The effects of problem-based learning on the classroom community perceptions and achievement of web-based education students

Web-based education as an alternative to face-to-face teaching is now being extended as an application to higher education. Much effort is undertaken to provide multimedia rich, attractive content to learners. While the use of multimedia technologies has a noticeable effect on students’ learning, so does the selected teaching methodology. Underpinned by the Constructivist approach, problem-based learning is one of the methods that could be applied in web-based learning environments. The current study investigates the effects of problem-based learning on students’ classroom community perceptions and their achievement. It focuses on the tertiary level course “Introduction to Computers” offered by the Department of Business Administration of the Distance Education Program at a higher education institution in Turkey. The results indicated that students who worked on problem-based projects felt much more ‘connected’ to other class members when compared to the control group. They achieved higher scores in the post-tests although their online midterm and final examination scores did not indicate any difference between the groups.     

Person-centered technology enhanced learning: Dimensions of added value

Extensive research has shown that person-centered learning aiming at students’ development on the levels of intellect, skills, and attitudes is effective in face-to-face education. More recently, advances in web-technology let us ask: Is humanistic, person-centered learning also effective along the application of modern technology? In this contribution we reflect 10 years of research at the University of Vienna, Austria. Essentially, we found that, given learners perceive the teacher’s or facilitator’s person-centered attitudes and courses employ a thoughtful blend of face-to-face and online elements, courses tend to be perceived by students as carrying value far beyond just cognitive gains: for example, students indicate that – more than with traditional instruction – they are motivated to engage in active, self-initiated learning. In particular, they improve their team skills, interpersonal relationships, and become better listeners. They learn significantly from the multiple perspectives they perceive.     

Are digital natives a myth or reality? University students’ use of digital technologies

This study investigated the extent and nature of university students’ use of digital technologies for learning and socialising. The findings show that students use a limited range of mainly established technologies. Use of collaborative knowledge creation tools, virtual worlds, and social networking sites was low. ‘Digital natives’ and students of a technical discipline (Engineering) used more technology tools when compared to ‘digital immigrants’ and students of a non-technical discipline (Social Work). This relationship may be mediated by the finding that Engineering courses required more intensive and extensive access to technology than Social Work courses. However, the use of technology between these groups is only quantitatively rather than qualitatively different. The study did not find evidence to support popular claims that young people adopt radically different learning styles. Their attitudes to learning appear to be influenced by lecturers’ teaching approaches. Students appear to conform to traditional pedagogies, albeit with minor uses of tools delivering content. The outcomes suggest that although the calls for transformations in education may be legitimate it would be misleading to ground the arguments for such change in students’ shifting patterns of learning and technology use.     

A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums

This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb’s learning style inventory was used in this study to determine a learner’s learning type: ‘Diverger’, ‘Assimilator’, ‘Converger’, and ‘Accommodator’. Social Learning Theory was also used to define four participation types. These types in turn were used to describe the learning associated with the use of online forums: ‘Replier’, ‘Asker’, ‘Watcher’, and ‘No activity’.A total of 144 students participated in this experiment as part of a half semester ASP.NET programming language learning courses. The course contained an online forum for supporting the students’ social activities and participation. In this study, ‘learning score’ and ‘satisfaction’ were used to measure learning performance.The results of this study were the following: (1) different learning styles were associated with significantly different learning scores and that the ‘Accommodator’ style was associated with superior learning scores; (2) participation types were also associated with significantly different learning scores and that the ‘Replier’ type is associated with superior learning scores; (3) learning satisfaction is not significantly different among the different learning styles or different participation types, but the average is significantly higher than average values (3.5) of 7-point Likert scale; (4) there is no significant association between learning styles and participation types. Explanations and discussions of these results are offered.Based on the results of this study, we propose that programming language learning, supported with online forums and students’ active participation, increases learning performance as measured by student learning scores.     

Web-based Personalised System of Instruction: An effective approach for diverse cohorts with virtual learning environments?

The Personalised System of Instruction is a form of mastery learning which, though it has been proven to be educationally effective, has never seriously challenged the dominant lecture-tutorial teaching method in higher education and has largely fallen into disuse. An information and communications technology assisted version of the Personalised System of Instruction using a virtual learning environment is promoted here based on the authors’ longitudinal design research into this pedagogy. The particular elements of the virtual learning environment which are promoted are short video clips, online formative tests and an assessment management system. The authors present their experiences of developing and deploying this pedagogy for the teaching of introductory discrete mathematics to large classes of Computer Science students at two UK higher education institutions both with whole cohorts and ‘at risk’ groups of students. In particular, this method is promoted as particularly helpful to students who do not adopt a deep approach to learning as many students fail to do. Moreover ‘at risk’ students using this method (n = 71) demonstrated an average Glass effect size of 0.83 compared with other ‘at risk’ students who did not (n = 35). Based on these experiences, this pedagogy is promoted as an effective approach to teaching in higher education, especially the teaching of cognitive skills to diverse cohorts of students on foundation level modules.     

Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment

This research refers to the self-regulated learning strategies proposed by Pintrich (1999) in developing a multiple-choice Web-based assessment system, the Peer-Driven Assessment Module of the Web-based Assessment and Test Analysis system (PDA-WATA). The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning behaviors to perform self-regulated learning and in turn improve e-Learning effectiveness. PDA-WATA includes five main strategies: ‘Adding Answer Notes,’ ‘Stating Confidence,’ ‘Reading Peer Answer Notes,’ ‘Recommending Peer Answer Notes’ and ‘Querying Peers’ Recommendation on Personal Answer Notes’. Using these strategies, examinees are allowed to add answer notes to explain why they chose a certain option as the correct answer and state their confidence in their own answer and answer notes, for peers’ reference. In addition to reading peer answer notes, examinees can also recommend peer answer notes as valuable references. The recommendation information can also be queried by all examinees. Quasi-experimental design was adopted to understand the effectiveness of PDA-WATA in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving learner e-Learning effectiveness. Participants were 123 seventh-grade junior high school students from four classes. These four classes were randomly divided into the PDA-WATA group (n = 63) and the N-WBT group (n = 60). Before e-Learning instruction, all students took the pre-test of the Learning Process Inventory (LPI), used to understand how often learners use self-regulatory learning behaviors in the learning process, and the pre-test of the summative assessment. After a two-week e-Learning instruction, the students all took the post-test of the LPI and the summative assessment. Results indicate that students in the PDA-WATA group appear to be more willing to take the Web-based formative assessment than students in the N-WBT group. In addition, PDA-WATA appears to be significantly more effective than N-WBT in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving their e-Learning effectiveness. Moreover, this research also finds that in the PDA-WATA group, there is no significant difference between the learning effectiveness of students with a low level of self-regulated learning and students with a high level of self-regulated learning, but similar result cannot be found in the N-WBT group.     

Applying social bookmarking to collective information searching (CIS): An analysis of behavioral pattern and peer interaction for co-exploring quality online resources

With the advancement of Web 2.0 applications, this study aims to advocate that social bookmarking (SB) applications could support mutual exchange of finding information in a manner of collective information searching (CIS). A social bookmarking system, namely ‘WeShare,’ was developed, and conducted with 127 junior high school students for performing the given assignment in this study. The participants’ activities of collecting and reviewing relevant information were traced by log data for later analysis. To initially unveil the participants’ behaviors in the use of social bookmarking for co-exploring the Internet resources, this study proposed some quantitative indicators to represent students’ personal contributions (‘Bookmarks from the Internet,’ ‘Bookmarks from WeShare,’ ‘Annotations on personal bookmarks,’ ‘Comments on others’ bookmarks’) and peer feedback (‘The number of bookmarks collected by peers,’ ‘The number of bookmarks commented on by peers,’ ‘The number of comments from peers’). By the method of cluster analysis, some behavioral patterns regarding how participants collectively search the Internet by use of WeShare were identified. Furthermore, the findings suggest that personal contributions to citing and commenting on peers’ bookmarks are important to the advancement of collective information searching activities for finding quality information on the Internet.     

Learning motivation in e-learning facilitated computer programming courses

Computer programming skills constitute one of the core competencies that graduates from many disciplines, such as engineering and computer science, are expected to possess. Developing good programming skills typically requires students to do a lot of practice, which cannot sustain unless they are adequately motivated. This paper reports a preliminary study that investigates the key motivating factors affecting learning among university undergraduate students taking computer programming courses. These courses are supported by an e-learning system – Programming Assignment aSsessment System (PASS), which aims at providing an infrastructure and facilitation to students learning computer programming. A research model is adopted linking various motivating factors, self-efficacy, as well as the effect due to the e-learning system. Some factors are found to be notably more motivating, namely, ‘individual attitude and expectation’, ‘clear direction’, and ‘reward and recognition’. The results also suggest that a well facilitated e-learning setting can enhance learning motivation and self-efficacy.     

The use of ‘Clickers’ in the classroom: Teaching innovation or merely an amusing novelty?

‘Clickers’ are individual response devices in which students each have a remote control that allows them to quickly and anonymously respond to questions presented in-class. Clickers are now being used in many classrooms as an active learning component of courses. Educators considering the use of clickers in their own classrooms may wonder whether the clickers are a worthwhile, pedagogical tool or merely an amusing novelty. As Li (2008) pointed out, research has examined clicker effects on interaction within the classroom, but little research has examined whether clicker use can affect the understanding of concepts. This article will discuss ways in which clickers may help students organize and understand material presented in the classroom. The paper is intended to help guide educators in potentially effective uses of clickers as well as to guide future research.     

Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments

This study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant use of the Internet, but with face-to-face teaching as the predominant instructional mode, were investigated. Five hundred and ninety-five students taking these 21 courses completed a questionnaire which gave feedback on the extent of use of and quality of implementation of internet features, as well as their perception of the attainment of outcomes relating to approaches to learning, communication skills and understanding of content. A confirmatory factor analysis of scales pertinent to information presentation and constructive dialogue features showed a very poor fit to the data, indicating that the two types of function did not act in concert. Structural equation modelling was used to test instructional models in presage–process–product format for ‘information’ and ‘dialogue’ features. The information one showed a marginal fit to the data, but the dialogue one a very good fit. This shows that using the Internet for presenting information in a blended environment does not seem to effectively help students achieve learning outcomes. Using features which promote constructive dialogue and interactive learning activities encourages a deep approach to learning, the development of communication skills and enhanced understanding of content.     

How students structure and relate argumentative knowledge when learning together with diagrams

When students learn together by discussing a topic, they sometimes are asked to construct an argumentative diagram. An argumentative diagram consists of boxes with arguments and arrows that relate these boxes. Constructing argumentative diagrams can be especially useful for structuring and relating argumentative knowledge. However, students do not always seem to use a diagram’s structure and relations to their benefit. To focus on structure and relations, 46 secondary school students were asked to either label the boxes in a diagram with argumentative labels such as ‘argument in favor’ and ‘rebuttal’, or to label the arrows with more causal labels such as ‘but’, and ‘because’. The students discussed two topics in dyads using a computer environment with chat and diagram. Then a post-test was given to assess their opinion and arguments. We found no difference between conditions in the extent to which students broadened and deepened their discussion. However, students who labeled the arrows contrasted subtopics more. The students who contrasted subtopics more showed better results on the post-test. Instruction and diagram design can thus influence students’ discussion, although the general results also show us that students need more instruction and reflection to optimally benefit from argumentative diagrams.     

Politeness strategies in collaborative e-mail exchanges

Computer-supported collaborative learning (CSCL) has been the subject of a wide range of studies over the last twenty years. Previous research suggests that CSCL exchanges can facilitate group-based learning and knowledge construction among learners who are in different geographical locations (Littleton, K. & Whitelock, D. (2004). Guiding the creation of knowledge and understanding in a virtual learning environment. Cyberpsychology & Behaviour, 7(2), 173). A less known fact, however, is that successful CSCL exchanges depend on the social interaction that takes place among participants. This social interaction is crucial, since it affects both cognitive and socio-emotional processes that take place during learning (Kreijns, K., Kirschner, P., Jochems, W. & Van Buuren, H. (2004). Determining sociability, social space, and social presence in (a) synchronous collaborative groups. Cyberpsychology & Behaviour, 7 (2), 156). Nevertheless, its presence in these exchanges should not be taken for granted, since there are certain barriers which may impede interaction; for example, students may not know each other previously (high social distance) and requests and offers which appear recurrently in collaborative learning messages can threaten the participants’ negative face ( Brown and Levinson 1978, 1987). In order to explore how participants overcome these barriers, we have analysed the linguistic features of politeness strategies used in the introductory e-mails exchanged between eleven students and their partners, who are students of English and Spanish, respectively. Our findings show that partners in collaborative e-mail exchanges do not use negative politeness strategies as often as we might expect in encounters where the social distance between participants is high, but they rely heavily on positive politeness strategies, especially those relating to ‘claiming common ground’, ‘assuming or asserting reciprocity’ and ‘conveying cooperation’. The presence of these strategies would indicate that fostering closeness, solidarity and cohesion becomes the priority to be achieved between the partners, instead of the expected negative politeness mechanisms whose aim is to demonstrate high social distance and, therefore, formality and impersonality.     

Getting it from the Web: why and how online resources are used by independent undergraduate learners

Abstract Undergraduate students access the Internet for a range of purposes, many unrelated to their studies. Increasingly, learners are using the Internet to find information and resources for coursework, whether or not this is promoted or endorsed by their teachers. This article reports an interview study that investigated why and how independent learners use Web‐based resources, exploring not only the academic context of the courses studied, but also any relevant personal, domestic and employment‐related circumstances. Factors were identified, which enhanced or competed with study activities, acting as incentives or disincentives for learners. The findings suggest that it is not technologies per se, but a combination of various contextual factors, that determine students' use of Web resources for learning. Of the academic factors that emerged from the interviews, assessment requirements and pedagogic approach were particularly important.     

The role of scaffolding and motivation in CSCL

Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy. Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned ‘Optima’ environment would reach higher levels of knowledge construction due to clearer scaffolding. Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles.     

Exploration of an e-learning model to foster critical thinking on basic science concepts during work placements

We designed an e-learning model to promote critical thinking about basic science topics in online communities of students during work placements in higher education. To determine the effectiveness and efficiency of the model we explored the online discussions in two case studies. We evaluated the quantity of the interactions by looking at quantitative data of the discussion ‘threads’ and we evaluated the quality of the discussion by content analysis of the individual messages. Both the procedural facilitation of the discussion and the instrument for content analysis were based on Garrison’s ‘Practical Inquiry model of Cognitive Presence’. Furthermore, we explored the experiences of the students and moderators by interviewing them and we organised their perceptions using the framework of an activity system. On the basis of the quantitative and qualitative data we conclude that the e-learning model was successful in establishing a dialogue among a group of students and an expert during work placements at different locations. The ‘Practical Inquiry model’ was useful in facilitating a sustained on-topic discourse involving critical thinking. Although the amount of critical thinking was moderate, the results suggest ways to increase integration and resolution activities in the online discussions.     

The role of experience and innovation characteristics in the adoption and continued use of e-learning websites

With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased. The challenge for the education enterprise now is how to attract learners to their e-learning services. In this study, a technology adoption model is developed to predict the users’ intention of adoption and their continued use behavior. The results show significant evidence in support of the hypothesis. The findings indicate that perceptions of relative advantage and compatibility are significantly related to users’ intention to use e-learning. Also, the intention is significantly related to their actual use of e-learning. Furthermore, the technology adoption of learners with prior e-learning experience is different from those without prior e-learning experience. These findings may contribute to deeper understanding of e-learning users’ perceptions in terms of adoption and continued use behavior.     

Applying distributed cognition theory to the redesign of the ‘Copy and Paste’ function in order to promote appropriate learning outcomes

This paper explores the application of distributed cognition theory to educational contexts by examining a common learning interaction, the ‘Copy and Paste’ function. After a discussion of distributed cognition and the role of mediating artefacts in real world cognitions, the ‘Copy and Paste’ function is redesigned to embed an effective interaction strategy, based on encoding strategies, into the interface. The current affordances of the ‘Copy and Paste’ interaction derived from its business heritage (speed and accuracy of reproduction) are contrasted with those needed for a learning interaction (the meaningful processing of content for understanding). An empirical study was conducted to test the efficacy of the redesigned function through an experimental treatment. The study examined the impact of an experimental treatment based on changes to the ‘Copy and Paste’ function in terms of:

(a)

changes to interaction strategies employed by learners;     

Students’ expectations of,and experiences in e-learning: Their relation to learning achievements and course satisfaction

Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction.     

Tool-use in a blended undergraduate course: In Search of user profiles

The popularity of today’s blended courses in higher education is driven by the assumption that students are provided with a rich toolset that supports them in their learning process. However, little is known on how students actually use these tools and how this affects their performance for the course. The current study investigates how students use the entire toolset at their disposal, whether tool-use patterns can be found and if these patterns affect performance for the course. Logging students (n = 156) actions throughout the content management system and registering students’ use of the face-to-face support in an undergraduate course, the study reveals large student differences and an underuse for some tool-types. Further to this, K-means cluster analysis reveals three distinct tool-use patterns or user profiles: the no-users, the intensive users and the incoherent users. These patterns are characterized by different tool-choices and even different use intensity among students. Evidence is retrieved that these tool-use differences are problematic since multivariate analysis of variance reveals significant performance effects. Hence, these results imply that not all students seem to profit from the learning affordances that are provided. Similar as evidence in controlled settings, the results suggest that learner control in using tools cannot be taken for granted. Consequently, this study legitimates more research into the influencing (student and context) variables that can explain these differences.