Students’ feelings about the online submission of assignments using Turnitin

The integration of information and communication technologies (ICTs) into teaching and learning, and the implementation of computer-mediated methods of instruction in the form of e-learning in higher education, have led to the emergence of new methods of submitting assignments electronically. One of these methods employs a learning management system (LMS) for teaching, learning and assessment. While significant research has been conducted on this phenomenon in developed countries, little has been published on how students experience and perceive this method of submission in a developing country such as South Africa, where a slow pace of technological innovation in education has been reported. The mixed methods study on which this article is based reports on how the Moodle LMS was used in a business management education (BME) course of a Bachelor of Education undergraduate degree, where students had to submit assignments through Turnitin. The qualitative component had a sample of 15 participants selected from 156 students using phenomenography as a methodological approach. Personal reflective journals, focus group discussions and individual interviews were qualitative data sources. A questionnaire was used to collect quantitative data that was analysed using the statistical package for social sciences (SPSS). The study found that participants viewed this method of submitting assignments as a conduit for monitoring plagiarism in BME. Findings from the study may offer insight into how emerging economies might engage with the crucial aspect of developing student consciousness about the importance of speedy and safe delivery of assignments in ways that promote academic honesty.

Online conversations around digital artefacts: the studio approach to learning in STEM subjects

Studio-based learning provides a model that can be adapted for online learning. In conventional teaching settings, studio-based learning follows an apprenticeship model where students work independently or in groups, under the guidance of a tutor, using real-world activities. The ‘Using OpenStudio in STEM learning’ project has been established to evaluate the use of online studio-based learning in the Open University (UK). This paper reports our findings from the first two phases of the project which gathered data from educators who present the modules and also from a survey of students. Educators representing distance learning modules from a range of STEM disciplines including Computing and IT, Design, Engineering and Environmental Technology participated in a workshop to share information about the use of OpenStudio on their modules. A simple model of OpenStudio activities was derived from the workshop to illustrate the process of 'showing and sharing', viewing and reviewing', commenting and critiquing', and 'reviewing and reflecting' involved. Two Computing and IT undergraduate modules were then selected for more detailed analysis, one at level 1 (first year) and another at level 3 (third year). Both quantitative and qualitative data were gathered from samples of students on these modules and analysed. Comparisons between the OpenStudio model, the survey findings and Kolb’s Experiential Learning model (1984) revealed the range of student views and the diversity of students’ experiences of the learning activities, and provided some thought-provoking insights into student behaviour in carrying out the OpenStudio activities. The data suggest that students enjoy the OpenStudio activities, especially the visual nature of artefacts and the idea that shorter comments may be made, rather than longer more discursive pieces of writing. In addition to learning about their subject area, students are also learning how to give feedback to their peers and how to use the feedback they receive, both of which are important skills. Many students are confident in their own ability and are able to evaluate the feedback they receive. However, some students may lack confidence in their own ability to give feedback on the work of their peers, particularly at level 1. Importantly, there needs to be an opportunity to complete the cycle of the experiential learning model in the activity by allowing students to produce another artefact. The experiential nature of the online studio activity presents an opportunity for students to reflect-in-action as well as reflect on their actions (Schön, 1983)

An Analysis of a BYOD Program in a School District

This project documents and analyzes the preparation and execution of a bring your own device program implemented in a local affluent school district. The project looks at the implementation from a cost/benefit perspective, identifying the stated goals of the program and working to develop a method of measurement for evaluation. It examines the technical infrastructure upgrades and configuration required to ensure a smooth roll­out. The project also examines bring your own device programs in several other industries, identifying the motivations and methods of measurement as means for developing recommendations based in experience

The benefit of screen recorded summaries in feedback for work submitted electronically

We show that using screen recording with simultaneous commentary can be successfully delivered as feedback on a large undergraduate course. We found that it was most appropriately delivered as a summary given at the end of conventional written feedback. In this way the strengths, weaknesses and options for remedy could be delivered to the students in a way that might be more engaging than if the same information was written. Students rated the overall quality of feedback more highly if it were in video form. Some markers had great facility with this method, but others found that they needed more practice. The system worked with Microsoft products, Excel and Word, and was integrated with screen recording software (Camtasia from Techsmith) in a seamless package that launched with button clicks

Electronic Learning Management System Integration Impact on Tertiary Care Hospital Learners\u27 Educational Performance

Technological innovations have been shown to improve the quality of health information and improve safety in health care systems. The purpose of this project was to offer hospital nurses a more flexible and practical alternative to education and training than the traditional face-to-face method, supporting nurse educators in overcoming many of the obstacles in responding to nurses\u27 needs in the clinical areas. This project used a randomized, 2-group posttest-only experimental design to measure the effect of treatment at a targeted hospital. The experimental group received a new instructional approach using an Electronic Learning Management System (ELMS) and the control group used the site\u27s traditional standard method; both groups completed the Posttest Knowledge Assessment. The study population consisted of registered nurses who had attended the project site\u27s Safe Blood Transfusion Practice program over a period of 1 month. There were no significant differences between the 2 groups\u27 members\u27 gender, age, level of education, or nursing experience. Data analysis showed a significant (p \u3c .00) difference between the 2 groups\u27 posttest scores, indicating that the participants who used the ELMS attained a higher median knowledge (M = 89.39, SD = 9.26) than did participants who received traditional, face-to-face instruction (M = 76.85, SD = 10.628). These results suggest that ELMS-based learning is a more effective method of instructional delivery that could effectively replace many of the traditional face-to-face education programs. Implementing this innovative system will create positive social change on the targeted hospital by improving health care delivery. The application of the finding would support clinical educators to improve educational delivery to their clients at the clinical areas

Scholarly Products in IS: Will Advances in Electronic Media Promote Evolutionary or Radical Change?

This article presents four views on the impact of advances in electronic media on research outputs in information systems. The four views represent a spectrum of thought on the future of IS outputs and outlets that might be characterized as technophile, classical scholarly, revolutionary, and conservative. The article results from a panel discussion at the International Conference for Information Systems in Barcelona in December 2002. Speaker positions and question responses were revised and enhanced substantially for this article

The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students

Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience of psychology students across different levels of their programme. Across two studies, first year students’ experience of using Turningpoint clickers and second year students’ experience of using Poll Everywhere was investigated. Evaluations of both studies revealed that SRS has a number of positive impacts on learning, including enhanced engagement, active learning, peer interaction, and formative feedback. Technical and practical issues emerged as consistent barriers to the use of SRS. Discussion of these findings and the authors’ collective experiences of these technologies are used to provide insight into the way in which SRS can be effectively integrated within undergraduate psychology programmes

Writing to the Middle: The Effects of Undergraduate Writing Curriculum on the Confidence of Audiology Graduate Student Writers

During their graduate coursework, audiology graduate students are required to engage in a variety of different writing activities. However, the types of writing required in undergraduate studies might not have properly equipped audiology graduate students for the type of writing they will do during a doctoral program. This is especially the case with long form projects such as capstones or dissertations. Students likely have not had to complete projects requiring multiple iterations and revisions prior to their graduate coursework. Audiology is unique in that students often transition directly from their undergraduate studies to their doctoral work with no intermediate writing education. Very little research exists to assess the proficiency and confidence of graduate writers in audiology. This study explored the content of undergraduate writing courses and how these courses affected the skill and confidence of 163 graduate writers in audiology. Specifically, confidence in the areas of grammar and mechanics, organization, and content were explored in the present study. Through survey measures, a positive linear trend between writing skill based on number of classes taken during undergraduate studies and confidence in writing was identified