Intended and unintended consequences of student use of an online questioning environment

This is the accepted version of the following article: Ng'ambi, D. & Brown, I. 2009. Intended and unintended consequences of student use of an online questioning environment. British Journal of Educational Technology. 40(2): 316-328. DOI: 10.1111/j.1467-8535.2008.00899.x., which has been published in final form at http://dx.doi.org/10.1111/j.1467-8535.2008.00899.x.While supplementation of face-to-face (F2F) teaching with online engagement is increasingly common, the educators' challenge of teaching F2F personalities and facilitating online personalities has not been widely explored. In this paper, we report on a project in which 1st-year students attended F2F sessions and engaged with an anonymous online questioning environment. The differences between students' F2F and online behaviour led to intended and unintended consequences. The purpose of this paper is to explore these intended and unintended consequences of technology use. The project was undertaken over a 3-year period, starting in 2004. In 2004, a pilot project was conducted based on a class of 35 students studying a 1st-year programming course in information systems. The investigation was again conducted in 2005 for the same course, this time with 63 students. In 2006, the project was extended to a class of 610 1st-year commerce students studying an introductory information systems course. In all cases, students met F2F and when online, engaged with an anonymous Web/SMS collaborative tool. The intended consequence was that a blending of F2F with online interaction extended student engagement beyond the limitation of a classroom and provided a forum for further collaboration and consultation. The intended outcome was achieved. An unintended consequence was that the tool provided the lecturer with diagnostic information that was used to impact on pedagogical designs. This was often a result of students taking on an online personality that would very often be extremely frank and honest about the manner in which the course was conducted, and how learning was taking place. The findings show that students used the tool in ways that exceeded the envisaged intention, and student use of the tool positively impacted on the curriculum, pedagogy and general running of the course. The paper concludes that integration of online engagement with F2F teaching adds value to the teaching and learning experience

Epistemic and social scripts in computer-supported collaborative learning

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptualize epistemic scripts, which specify how learners work on a given task, and social scripts, which structure how learners interact with each other. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors ‘epistemic script’ and ‘social script’ have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not to lead to the expected effects

Approaches to Measuring Attendance and Engagement

In this paper, we argue that, where we measure student attendance, this creates an extrinsic motivator in the form of a reward for (apparent) engagement and can thus lead to undesirable behaviour and outcomes. We go on to consider a number of other mechanisms to assess or encourage student engagement – such as interactions with a learning environment – and whether these are more benign in their impact on student behaviour i.e. they encourage the desired impact as they are not considered threatening, unlike the penalties associated with non-attendance. We consider a case study in Computer Science to investigate student behaviour, assessing different metrics for student engagement, such as the use of source control commits and how this measure of engagement differs from attendance

Who do they think they're talking to? framings of the audience by social media users

This paper examines the understandings and meanings of personal information sharing online using a predominantly symbolic interactionist analytic perspective and focusing on writers’ conceptions of their relationships with their audiences. It draws on an analysis of in-depth interviews with 23 personal bloggers. They were found to have limited interest in gathering information about their audiences, appearing to assume that readers are sympathetic. A comprehensive and grounded typology of imagined relationships with audiences was devised. Although the blogs of those interviewed were all public, some appear to frame their blogging practice as primarily self-directed, with their potential audiences playing a marginal role. These factors provide one explanation for some forms of potentially risky self-exposure that have been observed among social media user

When Cost-Efficient Technologies Meet Politics: A Case Study of Radical Wireless Network Implementation

Cost efficiency has been a dominant perspective in the traditional IT literature. However, in complex technology and business environment, the widely recognized cost efficient assumption of information technology has been increasingly challenged. Drawing from a case study of wireless network implementation situated in a politically sensitive workplace, this paper provided practice insights for IT managers in today’s networked economy. More specifically, stories experienced in the case study illustrated that despite well-calculated cost efficiency of wireless network infrastructure, the radical implementation process in the case organization encountered enormous challenges and opposition due to the fact that administrators failed to consider various stakeholders’ positions and interests. Eventually, the implementation objectives and outcome were considerably undermined. Implications from this empirical case research reemphasized the significance of understanding political forces situated in any business environment where different stakeholders hold conflicting interests. Lessons learned from the case story further encouraged IT managers and policy makers to better strategize emerging information technology in general and wireless networks in particular as the whole global society and business environment are increasingly facing an emerging wireless world

Politically Sensitive IT Practice: A case story of wireless network implementation

Drawing from social perspectives, we narrate a case story of wireless network implementation situated in a socially connected but politically segregated environment. We seek to understand how the interplay between radical IT implementation and organizational structure shapes and reshapes organisational members‟ perception of implementation success and how unintended consequences of popular mobile technology emerge in a politically sensitive workplace. Detailed narrative analysis reveals that many subtle conflicting issues intertwined among various stakeholder groups. Those issues not just reshape how organisational members perceive IT implementation success but also how future IT management take place. The insights gained from this case story thus suggest that a more socially and politically sensitive IT practice in general and wireless network management in particular might be essential in the contemporary service oriented IT environment

Securitizing Schooling: Post-Secondary Campuses as Security Projects

Societal pressure to increase security after violent incidents on post-secondary campuses such as the Virginia Tech shooting in 2007, combined with the pressure for universities to have high recruitment rates, has led to an emerging climate of security on campuses across North America. The present study uses Valverde’s (2001; 2008; 2009; 2011a; 2011 b; 2014) security projects framework to examine the lived experiences of security measures on a Canadian urban-integrated campus. Through semi-structured interviews with administrators, campus police officers, students, and faculty, and constructivist grounded theorizing, this study provides an in-depth examination of security from multiple perspectives within one institution. Specifically, the study explores how the jurisdiction and logic of security projects have shaped perceptions of safety and security on campus. This research demonstrates how differing definitions of campus space have resulted in negative perceptions of the legitimacy of campus police. Further, by exploring the logic and use of security projects, I uncover how the growing securitization of campus is driven by both the desire to provide physical security and the increasing corporatization of academia. This study fills a gap in the security studies literature by demonstrating a practical application of Valverde’s framework within a Canadian context

Learning-oriented language test preparation materials: a contradiction in terms?

The impact of the use of assessment on teaching and learning is increasingly regarded as a key concern in evaluating assessment use. Realising intended forms of impact relies on more than the design of an assessment: account must also be taken of the ways in which teachers, learners and others understand the demands of the assessment and incorporate these into their practice. The measures that testing agencies take to present and explicate their tests to teachers and other stakeholders therefore play an important role in promoting intended impact and mitigating unintended, negative impact. Materials that support teachers in preparing learners to take tests (such as descriptions of the test, preparation materials and teacher training resources) play an important role in communicating the test providers’ intentions. In this study, these support materials are analysed. The selected materials, provided to teachers by Cambridge English Language Assessment, go with the Speaking component of a major international test of general English proficiency: Cambridge English: First. The study addresses how these materials might embody or reflect learning-oriented assessment principles of task authenticity, learner engagement and feedback within a coherent systemic theory of action, reconciling formative and summative assessment functions to the benefit of learning

Bullying in a networked era: a literature review

This research update presents an aggregation and summary of recent academic literature on youth bullying. The purpose of this document is to “translate” scholarly research for a concerned public audience, which may include but is not limited to parents, caregivers, educators, and practitioners. This translation highlights recent findings and developments in the literature and makes them accessible to the informed but non-expert reader. The document’s two guiding questions are “What is bullying?” (Section I) and “What can be done about bullying?” (Section II). Section I begins with a brief overview of key definitions and related research conversations and then addresses bullying’s prevalence, the types of individuals involved in bullying, the characteristics of individuals involved and the consequences of their involvement, and community-level dynamics related to bullying. Section II covers four areas where action has been taken to address problems associated with bullying – school policy, curricula, school climate, and parents – and ends on a note about approaches that mix or cut across these areas. The purpose is to render lessons learned from research and assessment accessible to those interested in deepening or expanding their knowledge of bullying-related issues

Unintended Consequences: Pre-Service Science Teachers' Immersion in Modeling-Based Inquiry in Tropical Ecology

Learning modeling-based scientific inquiry (MBI) can be a challenge for educators and students alike. Teacher educators have used various approaches, experiences, and tools to aid in preparing future science teachers to use MBI in the classroom. However, this ambitious vision of practice remains elusive for most science teachers. This qualitative case study investigates the following research questions: (1) What and how do participants learn from immersion in an authentic modeling-based ecology experience that is intended to be both a science experience and a science teaching experience? (2) What are the unintended consequences of learning that is situated in modeling-based inquiry for pre-service teachers? Findings from this study indicate that authentic inquiry experiences, if too far-removed from teachers’ prior or future classroom practice, will not transfer easily to a teacher’s practice. Furthermore, a short-term experience engaging with scientists might emphasize science content and obscure the instructor’s focus on science teaching practices. Findings from this study can inform science teacher educators about the affordances and limitations of situating learning in a modeling-based inquiry community of practice. Keywords: modeling-based inquiry, pre-service teachers, science teacher education, ecology educatio