bluuebunny/crossref_metadata_2025 huggingface dataset:
Technology acceptance among pre-service teachers: Does gender matter?
Authors: Teo Timothy , Fan Xitao , Du Jianxia
Published: April 2016

This study examined possible gender differences in pre-service teachers’ perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar invariances, as well as latent mean difference) were conducted. Practically, the findings revealed that, while the gender groups showed no statistical difference on perceived usefulness, attitudes toward technology, intention to use technology, female pre-service teachers had lower scores on perceived ease of use, suggesting that technology use is more challenging for female pre-service teachers than for their male counterparts. Technically, the findings provided support for full configural and metric invariance, and for partial scalar invariance. Discussions about the findings and their practical implications concerning teacher training are provided. Future research directions are also suggested.

 
Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms
Authors: Ansyari Muhammad Fauzan
Published: April 2016

This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university’s English language teaching setting. The study explored the characteristics of this programme to English lecturers’ technological pedagogical content knowledge (TPCK) development. This design-based research employed interviews, a data logbook, TPACK (Total PACKage) surveys, teacher attitudes toward computer (TAC) surveys, and a technology integration assessment rubric. Results show that participants had positive experiences with the professional development programme. TPCK was also enhanced after the professional development activities based on self-reported TPACK survey. Overall, evidence from all data sources shows that the professional development arrangement for technology integration improves the English lecturers’ TPCK. Crucial aspects of a professional development programme should include the TPACK framework as a knowledge base, the design approach, active engagement, authentic learning experiences in a collaborative environment, curriculum coherency, an intensive programme schedule, guidance, support, and feedback.
Student perception of topic difficulty: Lecture capture in higher education
Authors: Newton Genevieve , McCunn Patrick
Published: April 2016

Perception of topic difficulty is a likely predictor of lecture capture video use, as student perception of difficulty has been shown to affect a variety of outcomes in academic settings. This study measured the relationship between perceived difficulty and the use of lecture capture technology in a second year biochemistry course while additionally taking into account student learning approaches, comfort with technology, gender and performance outcomes. In several analyses, it was found that a higher perceived level of difficulty was associated with an increased number of video accessions, although this relationship was not consistent across all topics. As well, it was found that surface learning approach score and gender were significantly associated with the number of accessions of lecture capture videos, while deep approach score, course grade, and level of comfort with technology were not. This study confirms that student use of lecture capture is related to their perception of topic difficulty, and demonstrates that student characteristics also influence lecture capture behaviour. Although the strength of our observed associations were weak, the level of content difficulty may be an important factor to consider when deciding when to use lecture videos as learning resources in higher education.
Exploring critical aspects of information technologies integration in Singapore schools
Authors: Ping Lim Cher , Swe Khine Myint , Hew Timothy , Wong Philip , Shanti Divaharan , Lim Betsy
Published: April 2016

This paper reports the key findings of a questionnaire survey aimed at exploring the critical aspects of information technology (IT) integration in Singapore schools. The survey is the first part (Phase 1) of a larger study funded by the Ministry of Education (MOE), Singapore, to analyse where and how IT mediates pupils’ higher order thinking skills in schools. 328 schools (87.2% of the target population of 376 schools) responded to the questionnaire. Based on the findings, three recommendations are made concerning:

IT-integration models for Singapore schools;

Exploring new strategies for pupil IT competency development in

selected government and government aided schools; and

IT competency standards for teachers and pupils.
Online learning: Implications for effective learning for higher education in South Africa
Authors: Damoense Maylene Y
Published: April 2016

Over the last decade there has been an augmenting shift away from the conventional teaching and learning to modes where the Internet now plays a key role. E-learning is increasingly forming an integral part of course delivery and instruction, and is reshaping traditional learning world wide.

This paper outlines the shift from traditional learning to online learning practices. Then it discusses the use of technology, particularly the Internet, to support and enhance effective learning based on the principles of engagement theory. It considers relevant studies within the context of technology based learning, and highlights important experiences and findings. The paper indicates that technology based pedagogy and an effective online learning environment are crucial to support and enrich effective learning outcomes. The paper considers implications for South African higher education in the 21st century. Integrating the Internet as part of a curriculum is proposed, to instil our learners with lifelong skills.
Design principles for authoring dynamic, reusable learning objects
Authors: Boyle Tom
Published: April 2016

The aim of this paper is to delineate a coherent framework for the authoring of re-purposable learning objects. The approach is orthogonal to the considerable work into learning object metadata and packaging conducted by bodies such as IMS, ADL and the IEEE. The 'learning objects' and standardisation work has been driven largely by adding packaging and metadata to pre-constructed learning artefacts. This work is very valuable. The argument of this paper, however, is that these developments must be supplemented by significant changes in the creation of learning objects. The principal aim of this paper is to delineate authoring principles for reuse and repurposing. The principles are based on a synthesis of ideas from pedagogy and software engineering. These principles are outlined and illustrated from a case study in the area of learning to program in Java.
Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities
Authors: Bower Matt , Kenney Jacqueline , Dalgarno Barney , Lee Mark J. W. , Kennedy Gregor E.
Published: April 2016

Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and articulates principles for implementation as espoused by the teachers who enacted them. A wide range of technologies (including video conferencing, web conferencing and virtual worlds), tasks (namely collaborative evaluation, group questioning, class discussion, problem solving and collaborative design) and levels of student interaction (from lightweight to tightly coupled) were present within the designs. The main issues that teachers confronted when facilitating blended synchronous lessons were those relating to communication and those relating to cognitive overload caused by split attention. Key pedagogical principles for enactment as identified by the lead teachers included the need for extensive preparation, clear instructions, composure, flexibility, advance preparation of students and savvy utilisation of support staff.

 
Patterns of engagement in authentic online learning environments
Authors: Herrington Jan , Oliver Ron , Reeves Thomas C.
Published: April 2016

The use of authentic activities within online learning environments has been shown to have many benefits for learners in online units and courses. There has been renewed interest in the role of student activities within course units, as constructivist philosophy and advances in technology impact on educational design and practice. Courses based on these principles have been used successfully across a wide variety of discipline areas. In spite of the growing evidence of the success of authentic learning environments, they are not without their problems. In this paper we discuss patterns of engagement that have emerged from our own research on authentic learning tasks, in particular, the initial reluctance to willingly immerse in learning scenarios that some students experience, and the need for the suspension of disbelief before engaging in the task. The paper proposes ten characteristics of authentic activities, based on educational theory and research, which have been used as criteria for the selection of existing online units or courses for in depth investigation. The paper includes a short review of the literature, a description of the research and some preliminary findings and identification of issues related to the necessity for students to willingly suspend disbelief in order to fully engage in learning scenarios based on authentic tasks.
It takes more than metadata and stories of success: Understanding barriers to reuse of computer facilitated learning resources
Authors: McNaught Carmel , Burd Andrew , Whithear Kevin , Prescott John , Browning Glen
Published: April 2016

A national study in Australia in the late 1990s explored barriers to the adoption and reuse of computer facilitated learning (CFL) in Australian universities. These barriers will be summarised. One of these barriers is that it is hard to find information on courseware that is educationally sound; usually such courseware is expensive to produce and so reuse is especially desirable. However, even when information and access to electronic courseware exists, reuse may still not occur. Two cases will be described to illustrate the complexity of reuse. These cases are: 1) a collection of 169 plastic surgery websites; and 2) an international consortium of veterinary microbiology resources based on a well-evaluated case study design. Some strategies for improving reuse are suggested.
Teaching languages online: Deconstructing the myths
Authors: Felix Uschi
Published: April 2016

Debates on e-learning often begin by comparing apples with oranges. The 'theatre of the classroom' and the rich social tapestry of the campus are contrasted with a barren, solitary, inhuman online experience consisting of no more than downloading texts and submitting assignments. While the comparison ensures amusing entertainment, it does no more than claim that a piece of technology cannot replicate or even simulate what a brilliant teacher can do in a classroom. Of course it cannot. What is more, without the intervention of a creative teacher, the Web and the Internet can at best function as a convenient materials resource and communication vehicle. This paper will take a critical look at popular myths attached to online learning from three perspectives: administrators, teachers and students. The central questions underpinning the discussion as a whole are (1) why would we want to teach online? (2) what are the constraints? and (3) how can we do it well despite the constraints? The paper argues that the exciting promise of the new technologies is that they offer an environment in which an innovative teacher can set up authentic learning tasks in which both the processes and the goals are stimulating and engaging, and which take individual student differences into account. It will demonstrate by way of practical examples that the new technologies offer great potential for adding value to face to face teaching and that the greatest challenge lies in designing and sustaining quality language programs at a distance.
Modelling learner and educator interactions in an electronic learning community
Authors: Sheard Judy , Ramakrishnan Sita , Miller Jan
Published: April 2016

Critical to understanding how an electronic learning community can be established and sustained is understanding how learners and educators interact within the community. The study reported in this paper found that the development of an electronic learning community is a complex process that relies on the willingness of the learners to adopt a collaborative learning style. This appears to require a major shift in their learning behaviour and is a process in which the educators appear to have little influence. A discussion forum designed to provide a collaborative learning environment where students can discuss learning issues and provide feedback to staff has provided a vehicle for this study. An investigation of student and staff use of the discussion forum has informed the development of a set of visual representations that may be used to describe electronic learning communities.
A networked learning community approach to sustain teacher ICT professional development
Authors: Watson Glenice , Prestridge Sarah
Published: April 2016

This paper explores the process of collaboratively creating a networked learning community of practising teachers to support information and communication technology (ICT) professional development. The paper reports on one aspect of a continuing ARC funded Linkage project that is concerned with models of teacher ICT professional development that result in multiliterate classroom outcomes. The industry partner for the project is the Suncoast Cyberschools, a group of regional schools for whom being a ‘networked learning community’ is fundamental to their purpose. Data reported in this paper were gathered using archived posts to a threaded discussion forum and analysed qualitatively for evidence of community development, and quantitatively through a process of categorising posts to reflect levels of discussion (Järvelä & Häkkinen, 2002). The research provides a number of indicators that support a claim for the existence of community and some practical stages that are essential to the formation of an online learning community. The findings of this research inform both ICT professional development for practising teachers and the functioning of online learning communities.
Using Conversant Media as a collaborative learning tool in teacher education
Authors: Khine Myint Swe , Lourdusamy Atputhasamy
Published: April 2016

Conversant Media is a server based application software enabling users to engage in collaborative discussion by attaching notes to video footage. Conversant Media was used in the moduleInstructional Strategies and Effective Learning at the National Institute of Education, Singapore as a way to engage students in reflective analysis of authentic classroom teaching episodes so that they will have a deeper understanding of how the theories are translated to actual practice in classroom situations. Participants were surveyed to obtain reactions to video clips, writing comments, reading comments, features of Conversant Media and overall impressions. Results indicate that students benefited from the use of the software in the delivery of this course, through improved commentary skills. Trainee teachers developed abilities to analyse teaching episodes and make quality comments reflecting an improved understanding of the teaching-learning process in classrooms.
Issues of intellectual capital and intellectual property in educational software development teams
Authors: Williamson Andy , Kennedy David M. , McNaught Carmel , DeSouza Ruth
Published: April 2016

Developing educational software requires a complex environment and a range of specialised skills. The ideas that lie behind successful software are drawn from a broad pool of talent and, as mobility increases, ideas are disseminated through informal and new work practices into a wider community. This paper addresses how participants in the development process can receive appropriate acknowledgement for their contribution, even after leaving a project. It will identify team dependencies and highlight three channels for dissemination (publication, portfolio and product). Eight common myths relating to intellectual capital and intellectual property in relation to educational software development are explored. Finally, practices that can be applied to the software development process to ensure that all team members receive appropriate recognition for their contribution to the product are identified. In particular, emphasis is placed on the need for strong project management practices and the up front articulation of expectations.
Reconnecting the classroom: E-learning pedagogy in US public high schools
Authors: Huffaker David
Published: April 2016

Giventhat most of the educational use of the Internet by American high school students occurs outside the school day, and outside the direction of teachers, this article reviews e-learning pedagogy and implementation in schools, with a view to enhancing learning both inside and outside the classroom. Key concepts such as active learning, metacognition and transfer of learning, may be promoted by e-learning applications that emphasise active engagement, social learning, continuous feedback and real world applications. This paper also explores some implementation issues including teacher training, content and application standardisation, cheating among students, and software filters and surveillance. Recommendations are made about informing and training educators as the first step in promoting classroom re-connection with outside school use of the Internet by students.
Towards understanding online learning levels of engagement using the SQUAD approach to CMC discourse
Authors: Oriogun Peter K.
Published: April 2016

Recent research in content analysis has shown the difficulties of achieving acceptable levels of inter-rater reliability with CMC transcripts. This has lead to the development of semi-structured computer conferencing systems, in which participants choose the type of contribution that they are making from a limited set of alternatives. This article extends previous work with respect to semi-structured approaches to online discourse, suggesting coding categories relevant for problem based learning. The SQUAD approach to online discourse offers definitions for quality with respect to participation, interaction and cognition, when using the message as the unit of CMC transcript analysis, analysing for what the author has termed as ‘online learning levels of engagement’. It is argued that the theoretical basis underpinning the SQUAD approach is beneficial for the development of teamwork and cognitive reasoning when learning in small groups, and that it is a relatively straightforward exercise to apply this approach in a different mode of study or subject area.
An investigation of scaffolded reading on EFL hypertext comprehension
Authors: Shang Hui-Fang
Published: April 2016

With the rapid growth of computer technology, some printed texts are designed as hypertexts to help EFL (English as a foreign language) learners search for and process multiple resources in a timely manner for autonomous learning. The purpose of this study was to design a hypertext system and examine if a 14-week teacher-guided print-based and hypertext reading intervention might benefit non-traditional EFL students’ reading comprehension. Non-traditional EFL students are older students with greater work experience. The primary investigation finding revealed no significant difference in comprehension between the teacher-guided print-based and hypertext intervention conditions, though a significant mean improvement was found after hypertext learning. EFL learners’ attitudes also supported that both teacher-guided print-based and hypertext interventions merit reading comprehension performance. In addition, there appears to be a significantly strong and positive relationship between the perceived usefulness of hypertext reading and attempt of future hypertext use, suggesting that the majority of non-traditional EFL learners made a positive willingness and prediction to use the hypertext system in their future reading, but that the degree of usefulness of hypertext reading was not reliably predicted by their hypertext comprehension scores. Based on the investigation results, limitations and future research are discussed and presented.
Editorial 30(1)
Authors: Bennett Sue , Dalgarno Barney , Kennedy Gregor
Published: April 2016

We are pleased to present the latest issue of AJET. As our first issue for 2014 it is timely to provide some bibliometrics on the recent performance of the journal. We have analysed the data available to date and present the detail in a series of tables. Please note that we have used the data for 2012 submissions to calculate the acceptance rates because many 2013 submissions are still under review or revisions have been requested, pending a final outcome. The journal impact data comes from the ISI Web of Knowledge based on citation statistics for 2012. This shows AJET maintaining a high ranking of 33rd in the overall education category and a ranking of 5th within the specialist educational technology journals. We have used 2013 publication data to provide information about site views and article downloads. We’d like to also take this opportunity to thank reviewers who have reviewed articles during 2013. Reviewers collectively do an enormous amount of work on a voluntary basis and their work is essential to the smooth running of the journal. We will providing a full list of reviewers on the AJET website in due course.
Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers
Authors: Chai Ching Shing , Ng Eugenia MW , Li Wenhao , Hong Huang-Yao , Koh Joyce H L
Published: April 2016

The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers' TPCK efficacy has yet to identify all seven factors postulated by the framework. This study attempted to validate a TPCK efficacy survey by implementing it on an Asian group of 550 preservice teachers from China, Hong Kong, Singapore and Taiwan. The seven factors underlying the TPCK framework were identified which suggested the research instrument to be valid and reliable. The structural equation model proposed based on the TPCK framework supported eight out of 12 hypotheses about the relationships between TPCK constructs. The results indicate that the positive effects of the basic knowledge factors of CK, PK, and TK were indirect, occurring through the second layer of knowledge factors (TPK, TCK, and PCK). Implications for preservice teacher professional developments are discussed.
Electronically enhanced classroom interaction
Authors: Draper Stephen W. , Cargill Julie , Cutts Quintin
Published: April 2016

A design rationale for introducing electronic equipment for student interaction in lecture theatres is presented, linking the instructional design to theory. The effectiveness of the equipment for learning depends mostly on what pedagogic method is employed: various alternative types are introduced. Prospective studies are outlined for exploring its use over new ranges of application. Rival views of the concept of interactivity are one way to organise the evaluation of this learning technology.
My.monash: Supporting students and staff in teaching, learning and administration
Authors: Kennedy David M. , Webster Len , Benson Robyn , James Di , Bailey Nathan
Published: April 2016

The my.monash Portal (Portal) provides a virtual gateway to support student centred flexible learning by coordinating many of the university’s key resources to meet the needs of students and staff. The Portal is intended to help deliver innovative learning programs, foster opportunities to undertake research, increase flexibility of access to resources and services, support asynchronous approaches to teaching and learning, and allow online teaching and learning environments to be more responsive to changing student needs. In essence, it is part of a recent movement in higher education towards providing more complete, holistic online environments for students and staff by converging a number of technologies. The project has been developed with an innovative software design model (extreme programming) that involves rapid prototyping, in which iterative and continuous evaluation by staff and students is used to inform all aspects of the project’s design and development. This has resulted in significant collaborative activities across a wide cross section of the university community. The paper will address each of these aspects in turn, concluding with the results of the evaluation processes and future directions for the development of the Portal.
Recommendations for teaching in a distributed learning environment: The students’ perspective
Authors: Lefoe Geraldine , Gunn Cathy , Hedberg John
Published: April 2016

The University of Wollongong opened a new campus and two new access centres on the south coast of NSW, Australia, in 2000. The combination of distance with limited funding, after seed funding was expended, has provided opportunities to rethink teaching and learning strategies. Competition from traditional distance education providers in the area meant that, strategically, Wollongong had to “think differently”. This paper provides an overview of issues identified by students through an evaluation of the inaugural year of a flexibly delivered Arts degree in a distributed learning environment. Actions taken by the University to resolve the issues are outlined and recommendations for implementation from the students’ perspective are proposed.
An evaluation of tertiary language learning through student constructed multimedia: The Interactive Stories approach
Authors: De Souza Michelle , Fardon Michael , Phillips Rob
Published: April 2016

The Interactive Stories [IS] approach offers language students an alternative way to learn language skills, through authoring and producing their own ‘choose your own adventure’ stories using software for interactive multimedia. This paper describes an evaluation study of the InteractiveStories approach. The main focus of the study was to investigate the learning processes used by students, and how well they met the desired learning outcomes. The study also investigated how well students coped with using new technologies and ways to improve the approach. The study established that students attained skills in reading, writing, speaking and listening, even though they did not realise this at the time. Students were able to creatively use multimedia to place their language in an authentic context. Because students worked in groups, a sense of community was achieved within the class. The areas of improvement identified are mainly administrative, and do not point to any fundamental weakness in the approach. However, the IS approach seems to be most applicable to intermediate and advanced students.
Understanding common interviewing pitfalls: An evaluation of Legal Interviewing Skills
Authors: Lynch Kathy , Kennedy Gregor
Published: April 2016

This paper reports on the evaluation of a computer facilitated learning (CFL) resource which allows law students to identify common pitfalls in clientlawyer interviews. Using an evaluation framework developed by Alexander and Hedberg (1994) and Bain (1999), the CFL resource, Legal Interviewing Skills, was evaluated in three areas: interface design, learning processes and interview skills. Twenty-three postgraduate law students participated in the evaluation which involved the observation of students as they interacted with the resource, together with think aloud protocols, questionnaires and focus groups. Students were generally positive about the program and showed greater confidence in interviewing after using it. However, there are a number of areas where the program could be improved; namely, ease of navigation, the structure of learning tasks and the use of feedback to promote meaningful engagement with the learning.
You can lead a student to water, but can you make them think? An evaluation of a situated learning environment: An Ocean in the Classroom
Authors: O'Reilly Roisin
Published: April 2016

A marine science virtual environment was developed as a CD-ROM to simulate marine sampling procedures for abundant and rare species. Students participated as scientists in the process by conducting fish counts for species of differing abundances and sampling unit sizes, calculating the most cost effective sample unit size for common and rare species, and then presenting their findings and interpretations in scientific report format. This paper reports an evaluation of the CD-ROM as it was incorporated into an assessable activity in a third year undergraduate and postgraduate Marine Biology subject. The evaluation evidence indicated that: (a) most students were able to navigate and use the CD-ROM effectively; (b) most students experienced an improvement in their understanding of the sampling process, particularly with rare species; (c) staff confirmed that there was an improvement in students’ understanding of the sampling process, including how to choose and undertake the most cost effective sampling method; but (d) this understanding did not always improve students’ ability to interpret their results critically and to relate them to what they had observed in the field. These findings are discussed in terms of what is required to provide students with an authentic learning experience as marine scientists, and how the CD-ROM could be incorporated into such a learning experience in the future.
Learning to evaluate – evaluating to learn
Authors: Lyons Judith , Milton John
Published: April 2016

This paper reports on the planning and implementation of an evaluation of the final prototype of a physical and computer based simulation in a postgraduate midwifery program. The evaluation framework was designed to reflect the pedagogy of Laurillard’s conversational framework, which had been used to structure the learning experiences in the simulation. Data collection methods and analysis highlighted the themes of discussion, interaction, reflection and adaptation of student learning actions as well as intrinsic feedback - all central to the conversational framework. An action learning approach to evaluation planning and implementation involving an external mentor is described in the following paper including the relationship to the conversational framework, the findings on the student learning environment and the student learning processes and outcomes. The lessons learned about evaluation are also elaborated.
Iterative evaluation of Reflex Control of Blood Pressure
Authors: Weaver Debbi , Gilding Tony
Published: April 2016

Academic teachers and designers of teaching materials are likely to need an iterative approach to evaluation where cycles of change, use, data collection and reflection will progressively improve the teaching resource to a point that satisfies its intended role within the curriculum. It is only through several iterative cycles that we appreciate how students relate to a new computer facilitated learning (CFL) teaching resource, and so can refine it to better suit our teaching and learning purpose. This paper reports on two cycles of evaluation conducted on a CD-ROM tutorial, Reflex Control of Blood Pressure, during 2000. The evaluation was undertaken as part of a national ASCILITE and CUTSD project, Learning Centred Evaluation of Computer Facilitated Learning Projects in Higher Education.
Using Internet surveys to gather research data from teachers: Trials and tribulations
Authors: Carbonaro Mike , Bainbridge Joyce , Wolodko Brenda
Published: April 2016

The paper describes one specific approach to implementing web based survey research and reviews a range of online survey techniques. The advantages and disadvantages of various web based survey approaches are discussed. The paper describes one research project that used an 'off line contact-online response' in an educational setting. The researchers conclude that it is not possible to describe one process that would work well in all situations, given the variations in the way technology is currently utilised in schools and homes. The paper discusses the problems encountered and makes suggestions for future web based survey research.
Facilitating the collaborative design of flexible learning materials: Investigating the synthesis of content and multimedia knowledge and expertise
Authors: Sinclair Mark , Aldred Scot , Smith Richard
Published: April 2016

This paper discusses how teachers of English as a Second Language (TESOL) and educational multimedia experts collaborated in order to design a CD-ROM aimed at assisting international students to prepare for the International English Language Testing Service (IELTS) English Language Speaking test. The research focuses on the synthesis of content and multimedia knowledge and expertise. It shows how this synthesis occurred, and makes suggestions for how the collaboration necessary for such design work can be facilitated.
Discursive evaluation in a distributed learning community
Authors: Svensson Lars
Published: April 2016

This paper describes a distance education project where a threaded discussion board was used for interaction amongst students and teachers. The experiences from the first year of the project shows that such a forum can be an important complement to other evaluative resources in order to monitor student's expectations and experiences. Furthermore, it is argued that discursive evaluations can establish a learning community with shared norms and forms of communication and collaboration. Vital properties of the discussion board are that it is continuous, online, public, asynchronous and auto-structuring.
Evaluating an online learning environment
Authors: Stacey Elizabeth , Rice Mary
Published: April 2016

This paper reports on an evaluation undertaken under the auspices of the cross-institutional CUTSD funded project which was established to facilitate evaluations of computer facilitated learning with an action inquiry model of evaluation (Phillips, 2002). Our evaluation focused on students' learning processes and outcomes in an online learning environment established for postgraduate education students studying an Open and Distance Education Specialism in a Masters program at Deakin University. Online conferencing has been progressively used in this specialism, and was an integral part of the program at the time of this study, which followed students studying online in five units. The units had computer conferences established with FirstClass software for electronic discussion of tasks and activities, with the aim of engaging students in learning interactively. Our participation in the CUTSD project resulted from the need to evaluate the extent to which students engaged in the conferencing environment, as intended by the learning design. It was also designed to evaluate the effectiveness of established practice with a view to modifying it in response to student feedback.
Managing change: The use of mixed delivery modes to increase learning opportunities
Authors: Franklin Sue , Peat Mary
Published: April 2016

Science teaching in the new millennium will need to suit the students' needs and understanding, and employers' expectations. Choosing to learn will help form the learning opportunities presented. This paper looks at the way the delivery of teaching and learning materials for large first year biology units of study has changed over a period of time during which there have been reductions in staff resources and increases in student numbers. The strategies currently used to manage student learning and improve the learning experience will be detailed. These include a mix of on campus and online opportunities such as the management of laboratory classes in a peer mode model and the recent re-purposing of existing online resources to provide a Virtual Learning Environment (VLE). The VLE offers a safe, student centred learning environment with access to synchronous and asynchronous communications, and access to learning and assessment materials. Reasons for the development of the VLE are discussed, with ideas on the management of campus based teaching in the experimental sciences.
Constructivism as a referent in the design and development of a computer program using interactive digital video to enhance learning in physics
Authors: Kearney Matthew , Treagust David F.
Published: April 2016

This paper describes the fruitful interaction between educational research on constructivism and the development and use of a multimedia computer program. The software uses interactive digital video clips to present sixteen real world demonstrations to Physics students. It is designed to be used by pairs of students to elicit their pre-instructional conceptions of Force and Motion and encourage discussion about these views. A predict-observe-explain (POE) strategy is used to structure the learners' engagement with the video clips. The choice and sequence of the video clips, as well as the multiple choice options available to students in the prediction phase of each task was informed by misconception research in physics education. All multiple choice selections and written responses made by users are recorded automatically in a text file on the computer hard drive.
Drama online
Authors: Nicholls Jennifer , Philip Robyn
Published: April 2016

Drama, because of its practical requirements, would seem to be one of the last courses to benefit from the incorporation of online learning technologies. Yet, by embedding web based conferencing in the curriculum, and utilising the graphic and communication capabilities of the web, there is an exciting opportunity to enrich the learning environment in drama. Predictably, such innovations have an impact on the pedagogy. In this paper the authors (unit coordinator and educational developer) report on evaluations conducted over two years in Elements of Drama, a first year university unit. We particularly refer to the impact of the introduction of a compulsory, online collaborative assignment and the change this made to the teaching and learning outcomes. We discuss the changing pattern of delivery of this unit which now affords both on campus and distance students more opportunities for interaction and communication. We evaluate the effectiveness of the online assignment and discuss the factors that contributed to its success.
Using desktop video to enhance music instruction
Authors: Anderson Alan J. , Ellis Allan
Published: April 2016

In the last few years, many of the early technical limitations of desktop digital video technology have been overcome thus paving the way for its application in various fields of education and training. Fields in which manual skills are passed on by physical demonstration probably stand to gain the most. In the visual and performing arts, for example, there is reliance upon master instructors and their ability to demonstrate refined manual techniques at close quarters. Such action is fluid and audiovisual in nature, therefore attempts to capture it in still images, such as found in conventional music method books, are often of limited success. In contrast, digital video can capture actions in full motion and in a format that can be replayed, edited, and delivered online using a desktop computer. This paper examines how the current generation of desktop video technologies can improve the delivery of music instruction in the short term and in due course may facilitate a paradigm shift in music education.
A constructivist learning experience: Reconstructing a web site using web based multimedia authoring tools
Authors: Neo Ken T.K. , Neo Mai
Published: April 2016

This paper focuses on using multimedia to create a constructivist learning experience as well as to innovate a multimedia mediated constructivist learning (MMCL) model based on a course given to students at the Faculty of Creative Multimedia, Multimedia University, Cyberjaya, Malaysia. Students were required reconstruct any existing website of their choice in the Internet that they thought required improvements. The purposes of the project were to assess problem solving skills and ability to evaluate a website's design, creativity and navigational structure. The students were required to enhance the site by adding sound and animation and to improve the overall look and feel of the site, using Web based multimedia authoring tools, Macromedia Dreamweaver and Flash. The course was structured for constructivist learning whereby students constructed their own knowledge of the project, determined their own learning outcomes, and worked in a collaborative and cooperative manner, thus taking an active part in the processes. A survey used to obtain feedback from the students indicated that using multimedia in a constructivist learning environment helped them to become more analytical and critical thinkers, more apt to seek information, and more motivated in their learning.
Towards research based designing for understanding fundamental concepts: The case of the web delivered generative virtual classroom for teacher education
Authors: Schaverien Lynette
Published: April 2016

The Generative Virtual Classroom attempts sophisticated, large scale teacher education in technology and science. We show how it emerged from and contributes to a new, powerful theory of learning. Occupying an educational niche, such environments require research based design, suggesting information age responses, for diverse learning populations, to educational problems in other disciplines.
An evaluation of the use of multiple perspectives in the design of computer facilitated learning
Authors: Kennedy David , Eizenberg Norm , Kennedy Gregor
Published: April 2016

In the medical sciences, there is a well documented problem that involves the separation of discipline based knowledge from clinical practice. In order to address this issue in anatomy teaching, the CD-ROM An@tomedia has been developed - integrating anatomical knowledge with clinical applications. The structure and evaluation of An@tomedia are described.
Staff development for online delivery: A collaborative, team based action learning model
Authors: Ellis Allan , Phelps Renata
Published: April 2016

For academics to successfully make the transition to online teachers or learning facilitators, they must do more than develop new technical skills. Online development and delivery requires new pedagogical approaches, challenging previous practices with regards to assessment, group interaction and student/teacher dialogue. Furthermore, it necessitates attention to issues concerning academic work practices. Online delivery challenges traditional notions of academics working in isolation and instead brings together teams of people each with unique skills, into a course design and development team.
This paper describes the early phases of a systems change approach being implemented in the School of Social and Workplace Development at Southern Cross University. An ongoing collaborative action learning model is described as a vehicle for staff development and change management. This consisted of twice weekly team meetings and training sessions. These sessions represented a balance of outside expertise and experiences being brought into the group, and reflective and "idea sharing" sessions amongst the development team itself. A mixture of technological, pedagogical and managerial issues were covered and discussions were fully documented throughout the process.

Information on changing staff attitudes was collected via a series of semi-structured interviews recorded at various stages over the course of unit development and early delivery stages, as well as staff completing weekly "reflection sheets" on their experiences. Enthusiasm, collaboration and a sense of ownership are identified as major factors driving the change process. Major barriers included difficulties of dividing time between varied commitments, the importance of timeliness of training components and the need to develop policy and guidelines "on the run". Further data collection such as time commitments from staff and skill requirements at each phase of development were used to develop guidelines and recommendations for further rounds of development and for budgetary planning.
An interactive conundrum: Constructs of interactivity and learning theory
Authors: Sims Rod
Published: April 2016

The role and function of interactivity within computer enhanced learning is undergoing increased scrutiny. Through a reappraisal of learning theories in terms of their implications for interactivity and identifying the major interactive constructs, this paper provides a context for better understanding computer based interactivity and achieving its potential for enhancing the learning process.
Towards a communicative model of collaborative web-mediated learning
Authors: Cecez-Kecmanovic Dubravka , Webb Carolyn
Published: April 2016

This paper reports research investigating web-mediated collaborative learning as a social interaction process from a critical theory perspective. A communicative model of collaborative learning is proposed to help instructors analyse and improve the practice of collaborative learning. The model can also be used as a methodological instrument for inquiry into web-mediated collaborative learning.
Using multimedia to assist students with communication skills and biopsychosocial integration: An evaluation
Authors: Liaw Teng , Kennedy Gregor , Keppell Mike , Marty John , McNair Ruth
Published: April 2016

This paper reports on the development rationale and evaluation of a computer facilitated learning (CFL) package which aimed to assist medical students with their clinical communication skills and develop an integrated biopsychosocial approach to identifying a patient's problems. Using a formative evaluation framework developed at the University of Melbourne the CFL package, Communicating with the Tired Patient, underwent a three stage review. Initial evaluation consisted of both formal and informal conceptual and technical review by content experts, instructional designers and evaluators. The final stage of the evaluation involved the survey and observation of 110 medical students interacting with the package. Students were very positive about the instructional and interface design of the package and indicated that the package assisted with their understanding of issues associated with clinical communication. Nevertheless, a number of areas were highlighted where either the package or the learning environment could be modified or improved.