role as an effective, flexible and efficient learning exchange. In comparing the performance outcomes of 'online' learning groups to a study of 'real time' learning groups (Hogan 1999), the paper sets about building a case for the former. The paper deals specifically with how collaborative online learning groups can be used to:

Establish an authentic learning context

Accommodate learner needs

Enrich learner experiences; and

Inform instructor perspectives.
Object of the activity systems as a major barrier to the creative use of ICT in schools
Authors: Ping Lim Cher
Published: April 2016

Despite the research and investment of Information and Communication Technologies (ICT) in schools, many teachers still use it as a neutral tool; that is, a tool that can be used to carry out the same teaching and learning activities as have been undertaken previously with non-ICT tools. This paper adopts activity theory as a conceptual framework to describe and analyse how the objectives of two economics courses are shaped by their participants and learning environments, and in turn, how these shared objectives affect the way ICT is used in these courses. The paper goes on to suggest that the object of the activity systems poses a major barrier to the creative use of ICT in schools.
Longitudinal study of computer usage in flexible engineering education
Authors: Palmer Stuart R. , Bray Sharyn L.
Published: April 2016

A longitudinal analysis of computer usage by commencing students in Deakin University's undergraduate engineering and technology programs over the period 1998 to 2001 revealed that; access to computers was at high levels; mean computer usage for off campus students had not changed significantly, but had risen significantly for on campus students; while access to the Internet / WWW had not increased significantly, reported regular use of the Internet / WWW had risen significantly; while most students continued to report their source of Internet / WWW access as either home or university, the proportion reporting home as their source of access had risen significantly; and the reported regular use of email rose significantly. Other results are also presented.
These results imply that commencing engineering and technology students are well placed to adopt online delivery and support of teaching and learning. However, while it might now be reasonable to assume that all students have access to computers and the Internet, the experiences of on campus students in computer laboratories with broadband network access will be different from off campus students accessing the Internet via a dialup modem connection. A small proportion of commencing students were unaware of the computing facilities provided by the university; an orientation program covering computing facilities and services would benefit all commencing students.
The Zones of Proximal and Distal Development in Chinese Language studies with the use of wikis
Authors: Chew Esyin , Ding Seong Lin
Published: April 2016

Educational practitioners in the higher education institutions of the UK have increasingly promoted the use of wikis. The technology enhanced learning experience of the UK was transferred to a local higher educational agency in Malaysia through a collaborative research project called WiLearn. By examining a student cohort enrolled in Chinese language studies, WiLearn explores the Zone of Proximal Development (ZPD) and the Zone of Distal Development (ZDD) with regard to the use of wikis in peer reviewed group coursework. With the goal of informing higher education researchers and practitioners, the problematic use of wikis was discussed according to the following three dimensions: (a) the process of group work; (b) social presence; and (c) the outcome of group work. The findings reveal that more critical reflection is evident when retrieving peers’ comments through WiLearn, but less critical discourse is evident among the participants. The difference between the ZPD and the ZDD lies not in the functional use of wikis but in the degree of openness and social presence of the students from Chinese language studies. A pedagogical change in critical peer review and discourse regarding the use of wikis is suggested. This paper concludes with constructive and disruptive lessons that were learned through a series of insights that provide a greater understanding of the challenges and opportunities with regard to learning and teaching with wikis for Chinese language studies.

 
Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level
Authors: McLoughlin Catherine , Oliver Ron
Published: April 2016

Flexible delivery of educational resources must take account of cultural variables and recognise the specific learning needs, preferences and styles of learners. In designing instruction, there may be a tension between the need to ensure access for a diverse student population, while at the same time taking into account the need for localisation to accommodate learners' particular cultures, cognitive styles and preferences. Considering the micro and macro cultural levels of instructional design is therefore essential if appropriate learning environments are to be created. The acceptance, use and impact of WWW sites is affected by the cultural backgrounds, values, needs and preferences of learners.
One of the limitations in current instructional design models is that they do not fully contextualise the learning experience, and are themselves the product of particular cultures. The design of Web based instruction is not culturally neutral, but instead is based on the particular epistemologies, learning theories and goal orientations of the designers themselves. Recently, theorists have argued for a cultural dimension in the design process and the need to provide culturally sensitive learning environments.

In this paper, we trace the design processes involved in the development of an online learning environment for indigenous Australian learners preparing to enter university, and account for the cultural issues that impacted on creation of learning tasks and styles of communication. The paper argues for cultural localisation, which means incorporating the local values, styles of learning and cognitive preferences of the target population. It also means going beyond surface level design considerations, to achieve culturally inclusive constructivist learning environments. Examples of tasks, activities and forms of online interaction are provided in the context of a bi-cultural model of learning that recognises diversity and different learning needs. It is recommended that when creating WWW based course support sites for cultural inclusivity, systematic attention must be given to particular design guidelines, which include responsiveness to learner needs, community based learning and cultural contextualisation of learning activities.