Vol. 18, No. 2, June 2002

Editorial: resources for research & learning

The opportunity for access to resources for research and learning has never had the potential that it has today. However, navigation in the enormous space of data available is a major research issue as witnessed by the richness of papers on this topic in this journal and others.

The recent DNER (Distributed National Electronic Resources) initiative in the UK is making enormous strides in its basic vision, the way it capitalises upon the existing electronic infrastructures and its concern for the needs of specific communities of users. The DNER documents make me optimistic that a substantive national programme is at last underway. The website is well designed and offers a full range of views about the programme: http://www.jisc.ac.uk/dner

After many years of government initiatives which appeared that they were starting with a blank page — no lessons learned from the past — DNER is building on existing networks, both technical and social. It is first and foremost modest; the introduction to the Discussion Document accessed from the URL above says that:

This document presents some issues about the DNER for discussion. It has two main purposes. The first is to briefly raise some general issues relating to the definition, planning and operationalising of the DNER. The second is to outline a strategy and planning framework within which these will be addressed and taken forward. It is labelled a ‘discussion document’ because issues need to be clarified or worked through within the DNER planning framework.

This modesty continues shortly afterwards in the ‘policy context — vision’:

We need a better sense of purpose and rationale to guide activity. The current framework supports opportunistic and incremental development at the expense of strategic insight.

What is refreshing is the self-reflection of the DNER team; its view of basing its work on current opportunities but with a real need to plan for the future. This is evident from the following paragraph on goals:

DNER development has grown quickly in an opportunistic way, building on previous successes. This has been effective, but needs to be planned as the volume and variety of activity grows, or as a growing number of services need to be sustained alongside an accelerating development agenda. Activity needs to proceed within which goals and directions are widely understood.

There are many more distinctive and welcomed statements in the section on Initial Issues, the definition of what DNER is and hopes to be, and in ‘Moving forward’.

The website is well organised and informative and so I will not draw more from it other than to mention one aspect that relates specifically to teaching and learning:

It has been recognised that DNER resources are more oriented towards research support than learning support. This has been corroborated by recent JCALT work which shows overall ‘low’ levels of use of DNER resources by students (though it is interesting to question what levels of use there should be). This is how the services have been set and continued for some time. We need to ensure that the DNER is an effective tool for learning and teaching.

In the past I have often been critical of national ‘initiatives/programmes’. I hope that DNER will be the programme that changes my view. I suggest that readers in the UK and worldwide will find value in visiting the website and interpreting (and implementing) the strategy to suit local needs.

Regional Report: Australia

C. Dowling, Australian Catholic University,

Email: c.dowling@patrick.acu.edu.au

The use of computing technology in education continues to arouse enormous interest throughout Australia both at the level of government and the teaching and academic professions, and also within the general community as demonstrated through regular and frequent media references. As is the case worldwide, the focus of interest tends to be divided between economic or ‘efficiency’ benefits, and consideration of the impact of information technologies on the fundamental issues of teaching and learning.

A good indication of the level of activity of local researchers and practitioners may be found in the large number of paper presentations accepted at both national and international conferences. Many of these describe extremely innovative projects involving new and developing technologies. Others focus on issues that have been with us for some time without being fully resolved, such as how best to integrate computers across the curriculum.

The major regional conference, ICCE, held in 2001 in Korea, continues to attract a good range of papers, as did the IFIP Congress held in 2000 in Beijing. Further afield there continues to be strong Australian representation at the major educational computing conferences in the USA and Europe. For instance, there were over 60 presentations by Australians and several from New Zealand at WCCE 2001 in Copenhagen. National conferences including ACEC, ASET and ASCILITE attract strong local support and also play an important role in introducing overseas speakers to teachers and researchers who are not readily able to attend conferences overseas. (Our distance from Europe and the USA in particular makes conference attendance extremely costly in both money and time!) In 2002 ICCE is coming south to New Zealand, and has been scheduled so that it can be attended in combination with the annual conference of ASCILITE, the Australasian Society for Computers in Learning in Tertiary Education. 2003 will see two separate IFIP Working Conferences held in Melbourne in late January and early February. One of these will have its Proceedings edited jointly by working group members from Australia and New Zealand. These small ‘invited’ conferences will provide valuable opportunities for the interaction of local expertise with overseas leaders in particular areas of research and practice.

Increasing numbers of Australian schools support the use of individually owned laptop computers by students. Investigation of the effects of this innovation looms large on the educational research agenda. Most Australian schools are connected to the Internet and make significant use of this environment for teaching and learning across the curriculum. Many provide individual student access to the Internet. This is another popular research focus. Much of the student computer use in the early years of schooling emphasises multimedia authoring and Logo-related computing environments such as MicroWorlds. This type of software is felt by many educators to be more in keeping with Australian educational philosophies than are the more specifically ‘instructional’ programs favoured in some other parts of the world.

While IT courses at senior school level continue to be a popular option for students, there are ongoing concerns regarding the participation rates of girls in the more technically oriented subject options.

Most state governments in Australia are engaged in major projects involving the implementation of computing technologies in schools. Generously funded and professionally evaluated, generally through universities, these initiatives provide important opportunities for large-scale research. An example is the recent provision by the Victorian government of a notebook computer for every teacher in government schools and TAFE (Technical and Further Education) institutes, at a cost of $AUD 92 million. This project is aimed specifically at enhancing the professionalism of teachers as distinct from addressing directly the learning experiences of students. The Victorian government is also providing significant funding to improve broadband infrastructure for TAFE Colleges, with the particular aim of improving Internet access for rural students.

For universities and other tertiary institutions in the region, a great concern is how best to implement computer-based learning both for local students and increasingly for the international market. Again, the issues involved are both financial and pedagogical and provide fertile ground for a multitude of research projects, a number of them collaborative in nature and on a large scale.

Several of the national studies being conducted under the auspices of the Department of Education, Training and Youth Affairs through the Australian Universities Teaching Committee (AUTC) are specifically concerned with computer-assisted learning. They include a project entitled ‘Information and Communication Technologies and their Role in Flexible Learning’ emanating from the Digital Media Centre at the University of Wollongong. Academics from across Australia with expertise in this area are participating in the study either as the authors of exemplary learning designs or through involvement in evaluation teams.

Another project recently completed investigated learning outcomes and curriculum development within the disciplines contributing to the field of Information and Communication Technology (ICT) in Australia. Again, there has been widespread involvement of academics across the sector. A series of mini-conferences focussing on innovative teaching practices was an interesting feature of the project.

The recent announcement that the Australian Government has directed the major research-funding body, the Australian Research Council (ARC), to ensure that no less than 33% of the total funds allocated to research under the National Competitive Grants Programme be directed towards projects in four designated priority areas, has had a mixed reception from researchers. The Government’s directive will be implemented through the Discovery and Linkage elements of the NCGP, and particularly through a new Linkage Priority Centres of Excellence programme to be announced and developed during 2002. Of special interest to researchers in computing and information technology is the fact that one of the four designated areas is Complex/Intelligent Systems. The deadlines for applications have been extended to accommodate the new priorities.

Selecting and dragging: do computer-based learner activities contribute to psychology students’ understanding of descriptive statistics?

E. J. Morris, R. Joiner & E. Scanlon, Institute of Educational Technology, The Open University & Psychology Department, University of Bath

Email: E.J.Morris@open.ac.uk

Psychology students often find statistical concepts difficult, and research has suggested that students can hold confusions about seemingly straightforward concepts, such as the mean. Although previous research has evaluated computer-based learning systems for statistics, there is little research that has looked specifically at whether particular computer-based learner activities contribute to students’ understanding of introductory concepts in statistics. The study described in this paper was designed to investigate whether computer-based activities that provide multiple representations of concepts contribute to students’ understanding of correlations and measures of central tendency. A pre-/post-test control group design was used involving 50 students who were studying psychology. It was found that activities involving the direct manipulation of data contributed to students’ understanding of measures of central tendency as indicated by a significant improvement from pre- to post-test. However, findings indicated that computer-based activities of this kind did not necessarily contribute to students’ understanding of correlations.

Keywords: Control group; Psychology; Multiple representation; Statistics; Undergraduate

Journal of Computer Assisted Learning, 18, 2, 114-124

Accepted: 1 June 2001

A virtual reality application for the geometry class

K.S. Song & W.Y. Lee, Korea National University of Education & Kasan Middle School, Seoul

Email: kssong@cc.knue.ac.kr

In communicating information about geometric figures, one drawing may be worth many hundreds of words and, therefore, visualisation aids for complicated three-dimensional (3-D) solid objects are very helpful for both teacher and students. This paper describes the use of the Virtual Reality Modelling Language (VRML) to visualise 3-D objects for middle school geometry classes in a networked environment and shows its usefulness for both teacher and students. In class, the teachers use VRML objects retrieved from their server and students are allowed to explore these objects accessing the teachers’ server via the world-wide web. A comparison of the test results from VRML-based geometry classes and traditional classes, that solely depend on verbal explanation with paper and pencil, show that the application of VRML-based 3-D objects has a positive affect on students’ learning of geometric topics.

Keywords: Computer; Geometry; Mathematics; School; Virtual reality; VRML; World-wide web

Journal of Computer Assisted Learning, 18, 2, 149-156

Accepted: 30 April 2001

Web-based learning in CAD curriculum - sculpture curves and surfaces

W.T. Sung & S.C. Ou, Department of Electrical Engineering, National Central University, Taiwan

Email: songchen@ms10.hinet.net

This study attempts to apply the principle of constructivism and virtual reality (VR) technologies to computer-aided design (CAD) curriculum by integrating network, CAD and VR into a web-based learning environment. Through VR technologies, it is expected that the traditional two-dimensional (2D) computer graphics course can be expanded into a three-dimensional (3D) real-time simulation one. VR technologies provide a novel method to enhance user visualisation of complex three-dimensional graphics and environments. Experience and environmental interaction allow users more readily to perceive the dimensional interrelations of graphics which are typically portrayed through static multiview or pictorial representations. A web-based learning system (WebDeGrator) has been developed to simulate a computer graphics learning system for learning. Future developments of the proposed web-based learning framework are also discussed.

Keywords: Computer-aided design; Constructivism; Engineeing; Graphics; Undergraduate; Virtual reality; World-wide web

Journal of Computer Assisted Learning, 18, 2, 175-187

Accepted: 10 May 2001

Diagnosing students’ alternative conceptions in science through a networked two-tier test system

C.C. Tsai & C. Chou, Center for Teacher Education, National Chiao Tung University, Taiwan

E-mail: cctsai@cc.nctu.edu.tw

This study described an attempt to develop a networked two-tier test system. A two-tier test is a two-level multiple-choice question that diagnoses students’ alternative conceptions in science. Three networked, two-tier test items were presented in this study. Students in Taiwan (555 8th graders and 599 10th graders) were asked to answer these items online. An analysis of students’ answers suggested that students’ alternative conceptions might be retained even after formal instruction about relevant conceptions. Moreover, their responses were related across these three two-tier test items. Further development of the two-tier test system will mainly focus on designing appropriate feedback and guidance that help students overcome their alternative conceptions. In this way, the networked two-tier test system is not only a diagnostic tool, but also an effective instructional tool. This study has illuminated some innovative thoughts for the research and practice of science education.

Keywords: Assessment; Constructivist; Individual; Internet; Quantitative; School; Science; Two-tier test

Journal of Computer Assisted Learning, 18, 2, 157-165

Accepted: 28 August 2001

A large-scale, web-based learning and assessment system to support flexible education

L. Gardner, D. Sheridan & D. White, Department of Management Science and Information Systems, University of Auckland

Email: l.gardner@auckland.ac.nz

At a time where increased costs and resource constraints are experienced by many tertiary institutions globally, the pressure to find alternative methods to deliver teaching and assessment increases. Whilst the individual learning experience is paramount, the need to manage the numbers, resources and assessment provide an administrative overhead and headache to all teaching staff. With this predicament in mind a computer-supported learning system (CECIL) was developed. It is a web-based teaching and learning resource and administration system. This paper describes the CECIL structure and discusses the potential benefits that a university-wide resource management system may have in terms of the educational flexibility and resource sharing.

Keywords: Assessment; Business education; Distance; Information systems; Resource management; Undergraduate; World-wide web

Journal of Computer Assisted Learning, 18, 2, 125-136

Accepted: 24 October 2001

Understanding user perceptions of World-wide Web environments

S.-S. Liaw, China Medical College. Taichung, Taiwan

Email: ssliaw@mail.cmc.edu.tw

The purpose of this study was to develop and test a conceptual model of individual perceptions of Web technology as a use and training tool. The model presents a perspective of users’ attitudes toward Web environments. This model integrates the Technical Acceptance Model, Social Cognitive Theory, individual attitudes, motivation and self-efficacy perspectives to develop a new aspect of users’ perceptions toward Web technology acceptance and use. The study provides some evidence that the conceptual model helps the understanding of user perceptions to Web environments. In addition, training and educational programmes on computers may foster a positive feeling towards the Web. Furthermore, the more individuals have self-efficacy towards Web technology, the more individuals have motivation to use the Web.

Keywords: Motivation; Self-efficacy; Social cognitive theory; Technology acceptance model; Questionnaire; Undergraduate; World-wide web

Journal of Computer Assisted Learning, 18, 2, 137-148

Accepted: Accepted 24 October 2001

New lessons from past experiences: recommendations for improving continuing professional development in the use of ICT

A. Littlejohn, Centre for Academic Practice, University of Strathclyde

Email: allison.littlejohn@strath.ac.uk

Common shortcomings in educational design in Higher Education have not been fully addressed during the rapid shift towards online, resource-based learning. A contributing factor to poor course design is the adherence of academic staff towards passive and didactic forms of online teaching and learning. This problem could potentially be reduced by offering Continuing Professional Development (CPD) opportunities which enable staff to gain efficiently the skills and knowledge required to incorporate new teaching methods within their course design. This paper aims to offer practical recommendations for the design and provision of CPD programmes. These recommendations are constructed by integrating key issues arising from current literature with proposals from academics who have practical experience in the use of ICT in their teaching. The overall effectiveness of these recommendations is evaluated during implementation within an existing CPD programme.

Keywords: Courseware; Interview; Online; Professional; Teachers; University

Journal of Computer Assisted Learning, 18, 2, 166-174

Accepted: 28 August 2001

Using a toolkit to support the evaluation of learning

M. Oliver*, J. MacBean*, G. Conole† & J. Harvey‡
University College London*, University of Bristol† & Dublin Institute of Technology‡

Email: martin.oliver@ucl.ac.uk

Many resources have been developed to support particular evaluation methodologies. However, the more complex problems of helping academics decide which methodology best suits their needs and then create a plan that will allow them to implement this remain largely unaddressed. In this paper, a toolkit is described that attempts to tackle these problems. A two-part evaluation of the toolkit’s impact is then presented, which demonstrates that this approach does enhance design, supports reflection and prompts users to consider the most appropriate, not just the most familiar, approach to evaluation.

Keywords: Evaluation methodology; Formative; Observation; Qualitative; Toolkit; University; World-wide web

Journal of Computer Assisted Learning, 18, 2, 199-208

Accepted: 12 January 2002

Developing an educational software framework for distance-less learning

D.N. Batanov, N.J. Dimmitt & W. Chookittikul, School of Advanced Technologies, Asian Institute of Technology, Thailand

Email: wajee@hotmail.com

This paper considers educational technology as both a tool and process. The focus is on a strategy to develop a software framework with reusable components to support a specific teaching/learning (the Question-and-Answer) model. It demonstrates how such a software framework can be used for building educational software systems which can be adapted easily to different levels and subjects of education on top of Internet/Intranet and web technologies. As a result, the developed educational environment is called distance-less, allowing students to have instant support from teachers by way of an existing virtual permanent connection. An example is provided of a teaching/learning model which was built based on the development principles and guidelines proposed in the paper and which shows one possible application for use with an existing learning and teaching system.

Keywords: Distance-less learning; Distributed learning; Post-secondary; Software design; Student-centred; Taxonomy; Internet; World-wide web.

Journal of Computer Assisted Learning, 18, 2, 188-198

Accepted: 10 December 2001

A preliminary evaluation of a web-mediated ‘School for All’

S.S.C. Young, T.W. Chan & C.B. Lin, National Tsing Hua University and National Central University, Taiwan

Email: scy@mx.nthu.edu.tw

School for All in the EduCities programme is an innovative project funded by both the Ministry of Education and the National Science Council of Taiwan. The project aims to challenge the rationale of conventional education: only teachers teach and students learn. This paper reports on a project which investigated if anyone who is prepared to engage in web education can teach with the aid of Information Technology. This was done by holding contests of web courses. In the first contest, 290 courses were registered for the competition and were evaluated in several phases. Consequently 15 outstanding online teachers were selected for an award. The purpose of this paper is to document the study and to report the preliminary results that include the characteristics of the outstanding online teachers, such as age, occupation and pedagogical strategy.

Keywords: EduCities; Lifelong learning; Lifelong teaching; Online instruction; School For All; Web-based learning

Journal of Computer Assisted Learning, 18, 2, 209-218

Accepted: 12 January 2002

The effects of graphical overviews on knowledge acquisition in hypertext

T. de Jong & A. van der Hulst*,
University of Twente and Cognitive Tools, Leiden (formerly at the University of Amsterdam*)

Email: jong@edte.utwente.nl

A central aspect of designing hypertext for learning concerns the structure of the information in the hypertext and the view the learner is offered of this structure. In this study, a hypertext environment was enhanced with a graphical overview that represented the basic, inherent, structure of the domain and the layout was designed in such a way that learners were unobtrusively encouraged to follow a sequence of exploration that followed the domain structure. This so-called ‘visual’ lay-out was compared with two lay-outs that presented randomly positioned nodes. One of these two lay-outs contained hints (using ‘highlighting’) to stimulate learners to follow a domain related exploration similar to the one incorporated in the visual lay-out. The other (‘control’) lay-out did not provide such hints. Results showed that participants from both the ‘visual’ and the ‘hints’ conditions demonstrated a more domain-related exploration pattern than participants from the ‘control’ condition. Participants in the ‘visual’ lay-out did not show a better recall of the content of the nodes as such, but showed a significantly better acquisition of knowledge of structure than participants from the other two conditions. These data indicate that a visual display conveys knowledge in its own right and that knowledge gained does not depend on the exploration route followed in the hypertext material.

Keywords: Control group; Hypermedia; Motivation; Navigation; Self-directed; Undergraduate; Visual representation.

Journal of Computer Assisted Learning, 18, 2, 219-231

Accepted: 30 January 2002