Vol. 10, No. 4, December 1994

Groupwork with Computers: an overview of findings

C. Hoyles c.hoyles@ioe.ac.uk, L. Healy and S. Pozzi, Institute of Education, University of London

Abstract The paper presents the main findings of the London-based study, carried out as part of the ESRC project Groupwork with Computers. During this study, we attempted to identify the background and process factors which influence the success of groupwork with computers. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9-12) undertaking three mathematics tasks, two using Logo and one a database. Our main findings suggest that group settings are only successful in terms of both group outcome and learning, if the group structures their activity in particular and identifiable ways. These organisational styles and patterns of interaction themselves are conditional on interpersonal and social characteristics of the group and class.

Keywords Computers; Groupwork; LOGO; Mathematics

Multimedia resources in the mathematics classroom

R.J. Phillips Richard.Phillips@nottingham.ac.uk and D. Pead, Shell Centre for Mathematical Education, University of Nottingham

Abstract In a study of multimedia technology in mathematics classrooms, teachers were given a set of resources which were very mixed in character and style, and from which they could freely select. These were used in lessons over an extended period, in some cases for two years or longer. By interviewing and by observing lessons, it has been possible to draw some tentative conclusions about the relative merits of different styles of multimedia in mathematics classrooms. There was no evidence that multimedia leads to radically new ways of teaching and learning but instead it appears to be a natural continuation of the evolution of ideas for teaching with computers that took place during the 1980s.

Keywords Interactive video; Mathematics teaching; Multimedia

A computer-aided self-testing system for biological psychology

M.D. Leiblum* m.leiblumburokun@vines.urc.kun.nl, A.M.L. Coenen** and E.L.J.M. van Luijtelaar**
* Institute for Educational Services (IOWO), University of Nijmegen
** Department of Comparative and Physiological Psychology, University of Nijmegen

Abstract This paper describes a project involving the production of a computer-aided self-testing system for university students enroled in a first-year course in biological psychology. All aspects of the project are described including: a) the selection, acquisition and description of computer software, b) the question bank and test structures, c) modes of usage, d) evaluation and, e) future plans. The most notable feature of this project is that it resulted in a sharp improvement in 'pass-rates' on final examinations for a large student group (454). The project shows that by utilizing a fairly simple practice self-test series, both in a Computer-Aided-Testing (CAT) version and also in a printed form, students not only make performance gains when compared to 'non-users', but their attitude towards the tools are very positive.

Keywords Biological psychology; Computer-aided testing; Computer-assisted learning

Why computer science students find formal reasoning frightening

P. Fung* p.fung@open.ac.uk, T. O'Shea*, D Goldson**, S. Reeves** & R. Bornat**
* Institute of Educational Technology, Open University
** Queen Mary & Westfield College, University of London**

Abstract This paper focuses on difficulties which first-year undergraduate computer science students experience in learning formal reasoning techniques. The main findings from an empirical investigation are reported. These indicated that, in the student population studied, many of those difficulties stemmed from a combination of the mathematical content of the courses and the students' unfamiliarity with formal notations and language. The paper concludes by discussing a selection of computer-based tools which have been selected to address these difficulties.

Keywords Computer-based tools; Formal reasoning; Functional programming; Learning; Novice programmers.

Measuring the impact of IT on learning

M. Hammond, Division of Education, University of Sheffield m.hammond@sheffield.ac.uk ,

Abstract This paper considers the impact of Information Technology on children's learning in schools with particular reference to the Impact report and the Plait report. The difficulties of evaluating the effectiveness of IT are discussed as are some of the explanations given for the insignificant impact of IT in the two studies. In conclusion it is argued that the framework for evaluating the impact of Information Technology needs to consider the aims of the teacher, the principles of the software and an interpretation of what went on in the classroom.

Keywords Computers; Evaluation; Impact study; Plait study; Vocational value