Vol. 16, No. 3, September 2000

Implementing a CMC tutor group for an existing distance education course

M. Weller, Faculty of Technology, The Open University

Email: m.j.weller@open.ac.uk

Artificial Intelligence for Technology (T396) is a distance learning course provided by the Open University of the UK, utilising face-to-face tuition. In 1997 a pilot study computer-mediated communication (CMC) based tutor group was implemented on this course. The tutor group consisted of volunteers based around the UK. The student feedback raises a number of issues, including the need for a distinct function of the tutor group conference, the role and demands on the tutor, and the benefits perceived by students. It is suggested that some issues arise from a conflict of cultures with their own implicit assumptions. The traditional face to face tutorial model is sometimes at variance with the demands of the new CMC based tuition.

Keywords: Attitude; Conferencing; Culture; Distance education; Questionnaire; Tutorial; Undergraduate

Journal of Computer Assisted Learning (2000) 16, 3, 178-183. Accepted: 1 August 1999

Computer-assisted vs. teacher-directed teaching of numeracy in adults

M. M. Nicol & A. Anderson, Queen Margaret's College, Edinburgh & University of Strathclyde

Email: tony.anderson@ccsun.strath.ac.uk

Whilst a good deal of research literature has been published on using Computer-Assisted Instruction (CAI) to help teach children with learning disabilities, there are fewer published studies examining the use of CAI with adults with a mild learning disability. We undertook an experiment comparing computer-assisted and teacher-implemented instruction in numeracy with this population, with a third group acting as a control group. All groups were pre-tested on two psychometric tests of numeracy, after which the experimental groups received one half-day per week training in numeracy, with all groups being reassessed after three months and after six months. It was found that overall the three groups improved in their numeracy scores, and that teacher-led and computer groups improved more as a function of time on the intervention than did the control group. The issue of how much teacher support is required when this population uses CAI is discussed, as are some of the strengths and weaknesses of the software used in the study.

Keywords: Adults; Continuing; Control group; Drill & practice; Games; Learning disability; Numeracy

Journal of Computer Assisted Learning (2000) 16, 3, 184-192. Accepted: 1 August 1999

The efficacy of a World-Wide Web mediated formative assessment

T. Buchanan, University of Sunderland

Email: tb99@iname.com

Two studies evaluated the effectiveness of a WWW-based formative assessment package used in undergraduate psychology courses. Students taking on-line multiple-choice tests received instant feedback on areas of weakness and how to address them. In Study 1, students used the package as an integral part of their course syllabus. Level of use correlated with performance in the end-of-course summative assessment. In Study 2, the package was used as an 'optional extra'. Both studies found that students who used the package performed better than those who did not. Such systems may be useful learning tools which students may use to enhance performance.

Keywords: Assessment; Formative; Internet; Multiple-choice; Psychology; Summative; Undergraduate

Journal of Computer Assisted Learning (2000) 16, 3, 193-200. Accepted: 1 November 1999

Assessment and multimedia authoring - a tool for externalising understanding.

A.E. McFarlane, J.M. Williams & M. Bonnett

Email: A.E.McFarlane@btinternet.com

Multimedia authoring software has a number of features that, given teacher support, should provide conditions that help pupils create material that genuinely reflects their understanding. This paper reviews the ways in which use of this technology may also support improvements in assessment. Drawing on research findings it describes how pupil-produced multimedia documents can reveal aspects of performance that traditional tests may not recognise. If such assessment is to be accepted at the policy level, a shared set of criteria for achievement must be developed in terms of technical manipulation and content exposition. Lines of enquiry for further investigation of multimedia authoring, pupil learning and assessment are proposed.

Keywords: Assessment; Constructivist; Drugs education; Hypermedia; Interview; Primary; Questionnaire; Multimedia authoring

Journal of Computer Assisted Learning (2000) 16, 3, 201-212. Accepted: 11 November 1999

Computer systems for distributed and distance learning

M. Anderson and D. Jackson

Email: d.jackson@csc.liv.ac.uk

Network-based learning is now such an important area that it would seem timely to examine progress to date and to draw conclusions regarding the direction of further research. This paper is the result of a survey of computer systems for distributed and distance learning, focusing on projects that help to illustrate the evolution of this important field. An examination such as this is important in its own right as a resource for other researchers wishing to pursue the subject further, but the survey also helps to highlight some of the major trends of past projects and to suggest some of the ways in which progress may be made in the future.

Keywords: Campus; Communication; Distance; Groupware; Mediated; Review; Tutorial

Journal of Computer Assisted Learning (2000) 16, 3, 213-228. Accepted: 12 December 1999

Learning physics with a computer algebra system

E.R. Savelsbergh, T. de Jong & M.G.M. Ferguson-Hessler

E-mail: e.r.savelsbergh@phys.uu.nl

To become proficient problem-solvers, physics students need to form a coherent and flexible understanding of problem situations with which they are confronted. Still, many students have only a limited representation of the problems on which they are working. Therefore, an instructional approach was devised to promote students’ understanding of these problems and to support them in forming associations between problem features and solution methods. The approach was based on using the computer algebra software Mathematica as a tool for problem solving and visualisation. An electrostatics course module was implemented based on this instructional approach, and this module was compared with a usual paper-and-pencil based one. Learning outcomes for both courses were not significantly different. The experimental course was found to impose a high cognitive load on the students. Based on the outcomes, proposals are made for ways in which the course could be improved.

Keywords: Cognitive load; Control group; Interactive learning environment; Physics; Post-secondary; Problem solving; Tutorial; Visualisation

Journal of Computer Assisted Learning (2000) 16, 3, 229-242. Accepted: 23 January 2000

Graphing investigations using portable (palmtop) technology

S. Hennessy, formerly Open University, UK

Email: sch30@cam.ac.uk

The increasing use of portable computers raises issues about their impact on learning and attitudes to computing. These issues were explored in an evaluation of a weather project undertaken by 48 students aged 13–14 using palmtop computers. Students worked in groups over 3 weeks, collecting and graphing temperature data. Motivation and confidence in using technology increased and learning gains of averages and graph interpretation were observed. The evaluation illustrated the potential power and versatility of portable technology in tackling graphing, and the opportunities they present for student participation. Some pedagogic implications of using portables are considered.

Keywords: Collaboration; Graphing; Mathematics; Observation; Portable; Questionnaire; Secondary

Journal of Computer Assisted Learning (2000) 16, 3, 243-258. Accepted: 25 January 2000

The evaluation of online courses

V. Benigno & G. Trentin, Istituto Tecnologie Didattiche & Consiglio Nazionale delle Ricerche, Genova

Email: trentin@itd.ge.cnr.it

Given the special characteristics of online courses, their quantitative/qualitative evaluation calls for the adoption of specific procedures to assess both the learning process and the participant performance. This paper seeks to shed light on the aspects and issues involved in the evaluation of online courses, focusing on the peculiarities that distinguish such evaluation from that of traditional distance education. Subsequently, a methodological approach will be proposed that was developed and tested during evaluation of online courses for in-service teacher training and for training of staff in small and medium-sized enterprises.

Keywords: Adult; Collaboration; Conferencing; Discourse analysis; Distance learning; Internet; Professional; Questionnaire; Training

Journal of Computer Assisted Learning (2000) 16, 3, 259-270. Accepted: 11 February 2000

A cross-institutional approach to staff development in Internet communication

L. Creanor & A. Littlejohn, Department of Learning & Educational Development, Glasgow Caledonian University & Centre for Academic Practice, University of Strathclyde

Email: l.creanor@gcal.ac.uk

Recent upsurge in emphasis on larger class sizes and work-based learning requires lecturers to be equipped to switch from traditional face-to-face teaching techniques to communicating with students using new technologies. Dialogue is the vital ingredient which underpins the successful learning experience, and staff in HE are facing a challenge in developing the necessary skills to make effective use of the emerging communication tools. These skills can only be acquired through practice, understanding of the pedagogy and awareness of the various options available. The aim of this paper is to explore, through presenting a case study, the potential benefits of cross-institutional collaboration in information and communication technology staff development. Since both the University of Strathclyde and Glasgow Caledonian University were investigating ways of promoting good practice in the development and use of new learning technologies, it seemed prudent to combine forces and share ideas. The paper will examine how attempts were made to bridge the skills gap by enabling academic staff to experience Internet communication from the perspective of both student and teacher.

Keywords: Campus; Case study; Collaboration; Communication; Dialogue; Internet; Post secondary; Staff development

Journal of Computer Assisted Learning (2000) 16, 3, 271-279. Accepted: 17 March2000