bluuebunny/crossref_metadata_2025 huggingface dataset:
Experience and beliefs of technology users at an Australian university: Keys to maximising e-learning potential
Authors: Kregor Gerry , Breslin Monique , Fountain Wendy
Published: April 2016

This  article  reports  on  a  survey  of  more  than  2,300  students  and  250  staff  members conducted  at  the  University  of  Tasmania  as  part  of  a  wider  review  of  e-learning practice, demand and capacity which aims to improve planning, decision-making and the quality of the online experience of students and staff.  Data was collected on access to  technology,  technology  usage  patterns,  and  experiences  with  technology  at university.  Respondents  were  also  asked  for  comments  on  their  experiences.  Results from the quantitative component are in line with findings from similar recent surveys:high  penetration  of  laptops,  wide  access  to  broadband  Internet  at  home,  and  usage patterns  concentrated  strongly  around  common  web  activities.  Differences  in  usage profiles  of  some  applications  can  be  explained  by  the  difference  in  lifestyles  of students and staff. The two cohorts also exhibit different attitudes towards technologyas  a  result  of  their  different  relationship  with  it  in  the  context  of  their  use  of  it  atuniversity.  Many  indicated  pathways  and  solutions  to  imbalances  in  demand  and supply  are  straightforward  and  pragmatic.  Support  of  teaching  staff  is  considered crucially important to advancing broader and more effective use of technology at the university.
Designing, developing and implementing a software tool for scenario based learning
Authors: Norton Geoff , Taylor Mathew , Stewart Terry , Blackburn Greg , Jinks Audrey , Razdar Bahareh , Holmes Paul , Marastoni Enrique
Published: April 2016

The pedagogical value of problem-based and inquiry-based learning activities has led to increased use of this approach in many courses. While scenarios or case studies were initially presented to learners as text-based material, the development of modern software technology provides the opportunity to deliver scenarios as e-learning modules, providing learners with a more accessible and engaging learning experience. Scenario Based Learning - interactive (SBLi) has been specifically developed to provide teachers and trainers with a generic tool that enables them to easily build interactive, multimedia scenarios without requiring programming skills. The software consists of a builder and player application, for constructing and playing scenarios from hard drives or from a CD/DVD, and a server-based player and manager, for deploying scenarios on the web, either for public use or for restricted and managed use in specific courses. This paper describes the history of SBLi, its design and operational features, how SBLi is being used to achieve innovative and effective learning experiences, and the practical issues that need to be addressed in supporting and sustaining e-learning software such as SBLi.
Self-efficacy and ICT integration into initial teacher education in Saudi Arabia: Matching policy with practice
Authors: Robertson Margaret , Al-Zahrani Abdulrahman
Published: April 2016

Success factors for integration of ICTs in higher education teaching and learning reveal a complex mixture of old and new paradigms. A review of the relevant literature and findings from research conducted in Saudi Arabia highlights the importance of actual and perceived self-efficacy within the new paradigms. The research reported reflects these perceptual dilemmas. Participants were 325 Saudi pre-service teachers from the Faculty of Education at King Abdulaziz University. Findings reveal that participants have generally high skill levels with computing tasks and their perceptions of self-efficacy as university teachers increase with computer experience and computer qualifications. These findings imply that increasing Saudi pre-service teacher access, training, and exposure to computers and ICTs will contribute effectively to boosting their self-efficacy, motivation, and computing habits. However, where traditional views of teacher directed learning remain unchallenged change is conservative and context specific. To overcome the perceptual gap, data underline the importance of sympathetic and strategic leadership, effective curriculum design and innovative pedagogies to sustain outcomes.
Implementing online question generation to foster reading comprehension
Authors: Yeh Hui-Chin , Lai Pei-Yi
Published: April 2016

Many studies have concluded that question generation has a positive effect on students' reading comprehension. However, few studies have delineated how students generate questions from a text and what processes are involved in question generation. This study aims to investigate how the question generation processes improve students' reading comprehension, using an online question generation system including the organisation, composition and peer assessment modules. 19 out of 106 non-English major college students were recruited as participants. They were required to complete question generation tasks in the organisation, composition and peer assessment modules. Students' scores on the pre- and post-tests, action logs in the online question generation system, and interview transcripts were collected and analysed. In a micro view, results of this study indicated that college students who showed more progress in reading comprehension demonstrated similar question generation patterns. In the organisation module, those who made more progress had a higher frequency of adding new vocabulary, sentences, and main ideas and editing their previously organised information. In the composition module, they had a higher frequency in reviewing the previously organised information from a text to generate questions and in editing the organised information. In the peer assessment module, those who showed more progress were much more active in viewing peers' questions, providing comments on peers' questions, reading and responding to peers' comments on the questions. In a macro view, the intensive engagement and the actions of editing to retrieve the organised information to compose the online questions and reviewing peers' questions online were found to be critical factors for enhancing students' reading comprehension.
Blended learning and curriculum renewal across three medical schools: The rheumatology module at the University of Otago
Authors: Stebbings Simon , Bagheri Nasser , Perrie Kellie , Blyth Phil , McDonald Jenny
Published: April 2016

In response to the challenges created by the implementation of a new medical school curriculum at the University of Otago in 2008, we aimed to develop a blended learning course for teaching rheumatology within the existing musculoskeletal course. We developed a multimedia online learning resource structured to support class based problem-based learning (PBL) sessions, and enhance student engagement and promote clinical reasoning. We also aimed to align teaching over three geographically separate campuses, promote more student-centred approaches to learning and meet the challenge of the limited teaching time available for undergraduate learning in the field of rheumatology. Our redesigned course was evaluated longitudinally over eighteen months through student focus groups, Blackboard and Moodle electronic access data, and course evaluation questionnaires. The data collected indicated an overwhelmingly positive response to the changes in teaching methods. Online materials integrated into the new curriculum and combined with in-class PBL and clinical sessions, proved popular with students. Students accessed the newly developed online materials far more frequently than the previously available unstructured content, which they felt to be of limited value or relevance to their studies. Furthermore the blended learning approach allowed delivery of common content across three separate campuses.
Students' perceptions of using Facebook as an interactive learning resource at university
Authors: Irwin Christopher , Ball Lauren , Desbrow Ben , Leveritt Michael
Published: April 2016

Facebook is a popular platform that may facilitate learning activities at university. In this study, students' perceptions of using 'Facebook pages' within individual university subject offerings were evaluated. Individual 'Facebook pages' were developed for four university courses and used to provide information relevant to the courses and allow opportunities for student interaction. An initial questionnaire administered in the first lecture of semester indicated that nearly all students (n=161, 93.1%) possessed an activeFacebook account. Most students (n=135, 78.0%) anticipated that a Facebook page would facilitate their learning, by increased interaction with students and instructors, and notifications for course information. A second questionnaire was completed in the final lecture of semester indicating that 81.9% of students engaged with the course Facebook page at some stage. However, perceptions of the effectiveness of the page as a learning tool were variable, with only 51% of students stating that it was effective. Despite this, the majority of students (n=110, 76.4%) recommended using Facebook in future courses. This preliminary evaluation of Facebook as a learning aid suggests that it has the potential to promote collaborative and cooperative learning, but further research is required, specifically to understand if and how it can enhance learning outcomes.
CoCAR: An online synchronous training model for empowering ICT capacity of teachers of Chinese as a foreign language
Authors: Lan Yu-Ju , Chang Kuo-En , Chen Nian-Shing
Published: April 2016

In response to the need to cultivate pre-service Chinese as a foreign language (CFL) teachers' information and communication technology (ICT) competency in online synchronous environments, this research adopted a three-stage cyclical model named cooperation-based cognition, action, and reflection (CoCAR). The model was implemented in an 18-week program to prepare pre-service CFL teachers for online synchronous teaching. A qualitative approach was adopted to analyse the collected data. The results demonstrate that the CoCAR model benefits the pedagogical growth of the pre-service CFL teachers, and helps them to make progress in online synchronous teaching activity design and tool usage. The proposed model also creates a positive climate for technological and pedagogic knowledge to overcome some common problems in conventional teacher training programs. The CoCAR model, which emphasises cognition, action, and reflection, is considered suitable for the training of online synchronous teaching skills among CFL teachers, and can be applied to general training programs to enhance the ICT capacity of teachers.
Innovation in the educational technology course for pre-service student teachers in East China Normal University
Authors: Yan Hanbing , Xiao Yumin , Wang Qiyun
Published: April 2016

Modern Educational Technology is a common course in many normal universities in China. The Modern Educational Technology Center (METC) of East China Normal University (ECNU) decided to improve the course for pre-service teachers at the end of 2010. The enhanced course has some additional features, such as emphasising knowledge and skills transfer, adopting a 4C/ID model to improve the course content, focusing on common technologies as well as cutting-edge technologies, and creating a supportive learning environment by using an online platform. The METC piloted this course in the first semester of 2011. Feedback was collected from a tentative survey, the student teachers' evaluation of teaching, and their online reflections. The result indicated that the participants became more confident in designing micro e-learning courses and more interested in the field of educational technology after they completed this course. This paper describes the conceptual framework of the course, its new features, and the evaluation results.
Perceived convenience in an extended technology acceptance model: Mobile technology and English learning for college students
Authors: Chang Chi-Cheng , Yan Chi-Fang , Tseng Ju-Shih
Published: April 2016

Since convenience is one of the features for mobile learning, does it affect attitude and intention of using mobile technology? The technology acceptance model (TAM), proposed by David (1989), was extended with perceived convenience in the present study. With regard to English language mobile learning, the variables in the extended TAM and its explanatory power were analysed and antecedent factors that affected acceptance of English mobile learning were also examined. Participants were 158 college students from the middle part of Taiwan. After conducting English mobile learning with a PDA, data was collected by questionnaires. The results revealed that: a) perceived convenience, perceived ease of use and perceived usefulness were antecedent factors that affected acceptance of English mobile learning; b) perceived convenience, perceived ease of use and perceived usefulness had a significantly positive effect on attitude toward using; and c) perceived usefulness and attitude toward using had a significantly positive effect on continuance of intention to use. Overall, the extended TAM in the present study was effective at predicting and explaining the acceptance of English mobile learning. In the past, there were few mobile learning related studies examining the relationships between perceived convenience and other variables in the TAM. Therefore, the findings in the present study provide a reference for the future TAM and mobile learning related studies.
Digital mismatch: Expectations and realities of digital competency amongst pre-service education students
Authors: Duncan-Howell Jennifer
Published: April 2016

Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a digital expectation and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments.
Students' expectations of the learning process in virtual reality and simulation-based learning environments
Authors: Keskitalo Tuulikki
Published: April 2016

Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and learning in such environments. In addition, it measures students' expectations of instructors, their academic self-perception, and atmosphere, as well as whether there are differences between the expectations of adult and young students. Data was collected through a questionnaire from two different universities of applied sciences in Finland in spring 2009, and analysed using statistical and qualitative methods. Overall, students have quite high expectations of the activities that take place in VR and SBLEs. Adult learners in particular seem to have high expectations compared to younger students.
University students' online information searching strategies in different search contexts
Authors: Tsai Meng-Jung , Liang Jyh-Chong , Hou Huei-Tse , Tsai Chin-Chung
Published: April 2016

This study investigates the role of search context played in university students' online information searching strategies. A total of 304 university students in Taiwan were surveyed with questionnaires in which two search contexts were defined as searching for learning, and searching for daily life information. Students' online search strategies were evaluated by the "Online Information Searching Strategy Inventory" (Tsai, 2009b). The results of paired t-tests indicated that university students' online search strategies utilised for searching daily life information were significantly better than those utilised for learning activities, especially in behavioural and metacognitive strategies. This study also drew a subsample of 20 students from the participants for in-depth interviews, to explore further the reasons for these findings. We suggest that educators need to pay more attention to helping students develop online search strategies for academic activities. In addition, only female students' metacognitive strategies were significantly different between search contexts. There may be an effect of the interaction between search context and gender on students' online searching strategies. Based on the above, suggestions are provided for future design and implementation of online information searching activities.
College students' intention to continue using a personal response system: Deriving a model from four theoretical perspectives
Authors: Yeh Chu-Chen Rosa , Tao Yu-Hui
Published: April 2016

The use of personal response systems (PRS) in classrooms is gaining popularity in the higher education institutes of Taiwan. However, past research rarely adopts theories from the information system domains, and their focus was primarily on the UK and US context. Therefore, this study adopted a theory-based approach to explore the perceptions of Taiwanese college students on PRS continuance usage, incorporating a collection of related theories, including expectation-confirmation theory, information systems success model, motivation theory, and agency theory. As an initial foray into PRS adoption theories, this study aims to provide findings and implications that will enable future researchers to extend studies on PRS usage with a wider base of theoretical support.
Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design
Authors: Agyei Douglas D. , Voogt Joke
Published: April 2016

Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK).This paper presents a case study of four pre-service mathematics teachers from the University of Cape Coast, Ghana, who worked in two design teams to develop lessons, and subsequently taught in a technology-based environment for the first time. It was evident from the findings that more systematic efforts are needed to engage pre-service teachers in technology-rich design activities, to develop their TPCK adequately. The study also showed the potential of TPCK as a new frame for developing pre-service teachers' experiences in technology integration within initial teacher education, particularly in Sub-Saharan African countries.
Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment
Authors: Cheng Kun-Hung , Tsai Chin-Chung
Published: April 2016

The purpose of this study is to qualitatively explore students' interpersonal perspectives (i.e.,psychological safety, value diversity, trust and social interdependence) on, conceptions of and approaches to learning in an online peer assessment activity required for creating digital artistic works. Twenty-three college students in Taiwan volunteered for interview after the assessment activity. This study found that, the more positive interpersonal perspectives (i.e., high psychological safety, low value diversity for goals, trust in self as assessors and positive social interdependence) the students perceived, the higher level of conceptions and approaches (i.e., cohesive conceptions and deep approaches) they held. However, for certain students, high value diversity for criteria and trust in peers as assessors might play a role in their use of deep approaches, but not in their level of conceptions. Accordingly, a model of the associations between students' interpersonal perspectives, conceptions and approaches is proposed.
Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education
Authors: Koc Mustafa
Published: April 2016

This study explored (a) pre-service teachers' perceptions of using concept mapping (CM) in one of their pedagogical courses, (b) the predictive power of such implementation in course achievement, and (c) the role of prior experience with CM, type of mapping, and gender on their perceptions and performances in CM and achievement. The subjects were 89 pre-service teachers majoring in technical education in Turkey. Each participant developed five concept maps and shared them with classmates. The data sources included assessments of concept maps, midterm exam scores, and student feedback questionnaires. Overall, participants had positive perceptions about CM. They indicated that CM helped them prepare for class lessons and examinations, understand complex issues, and reflect on their (mis)understandings. CM significantly predicted course achievement. Gender, prior experience with CM, and type of mapping were found to be insignificant factors in their perceptions and performances in CM and in the prediction of achievement.
Challenges in integrating a complex systems computer simulation in class: An educational design research
Authors: Loke Swee-Kin , Al-Sallami Hesham S. , Wright Daniel F.B. , McDonald Jenny , Jadhav Sheetal , Duffull Stephen B.
Published: April 2016

Complex systems are typically difficult for students to understand and computer simulations offer a promising way forward. However, integrating such simulations into conventional classes presents numerous challenges. Framed within an educational design research, we studied the use of an in-house built simulation of the coagulation network in four pharmacy undergraduate classes. Drawing upon audio recordings of small group discussions, focus group interviews, and class observations, we identified implementation challenges related to: adaptation of simulation to align with student needs; compromises to learning design; and classroom infrastructure. These findings can serve to guide teachers and staff developers on the common challenges that are likely to arise from integrating computer simulations meaningfully into realistic contexts.
Evaluating quality in online asynchronous interactions between students and discussion facilitators
Authors: Nandi Dip , Hamilton Margaret , Chang Shanton , Balbo Sandrine
Published: April 2016

Online discussion forums have become an essential part of university courses, whether the course is conducted online, or face to face, or in mixed or blended mode. Discussion forums are considered to engage students better with the course content and encourage them to share and gain knowledge from each other. However, online engagement does not always happen automatically between students. Hence grading of discussion forum participation has been recommended to ensure quality student participation. Currently, a major focus has been put onto the better use of discussion forums, but the way in which the quality of participation can be evaluated has yet to be adequately investigated. Furthermore, evaluation of the instructor participation in a discussion forum and its impact on students and their contributions is lacking. In this paper, we report on our research into online discussion forum quality through analysis of discussion forum activities, along with student focus group meetings and instructor interviews. We have devised a set of criteria for evaluating discussion forum activities. Our results show that students depend highly on the instructor's feedback and the participation of the students can only be evaluated with reference to the moderation of the instructors.
Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study
Authors: Tay Lee Yong , Lim Siew Khiaw , Lim Cher Ping , Koh Joyce Hwee-Ling
Published: April 2016

This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning with and learning from ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning with and/or from ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning from ICT pedagogy with occasional learning withICT approach. However, English teachers facilitated the students to learn from and also with technology,with production and also with elements of collaboration. This case study illuminates the usefulness of the learning with and from ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.
Leading the quality management of online learning environments in Australian higher education
Authors: Holt Dale , Palmer Stuart , Munro Judy , Solomonides Ian , Gosper Maree , Hicks Margaret , Sankey Michael , Allan Garry , Hollenbeck Robert
Published: April 2016

The paper presents the findings of the first year of a nationally funded Australian Learning and Teaching Council (ALTC) project on the quality management of online learning environments by and through distributed leadership. The project is being undertaken by five Australian universities with major commitments to online and distance education. Each university, however, has a distinctive location, history and profile in the sector. The first year of the project has seen the development of a quality management framework with six interrelated elements. The framework is being applied, refined and validated in the second year of the project. Allied with the development of the framework, was the conduct of focus groups at each of the five partner institutions in the middle of the first year. These focus groups composed a range of staff involved collectively in the leadership of the organisation's online learning environment. Prominence was given to the nature and value of strategic planning, due diligence conducted in selecting and mainstreaming technologies, evaluation approaches informing decision making, and the various relationships between different leadership levels and domains. A number of key issues which emerged relating to the elements identified in the framework are examined.

 
Second Life machinima enhancing the learning of law: Lessons from successful endeavours
Authors: Butler Des
Published: April 2016

A traditional approach centred on weekly lectures, perhaps supported by tutorials, still predominates in modern legal education in Australia. This approach tends to focus on the transmission of knowledge about legal rules and doctrine to students, who adopt a largely passive role. Criticisms of the traditional approach have led to law schools expanding their curricula to include the teaching of skills, including the skill of negotiation and an appreciation of legal ethics and professional responsibility. However, in a climate of limited government funding for law schools in Australia, innovation in legal education remains a challenge. This article considers the successful use of Second Life machinima in two interactive multimedia programs, Air Gondwana and Entry into Valhalla, and their part in the creation of engaging, effective learning environments. These programs not only engage students in active learning, but also facilitate flexibility in their studies and other benefits. The programs yield important lessons concerning the use of machinima innovations in curricula for academics involved in legal education as well as those in other disciplines, especially those that rely on traditional passive lectures in their teaching and learning approaches.
The impact of Chinese language lessons in a virtual world on university students' self-efficacy beliefs
Authors: Henderson Michael , Huang Hui , Grant Scott , Henderson Lyn
Published: April 2016

It was found in the two-year study reported in this article that a single collaborative language lesson using Second Lifecan result in a statistically significant increase in student self-efficacy beliefs across a range of specific and general language skills. However, students with different 'real life' prior experience varied in the durability of their language performance beliefs over time. A between-group analysis revealed differences in the pre- and post-tests, which is explained by the specificity of the curriculum - that is, the curriculum within the Second Life environment, and not just the environment itself, has a significant impact on student beliefs. This helps to dispel some critics' concerns about the pedagogical value of these environments. However, a within-group analysis revealed that students with infrequent experience of the 'real life' language context increased in their beliefs, while students with frequent experiences had similar initial responses to the other students, but were more varied in their responses over time. It is proposed that these variations over time are a result of an interaction between the domain specificity of the curriculum and authenticity, or in other words, salience of the enactive mastery experiences in Second Life with that of 'real life'.
Real thinking with virtual hats: A role-playing activity for pre-service teachers in Second Life
Authors: Gregory Sue , Masters Yvonne
Published: April 2016

Role-plays in a virtual world hold tremendous potential for higher education because they allow synchronous, immersive participation by students located across the globe. They also have the added advantage of allowing students to adopt roles and carry out tasks that are not possible in the real world. In this article, a project that involved pre-service teachers carrying out role-plays based on de Bono's Six Thinking Hats framework is presented. A pilot study was carried out over two years with on-campus students, who performed the role-plays both in a real-life, physical setting and within the virtual world of Second Life. The activity has since been extended to off-campus students exclusively using Second Life. The authors report selected quantitative and qualitative survey data from the pilot study that provide insight into students' perceptions of this style of learning, and discuss the challenges that were encountered and how they were overcome. The future of virtual world-based role-playing as a strategy for teaching and learning is discussed, with a focus on its application to distance education contexts.
On the MUVE or in decline: Reflecting on the sustainability of the Virtual Birth Centre developed in Second Life
Authors: Stewart Sarah , Davis Deborah
Published: April 2016

Pressures in terms of the availability of quality, real-life clinical experiences for students have resulted in increased interest in the use of simulation in a variety of healthcare disciplines. Te wahi whanau: The birth place is a Virtual Birth Centre (VBC) that was created in Second Life in 2009 as part of the Second Life Education in New Zealand (SLENZ) initiative. It was introduced to midwifery students at two New Zealand polytechnics, with the aim of exposing the students to a birth centre environment and providing them with an opportunity to practise midwifery through immersion and engagement in a number of clinical scenarios. It has been just over two years since the development of the VBC, yet it is no longer used in the midwifery programs in which it was introduced. Using the VBC as a case study, we recount its development and critically reflect on the factors impacting on its ongoing utilisation. We believe our reflections offer useful insight into issues relating more broadly to the sustainability of MUVE-based teaching and learning projects and initiatives.
The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course
Authors: Zhang Haisen , Song Wei , Shen Suping , Huang Ronghuai
Published: April 2016

This paper reported on a study of using blogs as out-of-class assignments for the development of learners’ writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners’ motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners’ self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced.
The impact of online lecture recordings on student performance
Authors: Williams Andrew , Birch Elisa , Hancock Phil
Published: April 2016

The use of online lecture recordings as a supplement to physical lectures is an increasingly popular tool at many universities. This paper combines survey data with student record data for students in a Microeconomics Principles class to examine the relative effects of lecture attendance and online lecture recordings. The main finding is that students using the online lectures as a substitute for attending lectures are ultimately at a fairly severe disadvantage in terms of their final marks. Moreover, students attending few face to face lectures do not close this gap by viewing more lectures online. In contrast to this, students who attend the majority of lectures in person do receive a benefit from additional use of the lecture recordings. The results provide empirical evidence that, when used as a complementary tool, lecture recordings are a valuable supplement for students. However, when used as a substitute to attending lectures, lecture recordings provide no additional benefit.
ICT-supported, scenario-based learning in preclinical veterinary science education: Quantifying learning outcomes and facilitating the novice-expert transition
Authors: Seddon Jennifer M. , McDonald Brenda , Schmidt Adele L.
Published: April 2016

Problem and/or scenario-based learning is often deployed in preclinical education and training as a means of: (a) developing students' capacity to respond to authentic, real-world problems; (b) facilitating integration of knowledge across subject areas, and; (c) increasing motivation for learning. Six information and communication technology (ICT) supported, scenario-based learning (SBL) problems using case studies that integrated information across subject areas were implemented in a second-year genetics course for undergraduate veterinary science students and linked to educational outcomes. On a post-implementation questionnaire, students appreciated the use of authentic scenarios but login records indicated variable engagement among students. Comparison of learning outcomes from SBL-supported and non-SBL-supported content (within and across student cohorts) indicated that exposure to SBL generated quantifiable improvements in learning in both high and low ability students. Despite this, students did not perceive that the SBL activities improved their learning. Thus, ICT-supported SBL have the potential to reinforce connectivity of content across a range of pre-clinical courses, but to facilitate a genuine novice to expert transition may require consideration of students' perceptions of scenario relevance, their confidence, and how students of differing learning styles engage with such activities.
Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania
Authors: Nihuka Kassimu A. , Voogt Joke
Published: April 2016

Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about design and delivery of e-learning courses at the Open University of Tanzania (OUT). SixTeacher Design Teams (TDTs), each with 2 instructors, participated in the study, redesigning their print-based courses using an offline Moodle LMS supported by emails and mobile phones. A total of 36 interviews were conducted with 12 instructors, after each of the two workshops and after the course redesign process. Results showed that despite challenges, instructors were satisfied with collaborative course design and they reported that the strategy contributed to their professional learning. Instructors' backgrounds determined the kinds of support needed during course design and delivery.
Implementing a self-regulated WebQuest learning system for Chinese elementary schools
Authors: Hsiao Hsien-Sheng , Tsai Chung-Chieh , Lin Chien-Yu , Lin Chih-Cheng
Published: April 2016

The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist learners in employing WebQuest learning in a self-regulated learning pattern as well as to give teachers opportunities to monitor and assist students' performance. The participants in the study are sixth graders of an elementary school in Taipei County, Taiwan. The experimental group and the control group are composed of three classes respectively. The current study investigates the correlation between students' self-regulated behavior and their achievement when using WebQuest learning through the self-regulated learning assisted functions and traditional WebQuest learning. In addition, learners' self-regulated behavior is observed and analysed based on the system records as well as their behaviour in the learning process.
Digital immigrant teacher perceptions of an extended Cyberhunt strategy
Authors: Du Plessis André , Webb Paul
Published: April 2016

This quantitative and qualitative interpretive exploratory case study investigates whether exposure to an Internet based Extended Cyberhunt strategy enables teachers to attain a set of outcomes similar to Prensky's 'Essential 21st Century Skills' and the 'Critical Outcomes of the South African National Curriculum Statement (NCS)'. The outcomes referred to include effective planning, designing, decision making and goal setting; improved computer and data searching skills; enhanced confidence, interest, reflective ability, collaboration, judgment and creative and critical thinking; as well as effective problem solving and the ability to communicate and interact with individuals and groups. The Extended Cyberhunt strategy, which focuses on enabling participants to become the designers of questions on curriculum related topics at different cognitive levels of Bloom's Taxonomy, was introduced to teachers who were first time users of the Internet, Microsoft Word and PowerPoint. The intention was to ascertain these teachers' perceptions of the utility of the strategy in terms of assisting them to implement the critical outcomes described above with school level learners. Data on their perceptions and experiences related to these outcomes were generated and triangulated by means of a pre and post-Likert scale questionnaire, an open ended questionnaire, qualitative semi-structured interviews, reflective journal writing, and implementer reflections. Positive gains were revealed in terms of all of the above outcomes after exposure to the Extended Cyberhunt strategy. These findings are considered in terms of differences between the approach used and traditional teacher-centred teaching, and the strategy is examined using activity theory as a lens. While we are aware that many alternative approaches exist that may be just as successful in terms of attaining the desired outcomes, we believe that the Extended Cyberhunt strategy is both a fruitful extension of WebQuests and other existing Internet-based approaches, and a relatively easily implementable and viable way of attaining the desired outcomes.
Using blogging and laptop computers to improve writing skills on a vocational training course
Authors: Marsden Nick , Piggot-Irvine Eileen
Published: April 2016

The action research project described in this paper was part of an initiative to bring about change in the way courses are delivered in the vocational trades area at UNITEC New Zealand. We decided to focus on students' writing on a new Level 3 course - the Certificate in Automotive and Mechanical Engineering (C.A.M.E.) in which all participants had netbooks or laptops for the first time. We selected blogging because it introduces new possibilities in a field where one would not expect to see much written work by students. Using the Problem Resolving Action Research (PRAR) model (Piggot-Irvine, 2009), we approached the project in three stages. At the reconnaissance stage it was clear that writing skills did not enjoy a position of priority. We gauged the C.A.M.E. students' attitudes to writing in general, and to digital technology via the use of a questionnaire and a focus group. We then implemented new approaches to teaching using digital technology in response to perceived needs. At the evaluation stage, we collected further responses via a questionnaire and a focus group on the students' attitudes to blogging and digital technology. Key findings included that the students were not discouraged by writing tasks, nor by digital technology, and that vocational tutors may need to play a more active role in embedding writing in courses.
The iPortfolio: Measuring uptake and effective use of an institutional electronic portfolio in higher education
Authors: Von Konsky Brian R , Oliver Beverley
Published: April 2016

An institutional electronic portfolio called the iPortfolio had over 17,000 subscribers one year after its introduction at an Australian university. This paper reports on a study to determine how students use these iPortfolio accounts, and factors leading to uptake and effective use. Self-assessed competence with technology skills, factors motivating uptake, and barriers to adoption were examined using an online survey completed by 554 students. Of these, 339 had an iPortfolio at the time they completed the survey. Survey results were examined in the context of usage patterns based on data automatically collected for operational and administrative purposes. No statistically significant difference in prior technology use or self-assessed competence with information technology was observed when comparing students with iPortfolio accounts to those without. Assessment was found to be the principal driver ofiPortfolio uptake. However, about two-fifths (42.9%) of students agreed that they were likely to use the iPortfolio in the future, even if it was not a course requirement. An additional 29.6% were neutral. Significant use of the iPortfolio to reflect on extracurricular activities was not observed. Improved employability outcomes were seen to be a benefit of iPortfolio adoption by about half (52%) of the students. Recommendations are made to promote iPortfolio uptake and encourage student reflection on 'lifewide' experiences that enhance employability and augment learning within the formal curriculum.
Impact of static graphics, animated graphics and mental imagery on a complex learning task
Authors: Lai Feng-Qi , Newby Timothy J.
Published: April 2016

The present study compared the impact of different categories of graphics used within a complex learning task. One hundred eighty five native English speaking undergraduates participated in a task that required learning 18 Chinese radicals and their English equivalent translations. A post-test only control group design compared performance differences following training between 5 groups of participants (control, concrete verbal imagery information, single static graphics, multiple gradient static graphics, and animated graphics) on both immediate and 4-week retention tests. Data analysis indicated all graphic groups significantly outperformed the control group immediately following training. A 4-week delayed test showed those originally receiving multiple gradient static graphics significantly outperformed all other groups except those receiving the animated graphics. Implications are discussed based on cognitive load and the cognitive theory of multimedia learning.
The challenges and opportunities for professional societies in higher education in Australasia: A PEST analysis
Authors: Doherty Iain , Steel Caroline , Parrish Dominique
Published: April 2016

Professional societies, established to support academic and professional staff in higher education, need to be vigilant of regional and international trends that affect their core business. In this paper, we provide an analysis of political, economic, social and technological factors that are impacting upon the Australasian higher education environment through considering the case of the Australasian Society for Computers in Learning in Tertiary Education (ascilite). Drawing on two ascilite membership surveys along with the relevant literature we identify significant challenges for professional societies and offer some strategic insights for similar regional societies and their executive teams.
Primary school teachers' use of digital resources with interactive whiteboards: The Australian context
Authors: Maher Damian , Phelps Renata , Urane Nikkita , Lee Mal
Published: April 2016

As interactive whiteboards appear in increasing numbers in primary classrooms, questions will continue to be asked about the effectiveness of these devices in supporting teaching and learning. It is not the board itself, however, which is likely to make a difference to student learning outcomes, but the resources which teachers choose to use in conjunction with their board. This study investigated what digital resources Australian primary school teachers are using when teaching with interactive whiteboards and the factors affecting their choice of such resources. Data were collected from 116 teachers from 13 primary schools in regional and metropolitan areas via an online survey and follow-up focus groups. While flipchart software plays an important role in delivery of lessons, a broad range of resources, particularly online, interactive and multimedia resources are utilised. National, pedagogical and curriculum relevance are critical influences on Australian teachers' resource choice and word-of-mouth plays a dominant role in influencing patterns of use. There are important implications from the study for teachers, school leaders, teacher educators and producers of digital resources.