ELEARNING TECHNOLOGY IN SUPPORTING OF EPISTEMIC COMPETENCIES
Authors: Frunzeti Teodor 
Published: February 2023

To support new teachers in their training to adopt and use ICT in an "informed way" (Towndrow & Vallance, 2004), it was decided to utilise a networking technology that facilitated real-time (synchronous) document development and communication. This decision was influenced by the uniqueness of the technology, its anticipated future utilisation in the work space (Digital Workstyle, 2005) and, more importantly, by the opportunity to provide all participants with a new experience upon which to consider a more informed integration of ICT in their teaching and their pupils' learning. In order to discover the impact of synchronous networking technology on pre-service teachers, a case study approach was considered most appropriate in order to gain a rich, thick description of the data (Merriam, 1988). The case study was conducted in four phases: Planning action and research; Taking action: monitoring, reflecting and documenting; (Re)constructing and evaluating; and Theorising and disseminating (Levy, 2003). The participants, pre-service teachers at Singapore's National Institute of Education, (n = 16) took part in a 12-week undergraduate course entitled 'Computer Applications in Language and Literature'.

This course explored how various aspects of language, learning and literature could be utilized to make effective educational use of technology. The topics included: the development of computer assisted language learning; educational policy-making and IT; task design and production; literacy in the digital age; the roles of teachers, students and computers; language testing and assessment using IT; and young learners and computers (Towndrow & Vallance, 2004). The course adopted a blended learning approach in order "to help the students experience the critical patterns of variation in topics" (Oliver & Trigwell, 2005, p. 23). Some caution is needed in the use of the term "blended learning", however, which has been criticised on the grounds of being ill-defined; because it has often been used in contexts which focus on manipulating the blend from the point of view of the teacher, rather than from that of the learner; and because of a lack of analysis from the perspective of the learner (Oliver & Trigwell, 2005). The current study sought to overcome such concerns by developing blended learning from the perspective of the learner and, in particular, by providing an active role for participants (learners) as producers and managers of content and, more importantly, of experience. The course was implemented in response to the desired outcomes set out in Singapore's Masterplan for IT in Education (Teo, 1997) and the lack of existing guidance on how such outcomes were to be achieved (Deng & Gopinathan, 1999).

Case study research design is commonly employed to obtain, "an in-depth understanding of the situation and its meaning to those involved" (Merriam, 1988, p. xii) and is most often used in order to test theory or build theory, incorporate random sampling or purposive sampling, or involve collecting quantitative data or qualitative data. Guba and Lincoln (1981) suggest that qualitative and quantitative techniques employed in case study research can be used in combination and that such 'triangulation' enhances the validity and reliability of such work. It is recognised, however, that problems can arise if one is trying to reach consensus across studies conducted from the naturalistic and traditional research paradigms. Quantitative study must follow strict procedures in terms of data collection and analysis whereas a qualitative study needs to provide enough detail to illustrate how a conclusion makes sense. Merriam (1988) asserts that academic rigour is attainable in case study research:

"Unlike experimental designs where validity and reliability are accounted for before the investigation, rigour in a qualitative case study derives from the researcher's presence, the nature of the interaction between researcher and participants, the triangulation of data, the interpretations of perceptions, and rich, thick description." (p. 120).

In effect, data needs to be presented as it emerges and be related to the participants' perspectives. Moreover, a case study approach does not privilege any particular method for data collection and analysis and has thus been defined as, "interpretation in context" (Cronbach, 1975). As such, a case study attempts to uncover the interaction of significant factors characteristic of the case (Merriam, 1988).

A case study is also particularly appropriate when the goal is to represent interaction, describe its context and explain the complex linkages involved in the interaction (Yin, 2003). Consequently, case study research design is particularly suited for studying educational innovations (Merriam, 1988) such as that examined in this research.

Case study research must, however, allow for external judgements about its trustworthiness to be made regarding its procedures and outcomes. Credibility in research is about ensuring that the data and resultant findings are accurately identified and described (Guba & Lincoln, 1981). In the present study, the participants' discussions and physical actions were recorded by a small digital camera (Apple's iSight) attached to the top of the computer they were using. In addition, all user-defined computed actions displayed on the monitor were also digitally recorded. The video and screen recordings were then synchronised into one digital movie format. Immediately after each task, the participants discussed their activities and learning with the researcher. A summary of the discussion was then written and posted online within 1 week for verification and/or clarification by each participant. By involving the participants in this way, the interview transcriptions were able to be checked and any misinterpretations of meaning corrected. As the study progressed the researcher looked back at previous transcripts of task processes and interviews in order to identify recurring issues and seek clarification from participants at later interviews. This cross-referencing of the digital capture, the post-task interviews, the researcher's interpretation and confirmatory follow up discussions lend credibility to the recorded data.