Search

Purpose – This study aims to investigate the perceptions, acceptance, usage and access to social media by students and academics in higher education in informatics programs in Malaysia. A conceptual model based on Connectivism and communities of practice (CoPs) learning theory was developed and were used as a basis of mapping the research questions to the design frameworks and the research outcomes. A significant outcome of this study will be the development of a design framework for implementing social media as supporting tools for student engagement and teaching and learning of informatics programs in higher education institutions (HEIs) in Malaysia. Design/methodology/approach – A mixed-method research methodology with a significant survey research component was employed for this research. This methodology focused on collecting and analyzing quantitative and qualitative data to better understand the research problems. For this study, a mixed-method sequential transformative research strategy based on a QUAN-Qual model was used in the data collection process. Mixed-method research methodology is considered to be most appropriate for this study, as it allows the researcher to gather multiple forms of data from diverse audiences such as educators, administrators and students. Findings – The findings show the close matched of the ownership, amount of hours spent online, types of social media technologies (SMTs) used and pattern of usage between informatics and non-informatics students. It also shows that many students and instructors have started to explore and accept the use of SMTs as a tool for engaging with their institution and their peers as well as for teaching and learning purposes. Innovative institutions need to understand the critical success factors and the barriers that restrict the implementation of SMTs within the HEI to take advantage of the opportunities offered by SMTs in higher education. Research limitations/implications – The surveys and interview participant, in part, are self-selecting, so the data collected cannot be claimed to be representative of the population. However, because of the relatively large number of participants, it can be considered that the findings are indicative. Other limitation includes the depth of data that can be collected using this methodology. Practical implications – There is wide range of social media usage in educational settings now being reported, but many issues are still unexamined. Limited studies have been focusing on the educators’ readiness, acceptance or refusal in integrating social media into their courses, the perceived effectiveness of the tools and student outcomes for their learning. The central outcome of this research will be the development of a design framework that will be used as a guide for Malaysian HEIs and informatics academics to engage students using SMTs in creating effective learning communities for informatics programs. Social implications – The framework will have implication for the social interaction and engagement of students with their institution. Originality/value – Very little work has been reported on student and academic engagement, their perspectives and perceived effectiveness of social media usage in higher education, especially in the Malaysia context. Most of the research focused only on the quantitative research with students from universities in the USA and Australia, with an emphasis mainly on student’s perception and acceptance. There are calls for more research to examine how social media is perceived and accepted by students and academics for teaching and learning, especially in Malaysia.

There are movements internationally towards curricula that incorporate values and citizenship education. In Australia, this movement has been illustrated with the adoption of a national curriculum in values education. This has arisen from the perceived need for citizens to hold values around the rights and responsibilities of functioning within a democracy. The Making News Today programme has been designed to develop a range of literacies enabling learners, for example, to read the media beyond the interests of the elite. The programme incorporates a journalistic process for television news production for middle school students using laptop and handheld video technologies, with embedded ethics and values education. The article reports on an analysis of the implementation of this programme with middle school students in Australia with reference to student adoption of ethical stances in the journalistic process and the implications for the use of this project in developing ethics, values and citizenship as ...

Arguments for the use of interactive 3D simulations in education and training depend to a large extent on an implicit assumption that a more accurate and complete spatial cognitive model can be formed through active user-controlled exploration of such an environment than from viewing an equivalent animation. There is a similar implicit assumption that the viewing of animated view changes provides advantages over the viewing of static images due to the value of optical flow. The results to date, however, do not clearly support these assumptions. In particular, the findings of Peruch, Vercher, and Gauthier (1995) and Christou and Bulthoff (1999) conflict in relation to the importance of active exploration and of optical flow. This article reports the results of two studies exploring the importance of active exploration and of optical flow for spatial learning in 3D environments. The results indicate that active exploration can provide greater spatial learning than viewing of animations, but only if there is...

In order to understand the task of instructional designers who produce learning support software, this paper reviews the influence of learning theory on instructional design, recent developments in computer technology, and the evolving role of the instructor as a facilitator of higher-order thinking. Constructivist principles of learning and an appreciation for the fact that the learner must become more independent and skilled in metacognitive self-assessment and self-management are fundamental to this changing role. Two cognitive tools that provide learner/user support for personal construction of knowledge systems are “MindMap” and “Learning FourMat Processor.” These tools are examined in the light of current learning theory and a recent study comparing the work of novice and expert writers using different forms of performance support. Recommendations are made for the development of a more complete set of cognitive tools that enables users to construct their own multimedia knowledge systems based on higher-order thinking and problem solving.

This paper presents an investigation that examined and compared the effectiveness of collaborative tutorial activities carried out in both web-based and face-to-face learning environments within an undergraduate health education subject. Effectiveness of the different learning environments was measured in terms of observed learning outcomes, analysis of learner interactions and reported perceptions of the learners regarding their experience. Results demonstrated that web-based environments, with embedded collaborative activities, can effectively foster rich learning experiences that result in attaining positive learning outcomes.

The past decade has seen a significant expansion of distance, open, and flexible learning as advancements in information and communication technologies have offered new opportunities for teachers a...

Driven by claims of efficacy, flexibility and resource effectiveness, higher education is increasingly utilising the Web as an instructional tool. The claims for pedagogical effectiveness are often just that – claims — and appear not to have been proven in the reality of subject presentation and evaluation. Thus, it is necessary to examine assumptions regarding the benefits of Web‐based instruction in terms of effectiveness. This article discusses aspects of an investigation which examined and compared the effectiveness of HIV/AIDS related collaborative tutorial activities carried out in both a Web‐based learning environment and a face‐to‐face class situation within an undergraduate health education subject. Effectiveness of the pedagogical strategy and the different learning environments were measured in terms of observed learning outcomes and reported perceptions of the learners regarding their learning experience. Preliminary results based on measured learning outcomes related to the subject m...

This study reports the results of an evaluation study of a training process that provided teachers with information about how to use an interactive multimedia package for classroom instruction The ways in which the teachers accessed relevant printed text and hypertext information were mapped and analysed. Search patterns for each information source were tentatively classified into two cognitive strategies labelled as ‘sequential search strategies’ and ‘goal-oriented search strategies’. It was found that the ‘sequential search strategies’ broke down in the non-sequential hypertext environment and users had to be supported by conceptual maps to ensure meaningful outcomes.

This paper describes an R&D project carried out at the University of Wollongong during 1993‐94 to explore ways in which an appropriate definition of quality management could be implemented within the institution and supported through the development of an information system. The project identified a quality management framework, developed a series of indicators of institutional performance, created a database based upon user‐defined information requirements and provided an interface to the information which could be used at all levels within the institution. While the emphasis was originally upon the role that performance indicators might play within quality management, the final outcome showed that the original conception was too limited and that a broader approach should be adopted. The project also demonstrated an information structure through which all staff might contribute to effective organisational decision‐making and operation. The paper describes both the products and the development pr...

This paper describes the issues surrounding information systems (IS) in the school, in particular the concerns which need to be considered when generating a comprehensive strategy for the implementation of an educational integrated IS. The paper reviews both IS strategy research and innovations in educational technology, and reports on two studies of the problems in IS strategy of educational professionals. In the major study, survey responses from 432 high schools were analyzed to examine the relative use of microcomputer school IS for efficiency of routine functions versus effective decision making defined as greater use of information by school personnel. Schools showed significantly greater use of the systems for more efficient processing of routine tasks. However, operational factors related to the use of the systems as informing tools for more effective decision making were able to be singled out, and relationships among measures of efficiency, effectiveness, decision making and operational factors were identified. The article concludes with implications for institutional practice, related research and professional preparation of educational administrators.

Based on the premise that providing support for university teachers in designing for their teaching will ultimately improve the quality of student learning outcomes, recent interest in the development of support tools and strategies has gained momentum. This article reports on a study that examined the context in which Australian university teachers design in order to understand what role design support tools and strategies could play. In-depth interviews were conducted with 30 academics across 16 Australian universities. The findings suggest that most Australian university teachers have a high degree of flexibility in their design decisions suggesting that opportunities exist for learning design tools and strategies to be adopted. © 2011 Taylor & Francis.

The article looks at different ways for providing for teacher development. It makes various assumptions about alternative delivery, and looks at different cases of communication support, with examples of studies. It also looks at future developments.

At the classroom level, contexts for learning are often limited in the experiential component. Teachers and trainers feel overwhelmed by the difficulty of inventing authentic learning contexts, and creating tasks that truly reflect the way knowledge would be used in the real world (Herrington et al. 2004). However, there are growing numbers of examples of how such authentic learning environments are being used in schools, higher education, and professional development in a variety of contexts and discipline areas, such as in literacy education (Ferry et al. 2006), in physical activity fitness and health (Rice et al. 1999), in Indigenous education (Marshall et al. 2001), in evaluation (Agostinho 2006), in multimedia and ICT (Bennett et al. 2001), in literature (Fitzsimmons 2006), and in business writing (Pennell et al. 1997). Teachers and trainers who subscribe to this approach to learning can be very inventive in developing learner perceptions of authentic contexts, but often financial, situational and time constraints limit the experiential elements of authentic learning settings. Open image in new window

This chapter provides an overview of recent research and development (R&D) activity in the area of educational design patterns and pattern languages. It provides a context for evaluating this line of R&D by sketching an account of the practice of educational design, highlighting some of its difficulties and the ways in which design patterns and other aids to design might play a role. It foregrounds a tension between optimising design performance and supporting the evolution of design expertise. The chapter provides examples of recent research by the authors on design patterns for networked learning, as well as pointers to complementary research by others. Connections are made with R&D work on learning design and other approaches to supporting design activity.

This chapter describes the development of a taxonomy of learning designs based on a survey of 52 innovative ICT-using projects that formed the basis of a grounded approach to classifying high quality learning designs. The concept of learning designs has the potential to support academics in the process of offering high quality ICT supported learning settings in the higher education sector. The taxonomy is proposed as a mechanism to explore ways in which learning designs can be made accessible to academics and to help with the understanding of the goals of the learning design movement. The development of the taxonomy is described, and user review of the representation of learning designs in a Web context is discussed. Finally, the current gap in the literature about accurate and effective taxonomies describing and distinguishing between various forms of learning design is discussed in relation to future research agendas.

This chapter describes a visual learning design representation devised in an Australian funded project that focused on identifying and describing innovative educational practices employing the use of information and communication technologies (ICT). Referred to as Learning Designs project (www.learningdesigns.uow.edu.au), the aim was to produce generic learning design resources and tools to help academics in higher education implement innovative ICT-based learning designs in their own teaching contexts. The chapter describes the Learning Designs project, details how and why the graphical learning design representation was created and provides an example to illustrate the visual formalism. How the authors have built on this work since the completion of the project is also discussed. The purpose of this chapter is to explain how this visual representation works so as to inform teachers and educational researchers of its potential to serve as a common language to describe learning designs.

EDITORS’ INTRODUCTION This chapter uses a grounded approach to describe a framework by which various forms of learning design can be described. The framework was developed from the work of Jonassen (2000) and formed the basis of categorising the learning designs selected for inclusion in the Australian University Teaching Committee (AUTC) project: Information and Communication Technologies and Their Role in Flexible Learning. The chapter showcases examples of the various types of learning design in the framework, and demonstrates the forms of learning environment described by each.

Designing learning experiences supported by information and communication technology (ICT) is becoming an important skill for all academics in the higher education sector. With a range of "quality" measures being implemented and foreshadowed by government, including "dollars" linked to student learning outcomes, all academics will be increasingly asked to examine their instructional strategies and to offer high quality learning opportunities. Sharing learning resources is seen as one strategy to help academics in this change process. As such, online repositories of learning objects are flourishing to encourage the concept of reuse. However, what is lacking are tools to support academics in designing high quality learning environments that incorporate learning objects. This paper presents a prototype tool that uses the concept of a "learning design" as the framework to assist academics in the design process and demonstrates how learning objects can be incorporated.

Within the context of an AUTC funded Project: Information and Communication Technologies and Their Role in Flexible Learning, this paper presents an analysis of learning designs using ICTs and how this grounded approach might be a more useful structure to design effective learning environments. The project has developed generic or reusable frameworks for technology-enhanced high quality learning experiences in higher education and this paper will present several examples, of the original design and how the key elements were selected and developed for use by others. As this project is currently developing these generic exemplars of learning designs, the final presentation will demonstrate how the designs might be reengineered to become useful templates for other instructors and other knowledge domains.

In recent years, research has focused on understanding how learners can benefit from tools that can assist in the development of informal reasoning skills when constructing arguments in collaborative learning with web-based learning environments. A common approach taken by each of these systems is to use support mechanisms (scaffolding) to facilitate student learning through the development of improved reasoning and argumentation skills. The authors of this paper have been developing computer-based learning environments for the past ten years, and have developed several award winning CD-ROM packages that feature a range of cognitive tools designed to assist learning. The development of these products has provided a rich source of information about learner use of cognitive tools. Our research has shown that two recurring issues keep emerging: 1. There is a need to develop generic cognitive tools that assist learners to understand and solve problems that relate to different knowledge domains. 2. There is a need to help learners to analyse and structure information gathered, when they use cognitive tools. This paper reports on the outcomes of a study into the reasoning and argumentation skills of pre-service education students engaged in problem solving within a computer-based learning environment. The implications for the design of a support framework to assist in this process will also be discussed.

Teachers in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real world practitioners. Adopting this approach requires the design and implementation of learning environments that incorporate and support such activities. This paper describes two real life cases developed as support materials for learners undertaking a major multimedia design project. Their implementation in a graduate education subject forms the basis of a wider study investigating learners' interpretations and use of case materials.

This paper reports on the development and evaluation of cognitive tools used to interpret graphs and tables. The development of these tools was informed by research about how learners interpreted graphs and tables. A prototype of the cognitive tools was trialed with a small sample of preservice teachers. This prototype was then improved and used again with a larger sample. Data from individual audit trails of software use, journal entries and interviews with a small sample of preservice teachers were used to evaluate the cognitive tools. The findings showed that the simple, context-specific cognitive tools developed helped to reduce the cognitive load associated with the interpretation of graphs and tables.

The increasing availability of CD ROM based interactive multimedia packages to support learning in science classrooms offers science teachers new pedagogical opportunities for student-centred and cooperative learning. However, many of the current products do not make full use of the existing technology in schools and even when they do they tend to constrain the student to a very limited view of information and how it can be used as part of student reporting of inquiry projects.Interactivity in many packages has been limited to "point and click" rather than employing instructional strategies that immerse and challenge students. The Interactive Multimedia Learning Laboratory at the University of Wollongong has developed two interactive multimedia packages designed for Australian schools that not only attempt to develop problem solving skills but also allow students to express their ideas with different forms of representation in their reports.Investigating Lake Iluka, based on the ecology of a coastal lake environment uses a text based notebook which allows the student to select text and edit it into their report on their problem investigation A second package, Exploring the Nardoo, based on water management issues extends the concept to include multimedia elements in the student's notebook. The evaluation of both packages has examined the ability of students to express themselves in text together with static and dynamic aural and visual forms. This paper also reports on improvement of scientific understanding and improved problem' reporting based on metacognitive supports included in these interactive multimedia packages, especially the use of genre templates and guides.

Many of the software packages presently marketed as simulations are in fact little more than 'pre-set', limited models of the 'real world' systems they are designed to emulate. There is little scope for the user to interact with the model as they would in a 'real world' experience, and this must compromise the intended educational outcomes. The exact nature of what constitutes a 'good simulation' is not agreed upon among researchers or designers alike, but if the goal of the simulation is to provide experiences which approach those in the 'real world', and in so doing, provide opportunity for the development of higher order skills which research in cognitive science is suggesting are important, one must strive for the greatest degree of user interaction as possible.The achievement of this goal rests with the application of HyperMedia based platforms which may be exploited for their ability to provide the 'genuine interaction' essential to 'real world' systems, across the computer-user boundary. A number of design issues must be addressed if the full potential of HyperMedia based platforms is to be harnessed.

This paper describes the issues surrounding the provision of information systems to small educational organisations, in particular, the concerns which need to be considered when generating a comprehensive strategy for the implementation of an educational integrated information system. The paper reviews both information systems strategy research and innovations in educational technology, and reports on two studies of the problems in information systems strategy of educational professionals. In the major study, survey responses from 432 high schools were analysed to examine the relative use of microcomputer school information systems for efficiency of routine functions versus effective decision-making defined as greater use of information by school personnel. Schools showed significantly greater use of the systems for more efficient processing of routine tasks. However, operational factors related to the use of the systems as informing tools for more effective decision-making were able to be singled out, and relationships among measures of efficiency, effectiveness, decision-making and operational factors were identified. The article concludes with implications for institutional practice, related research and professional preparation of educational administrators.

This chapter first argues that current approaches for sharing and retrieving learning objects or any other kinds of information are not efficient or scalable, essentially because almost all of these approaches are based on the manual or automatic indexation or merge of independently created formal or informal resources. It then shows that tightly interconnected collaboratively updated formal or semiformal large knowledge bases (semantic networks) can, should, and probably will, be used as a shared medium for the tasks of researching, publishing, teaching, learning, evaluating, or collaborating, and thus ease or complement traditional methods such as face-to-face teaching and document publishing. To test and support these claims, the authors have implemented their ideas into a knowledge server named WebKB- 2 and begun representing their research domain and several courses at their universities. The same underlying techniques could be applied to a semantic/learning grid or peer-to-peer network.