Reflections on learning: widening capability and the student experience

Abstract

This paper argues for a more nuanced perspective on learning that takes account of the real and situated contexts of student experience. It is presented against a backdrop of the agenda to widen participation in higher education (HE) in the UK, which has led to a rise in students from non-traditional backgrounds entering into HE. Responding to this, an argument is made in favour of widening ‘capability’ in learning, to produce a more socially just pedagogy. Drawing on examples of the student learning experience a series of reflections is produced from an undergraduate programme of education studies. Such reflections, linking personal knowledge with wider social and cultural practices, are used to produce notions of ‘cultural wealth’ across informal and formal learning contexts. It is argued that by creating choice and freedoms in student learning the exclusivity of university education may be challenged and a more socially just pedagogy usefully considered. [PUBLICATION ABSTRACT]

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Incorporating Competency-based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

by Chung-Kai Huang, Chun-Yu Lin, Yueh-Hui Chiang.

Published in: International Journal on ELearning. Norfolk: Oct . Vol. 9, Iss. 4; pg. 529.

Abstract

This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and assignments and received instructor’s feedback through several online modules. Students and the instructor were polled at the end of the semester so that their opinions and experiences could be gathered and analyzed. The findings revealed that the instructor and students alike responded positively to blended learning, suggesting that web 2.0 is a promising tool in promoting effective learning of Chinese.

Multimedia use in higher education: promises and pitfalls

by Gregory Krippel, A James McKee, Janette Moody.

Published in: Journal of Instructional Pedagogies. Jacksonville: Mar 2010. Vol. 2 pg. 1, 8 pgs.

Abstract

The typical undergraduate student of today is accustomed to receiving information on a daily basis in a variety of formats, i.e. multimedia channels. This can present a challenge to educators wishing to engage students in the classroom while still providing required content in order to enhance learning outcomes. Although technological tools purporting to aid in the delivery of educational content are expanding at an ever-increasing rate, supporting research of their effectiveness has been limited and scattered. In order to assist educators in choosing from the myriad of multimedia options available, this paper provides an overview of what constitutes educational “multimedia” and presents research evaluations of their effectiveness. These research findings consider not only the educational content being delivered, but also variables associated with the receivers, i.e., the student audience. The paper concludes with suggestions for new research areas that consider variables and environments not previously studied.

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Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

by Niamh Moore and Mary Gilmartin

Published in: Journal of Geography in Higher Education, Volume 34, Issue 3 August 2010 , pages 327 – 344

Abstract

Internationally, recognition is growing that the transition between post-primary and higher education is raising a number of challenges for both students and educators. Simultaneously with growing class sizes, resources have become more constrained and there is a new set of expectations from the “net generation” (Mohanna, 2007, p. 211) The use of e-learning in medical education, Postgraduate Medical Journal, 83, p. 211). Within this transforming context, modes of instruction that cater for different paces of learning and learning styles by combining traditional and electronic media have become increasingly important. This paper discusses the transformation of an introductory human geography module at University College Dublin using a blended learning approach that extends beyond the media used to incorporate all aspects of, and inputs into, the learning process. Our experience highlights how blended learning can aid the achievement of a range of objectives in relation to student engagement and the promotion of deeper learning. However, blended learning is not a quick-fix solution to all issues relating to new university students and our analysis draws out a more complex relationship than anticipated between blended learning and student retention that will require further examination.

 

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When technology speaks language: an evaluation of course management systems used in a language learning context

by Wen-Kai Yu, Yu-Chih Sun and Yu-Jung Chang

Published in: ReCALL, Volume 22 (2010), pages 332-355.

Abstract

In light of the growing popularity of the use of computer management systems (CMSs) in higher education today, this study critically evaluates CMS adoption through a content-specific lens. By employing a mixed-method approach, the study examines college teachers’ and students’ experiences and perceptions of CMS adoption for language learning and teaching purposes. The findings show that despite the users’ perceived advantages of using CMSs in language courses, the systems’ lack of content-area specificity undermines many of the potential benefits. The study calls for better-rounded professional training to assist language teachers in integrating CMS functions strategically into their disciplinary pedagogy and incorporating multimedia language resources selectively to maximize the benefit of CMSs.

Furthermore, the findings demonstrate the importance of developing content-specific CMSs with functions tailored toward pedagogical needs in different contexts.

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Hybrid E-Learning Acceptance Model: Learner Perceptions

Journal:  Decision Sciences Journal of Innovative Education, Vol. 8, Issue 2 (p. 313-346)
Hassan M. Selim Ahmed
Department of Business Administration, College of Business & Economics, United Arab
Emirates University, Al Ain P.O. Box 17555, United Arab Emirates, e-mail:
hassan.selim@uaeu.ac.ae

E-learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a “hybrid” e-learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e-learning by learners and the factors affecting the learners’ satisfaction with these tools. This study assesses hybrid e-learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners’ acceptance of hybrid e-learning. A total of 538 usable responses from university students were used to validate the proposed research model.  The influence of the three factors on learners’ decision to accept hybrid e-learning was empirically examined. The results show that all three factors significantly and directly impacted the learners’ acceptance of hybrid e-learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e-learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described.

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Digital trends among Japanese university students: podcasting and wikis as tools for learning

Yayoi Anzai. International Journal on ELearning. Norfolk: 2009. Vol. 8, Iss. 4;

Abstract (Summary)

English education has entered a new era. Bonk (2008) boldly proclaims that “the World is Open” for learning. It is somewhat obvious that opportunities for learning have expanded with the emergence of Web 2.0 technologies. Now we can interact, participate, and collaborate on the Web in “a planetary community” attached to a traditional class. E-learning has become increasingly fruitful and lively. This study consists of two parts. First, it introduces the results of a survey investigating current technology trends among Japanese university students including their digital studying environment as well as their perceptions and experiences related to using podcasting and wikis. The survey was conducted in April, 2008 with 160 Japanese college students. Podcasting was studied since it provides a ubiquitous studying environment as well as authentic English listening and writing materials, while wikis can enhance students’ English writing ability through collaboration with peers, revising, and editing. The second part of this study introduces the survey results of students’ media consumption conducted in November, 2008 with forty-three Japanese college students. The findings can assist in the design and implementation of such technologies in language education. [PUBLICATION ABSTRACT]

Talk the talk: Learner-generated podcasts as catalysts for knowledge creation

by Mark J. W. Lee, Catherine McLoughlin and Anthony Chan. British Journal of Educational Technology, Vol 39 No 3 2008, pages 501–521.

Abstract

Podcasting allows audio content from one or more user-selected feeds or channels to be automatically downloaded to one’s computer as it becomes available, then later transferred to a portable player for consumption at a convenient time and place.   It is enjoying phenomenal growth in mainstream society, alongside other Web 2.0 technologies that enable Internet users to author and distribute rich media content quickly and easily. Instead of using the technology for the mere recording and dissemination of lectures and other instructor-centred information, the project reported on in this article focused on enabling students to create their own podcasts for distribution to their peers. The article describes how engaging in the podcasting exercise promoted collaborative knowledge building among the student-producers, as evidenced through focus-group interviewing and an analysis of the products of their shared dialogue and reflection. The findings suggest that the collaborative development of audio learning objects enabling student conceptualisations of disciplinary content to be shared with peers is a powerful way of stimulating both individual and collective learning, as well as supporting social processes of perspective-taking and negotiation of meaning that underpin knowledge creation.

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The impact of mobile learning on students’ learning behaviours and performance: Report from a large blended classroom

By Minjuan Wang ¹ , Ruimin Shen ² , Daniel Novak ¹ , Xiaoyan Pan <sup>2

1</sup> San Diego State University
² Shanghai Jiaotong University (SJTU)

British Journal of Educational Technology.  Volume 40 Issue 4, Page 673-695 (Published online)

Abstract

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many  online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic interventions that can greatly increase interactivity in large blended classes. They developed a cutting-edge mobile learning system that can deliver live broadcasts of real-time classroom teaching to students with mobile devices.

Evaluating the quality of e-learning at the degree level in the student experience of blended learning

British Journal of Educational Technology, Volume 40 Issue 4, Pages 652-663.

This paper reports on the development of a scale for determining the quality of the student e-learning experience at the degree level when the student learning context is predominately a campus-based experience. Rapid  developments in the use of information and communication technologies (ICT) in higher education require methods for evaluating the contribution of such tools to student learning, especially when they are complementing a  face-to-face experience. We examine the psychometric functioning of a proposed e-learning scale in relation to a well-validated degree-level teaching evaluation instrument, the Student Course Experience Questionnaire. The
e-learning scale has suitable reliability and validity in the present sample of undergraduate students for quality assurance activities around ICT.

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