Vol. 15, No. 1, March 1999

Computer-supported cooperative learning in a Virtual University

S. English & M. Yazdani

Department of Computer Science, University of Exeter

Email: s.english@plymouth.ac.uk

There is computer-supported learning and cooperative learning at universities. There are also a few 'virtual universities'. This paper links these three features in a way that reflects a vision of a future scenario for learners. The conclusions are based on the observation of the cooperative learning already taking place at Exeter University's Computer Science Department.

Keywords: Computer-mediated communication; Cooperative learning; Higher Education; Team skills; Virtual classroom

Journal of Computer Assisted Learning (1999) 15, 2-13 - Invited paper

A knowledge-based system for postgraduate engineering courses

A.J. Day & A.K. Suri

University of Bradford

Email: a.j.day@bradford.ac.uk

This paper describes a novel approach to the development and implementation of an educational tool based on knowledge-based technology employing an expert system shell. Software has been developed which, after providing basic background information, proceeds to analyse the student's learning pattern to establish which next question, explanation, or topic to propound in order to aid the learning process and ensure that fundamental knowledge is gained by the student at his/her own pace. While the system described has been designed and implemented specifically to supplement, rather than supplant, the taught part of an MSc. course in Manufacturing Systems Engineering and Management, the methodology formulated can be used to develop similar knowledge-based systems for other technical as well as non-technical subjects at both undergraduate and postgraduate levels in Higher Education.

Keywords: Computer Assisted Learning; Expert Systems; Heuristic reasoning; Knowledge-based Systems; Knowledge engineering; Pedagogy; User interface

Journal of Computer Assisted Learning (1999) 15, 14-27 - Accepted: 17 March 1998

The effect of software type on the quality of talk

A. Anderson*, E. McAteer† A. Tolmie* & A. Demissie*

* Centre for Research into Interactive Learning, University of Strathclyde

† Teaching and Learning Service, University of Glasgow

Email: Tony.Anderson@strath.ac.uk

Research was undertaken comparing teacher-pupil and pupil-pupil dyads using computer-assisted learning programs, of both 'open' (where the means of achieving the task goal are under the users' control) and 'closed' (where the routes to achieving the task goal are much more controlled by the computer) types. The interactions within teacher-pupil and pupil-pupil dyads whilst using the programs were videorecorded and subsequently analysed to ascertain whether the nature of the software (open or closed) exerted any constraining effect upon the dyads' interactions. Variations in interactional styles were identified using quantitative methods; these, plus other more qualitative data are discussed with reference to specific examples of software. It is concluded that the open-closed distinction conflates several dimensions of machine behaviour, particularly the number of options of action available to users at any given point, the frequency of computer interventions, the nature of computer interventions (eg. prompt versus question) and the granularity of the task.

Keywords: Computer-assisted learning; Machine behaviour; Task structure; User dialogue

Journal of Computer Assisted Learning (1999) 15, 28-40 - Accepted: 1 June 1998

Student opinions on an interactive arithmetic test

J. Hippisley & S. Houghton

University of Western Australia

Email: shoughto@ecel.uwa.edu.au

The aim of this study was to assess student attitudes towards an interactive arithmetic test. A sample of 45 primary school children from Years 1 and 2 in two Western Australian primary schools participated in the study. After using the test for a period of six weeks students were invited to detail what they liked and disliked about the test and how they might improve it. Analysis of this written feedback revealed a generally positive attitude towards the test. There were just a few negative responses, mainly pertaining to the slow speed of the program on the computers used in the study.

Keywords: Arithmetic; Computers; Education; Interactive assessment; Primary schools; Technology

Journal of Computer Assisted Learning (1999) 15, 41-47 - Accepted: 20 July 1998

Gender differences in an on-line learning environment

E. Barrett & V. Lally

Division of Education, University of Sheffield

Email: V.Lally@Sheffield.ac.uk

This paper focuses upon the use of Computer Mediated Communication (CMC) in a specific learning context by a small community of postgraduate (MEd) distance learners and their tutors. Content analysis of on-line dialogues was used to investigate learning and socio-emotional behaviour within this community. The data presented suggests that men and women took distinctively different roles in the on-line learning environment. Most significantly, the cognitive and metacognitive (learning) content of on-line seminar contributions by men and women was found to be similar, but their social and interactive behaviour was significantly different. In particular, it was found that within a formal on-line learning environment men sent (on average) more messages than women; they wrote messages which were twice as long as those sent my women; and made more socio-emotional contributions than women. Women, however, were found to contribute more 'interactive' messages than men. This paper concludes that the application of CMC technology to a specific learning context may reproduce gender differences within a learning community.

Keywords: Computer-mediated communication; Gender differences; On-line learning

Journal of Computer Assisted Learning (1999) 15, 48-60 - Accepted: 10 April 1998

Problem solving, planning ability and sharing processes with LOGO

E. Kapa

School of Education, Bar-Ilan University

Email: kapae@ashur.cc.biu.ac.il

The present research examined the impact of a Logo environment on the level of problem solving control, modification of planning ability and sharing processes in pairs and individual learners. Forty-five fifth-grade students (ranging in age from 10 to 11 years old, who studied in four classes), participated in the study. The subjects were randomly divided into fifteen pairs and fifteen individuals. Results showed significant differences in problem solving control between the Logo environment group and the comparison group. At the end of the treatment the degree of cooperative learning increased in the pairs groups. There was an effective modification of the subjects' planning ability in both pairs and individuals.

Keywords: Computer-assisted learning; LOGO; Mathematical thinking; Planning ability; Problem solving; Sharing porcesses

Journal of Computer Assisted Learning (1999) 15, 73-84 - Accepted:20 May 1998