Factors affecting students’ attitude and performance when using a web-enhanced learning environment

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.The purpose of this thesis is to investigate the use of a course management system in a University learning environment and the factors that affect students' attitude and performance in such environments and to study the relationship between these factors. The course management system that was used in the research studies in this thesis was WebCT. Three in-field studies were carried out to achieve the aim of this research thesis. A mixture of qualitative and quantitative approaches was used in the studies. Data from participants were collected via questionnaires, interviews, and numerical data from the WebCT tracking system. First the relationship between the students' attitude towards using WebCT and their module leaders' attitude towards using it was studied. Then, the relationship between students' cognitive styles and their satisfaction, their achievement, and their way of using WebCT was investigated. Finally, a model of the critical factors affecting students‟ attitudes to WebCT, use of WebCT and achievement was developed and tested. The model is divided into three main dimensions. The three dimensions are 1) The learner dimension: students' interaction with their classmates, students' capability of using the internet, students' capability of using WebCT. 2) The instructor dimension: Instructor's technical competence, instructor's way of presenting materials on WebCT, interaction between students and their instructor. 3) The technology dimension: usefulness, ease of use, flexibility, quality. The results suggested that students have a positive attitude towards using a course management system (WebCT) on their courses. Also, the results indicated that students' use of WebCT is a positive indicator of their academic achievement (in terms of performance on specific modules). It was also found that instructor attitude and way of using WebCT affects students' attitude and performance when using WebCT. The Technology dimension was found to be a positive indicator of students' attitude and use of WebCT. The Instructor dimension was also found to be a positive indicator of students' attitude and achievement in WebCT. Moreover, the Learner dimension was found to be a positive indicator of students' attitude, use of WebCT and achievement.Sponsored by AlBaath Universit

Chapter 5: Evaluation

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Experiences of online learning: an evaluation of first-year sport sciences university students' attitudes towards the use of U-Link

The UK Government's recent funding cuts in higher education, coupled with the importance of maintaining competitiveness at a global and national level — a competitiveness that has worsened lately due to a gloomy recession — have placed even more pressure on UK academic institutions to adopt innovative curricula and, most importantly, to increasingly use technology in their courses. Blended Learning — defined as "the thoughtful fusion of face-to-face oral communication and online learning experiences" (Garrison & Vaughan, 2008, p. 5), is replacing traditional teaching formats. Virtual Learning Systems (VLS) such as Web-CT and U-Link are part of the Blended Learning strategies, and represent a significant way to assess teaching quality at an academic institution, particularly at the departmental level. Hence, VLS should be constantly promoted, developed and, most importantly, evaluated. This case study aims to evaluate students' attitudes towards the Virtual Learning System U-Link. Data were gathered using a survey administered to 116 first-year Sport Sciences students at Brunel University, a large UK academic institution. The students' attitudes were assessed using a Likert Scale and open-ended questions. Overall, the respondents were satisfied with their U-Link experience and considered U-Link to be a key tool in their learning. In line with Bennett's (2002) work, students judged their experiences with academic modules adopting U-Link more favorably than they did with modules that did not have online web-based support. Students' comments, however, were not all positive; negative feedback pointed to an absence of interaction (lack of communication and feedback) between instructors and students, and a lack of interaction among students

Interactive learning systems for higher education: Learning styles and students' attitude

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This dissertation reports research concerning the adaptation of learning systems to students' different learning styles (LSs), particularly in relation to the analysis and planning of Interactive Learning Systems (ILSs). Given the primacy of Interactive Learning and its pedagogical implication on educational designs, the motivation for this research is better understanding of students' different learning preferences and perceptions of Computer Mediated Learning Interactions (CMLIs), as this may present some insights into what and how interactivity can be incorporated more purposefully and efficiently into learning systems designs. This research undertakes a review of the literature relating to LSs' theories, which have been used to explore how individual learners approach learning, as well as different Learning Interactions in relation to Interactive Learning Systems (ILSs). The work undertaken in this research makes its contribution to the field in that it represents one of the first explicit investigations of the relationship between students' LSs (Active-Reflective/Visual Verbal dimensions) and their attitude towards different CMLIs that constitute essential part of ILSs, in terms of use, perceptions and learning preferences, from the users' (learners) perspective rather than the teachers and/or designers of these systems. The research provides evidence to support the differing views of learners of different LSs as well as evidence of common attitudes towards certain CMLIs. However, it warns against and highlights some of the limitations of using the LSs in isolation and the importance of considering other factors and aspects of students' individual differences. A model is proposed to guide the planning and design of ILSs, and to raise the designers' and teachers' awareness of learners' differences and call upon them to take necessary steps to consider actual learners' LSs in the learning design. Implications of the findings in terms of interactivity design considerations are discussed; research limitations and recommendations for future work are made

Evaluating Attitudes of Obesity and their Change Processes among Student Teachers and School Teachers on the World Wide Web Using the Elaboration Likelihood Model

Teachers have an active role in helping to prevent and deter stigmatizing acts toward children labeled as fat. The objective was to examine attitudes of obesity and their change processes among student teachers and schoolteachers, when exposed to a Web-based educational module promoting size acceptance, using the Elaboration- Likelihood Model (ELM). The ELM is a theoretical approach to message-based persuasion specifying conditions under which attitude change occurs. The theory was used to explain the impact of the module (content included etiological factors of obesity, implications of weight loss efforts, and emotionaVpsychosocia1 effects of obesity), high nutrition credibility of the module presenter (PhD, RD), and her appearance (digital image was altered to appear either fat or nonfat ) on attitude change. The effect of subject body mass index (BMI) on attitudes was also evaluated. The sample included undergraduate and graduate students from the University of Maine System as well as schoolteachers from the New England region. Subjects (n=258; mean age=26.8f 10.2) were randomly assigned to one of five groups (controVfour treatment groups). The treatment groups evaluated the effect of the module, credibility, credible %on-fat source, and credible fat source on attitude change. Change was assessed on-line at pretest, posttest, and six-week follow-up using the Anti-Fat Attitudes Test (AFAT). AFAT is a Likert scale ranging from 1 = strongly disagree with negative attitude to 5 = strongly agree with negative attitude toward obesity. Additional tests were used to evaluate support for the ELM. Attitude means decreased in treatment groups between pretest (mean scores +standard error ranged from 1.91 2k0.062 to 1.995zk0.067) to posttest (1.724f 0.262 to 1.815+0.074) (p=0.000) and pretest to follow-up (mean scores ranged from 1.721k0.070 to 1.871+0.078) (pS0.006). Although attitude was not associated with subject BMI, exposure to the credible fat presenter more favorably influenced attitudes (i.e. posttest and follow-up) compared to the credible non-fat presenter (p\u3c0.025). Communicating the size acceptance paradigm on-line appeared to reduce negative attitudes of obesity regardless of subject BMI. The findings support moderate elaboration based on the ELM. The presence of the credible fat source may have increased attention to the size acceptance message

Can Blending Face-To-Face Teaching With E-Learning Support the Development of Phase 4 Apprentices in Mathematics? A Formative Evaluation Research Study.

This thesis is a formative evaluation research study. Its purpose is to establish if blending face-to-face and e-learning delivery methods can support the development of Phase 4 apprentice plumbers in mathematics in the Department of Construction Skills in the Technologicl University Dublin. The study also included the design, development and evaluation of a mathematics web site called Plumatics 4 U which is grounded in established theoretical criteria for effective blended delivery within third level education. This web site is currently in use by Phase 4 apprentice plumbers and is delivered through WebCT. The CD accompanying this thesis contains a short film giving an overview of the web site. The research design used a mixed method approach combining both quantitative and qualitative data derived from questionnaires, interviews, non-participant observation and focus group sessions. The research, which lasted three months, involved forty Phase 4 apprentices, half of whom had the Leaving Certificate and the remainder the Junior Certificate as their highest second level educational qualification. Only one of the research group was female and their ages ranged from twenty to twenty-three years. A literature review was conducted covering areas such as formative evaluation of third level programmes, blended learning models, social constructivist approaches to learning and teaching and principles of effective web course design. Primary studies were used to inform the research process and identify a suitable methodology and methods of data collection. The principal findings of the research indicate that Phase 4 student apprentices who took part in the blended learning module, and whose highest second level educational qualification is the Junior Certificate, showed a 10% improvement in examination results in questions with a mathematical content. The research also indicates that if Phase 4 students are to be offered the opportunity to participate in e-learning, additional resources will be required and staff will need to be trained in the use of the WebCT platform. The staff who deliver mathematics to this group believe that an e-learning site as a learning and teaching resource should be encouraged and fostered in the department. Feedback from students who took part in the study shows that their experience of e-learning was extremely positive and that 84% would like to participate in this type of delivery method in the future. The feedback also indicated that the Plumatics 4 U web site would benefit from certain revisions such as the addition of more self-tests and the integration of a grading scheme for these self-tests. The conclusions of this research show that teaching mathematics using a blended learning strategy can lead to improved student performance in examinations. Finally, it is recommended that the Plumatics 4 U web site be made available to other Institutes of Technology that deliver the Phase 4 plumbing programme

Teacher Education Futures: Developing learning and teaching in ITE across the UK

A selection of papers from the Teacher Education Futures conference 2006

Using WebCT as a course supplement to facilitate a learner-centered environment : a case study of a communication technology course

Although online technologies are often seen as channels through which entire courses could be delivered, in fact online technologies are more commonly used as supplements to the classroom. This study examined this supplementary use of one online technology-WebCT, in a manner consistent with the learner-centered principles. Pre- and post-surveys were administered to students in a communication technology class in fall, 2001, to measure comfort with online technologies, attitudes toward traditional and online learning and motivation. In addition, the relationship between the course instructor and instructional designer was examined. Using the discussion tool, students took ownership of their learning, selecting topics for study and team presentations. The post-class survey indicated that students felt very positive about this learner-centered approach. Survey results showed that most students in the class were already comfortable with use of computers for learning. However, many had not used the communication tools such as chat and discussion in a classroom environment. Student enjoyment with using online technologies increased significantly after using these technologies. Results also indicate that students in general like both online and traditional classroom learning approaches, rather than having a strong preference for one or the other. Interviews with the instructor and instructional designer indicate that to be effective, early course assignments should require use of online tools rather than assuming that students will use them automatically. In addition, the instructor should clearly indicate how both face-to-face and online supplements should be used and how they fit into the overall course plan