Development of flexible education systems for technology students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Technology in Computer Systems Engineering at Massey University

The pressures on educational institutions to keep pace with the changes in educational theory and technology are growing rapidly. There is now more competition between education providers, especially in the tertiary and career training sectors, this has meant that students and industry is demanding more input into the education process. As a result a more flexible approach is being taken to the delivery of courses. This thesis describes the development and implementation of a flexible learning approach applied to technology related subjects. It addresses the work carried out in relation to a specific aspect of the Bachelor of Technology degree as taught at Massey University, Palmerston North, New Zealand. Issues have been addressed in educational programme design, material presentation, and a major focus for implementation has been computer mediated assessment mechanisms. A guide has been developed to assist the educator in increasingly applying flexibility to subjects undertaken within the Bachelor of Technology degree reflecting the specific needs of the New Zealand industrial and educational sectors. Key words: Flexible education, flexible learning, computer mediated education, computer assisted learning, computer simulation is assessment, computerised marking, computer mediated assessment

THEORY AND PRACTICE: REVIEWING TECHNOLOGY--MEDIATED LEARNING RESEARCH

Prior researchers of technology-mediated learning (TML) have expressed concerns about the lack of theoretical foundation and the lack of the investigation of the role of information technology (IT) in enabling individualized learning methods. In this paper, I review the literature published during the period of 2002–2006. Based on 28 articles reviewed, it is noted that a majority of the papers are firmly grounded on theories or theoretical frameworks; empirical research has been dominant in TML literature; and most of the investigations focus on relationships between contextual factors and learning outcomes and learning experience

A case study investigation into the diffusion of e-mediated learning technology in UK higher education

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University, 20/01/2006.This thesis addresses the following research paradox: Despite continual investment in e-mediated learning technology by higher education institutions, why has technological diffusion within UK universities been a slow process? It will be argued that the level of investment in e-mediated learning technology by UK universities and the impact of this technology across higher education as a whole, makes this subject area an appropriate setting in which to study this phenomenon. An interpretivist case study investigation of the adaptation process of e-mediated learning technology by academic staff is analysed through the development of a grounded theory approach. The investigation will show that the majority of academic staff in the School of Management at the Case Study University are adopting e-mediated learning technology at a basic level. Various factors can combine to influence technological adoption. These include conflicting priorities for academic staff, IT skills levels and the potential for the technology to transform the social relation between the academic member of staff and student leading towards a heightened culture of expectation. In addition, the study will show that e-mediated learning technology has the ability to place the expertise of the academic member of staff in a vulnerable position. Together these factors can combine to affect the successful diffusion of e-mediated learning technologies in UK universities. At a more critical level, the research identifies that using models of critical mass in isolation to indicate the take-up of multi-functional e-mediated learning technologies are misleading. As such, models that incorporate the levels and stages, as well as the pace of adoption provide a more detailed perspective of the successful diffusion of e-mediated learning technology

A Research Framework for Collaborative eLearning in an End User Training Context

The growth in the application of information technology to end-user training (EUT) underscores a fundamental need to understand how these e-learning technologies improve the learning process. Results from the limited EUT studies provide an inconsistent picture of the effects of e-learning technologies. Also, collaborative learning has become one of the most used techniques in American education, yet, we could find only one EUT study on collaborative learning. This paper applies adaptive structuration theory (AST) to the specific area of technology-mediated end-user training. The main focus is on understanding learning, collaboration and technology structures involved, their interactions and appropriation, and their impact on learning outcomes. By integrating social cognitive and social development theories into the AST framework, the model presented investigates both the learning process and functional/structural aspects of technology-mediated end-user training. Propositions are developed for future empirical testing

The impact of cyber learning on moral development : an exploration of tertiary education in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University

Cyber learning is learning that takes place making use of cyberspace technology or computer technology. This encompasses any type of learning that occurs while connected to cyberspace, including the Internet, e-mail, virtual reality, computer assisted learning, or computer-mediated learning, electronic learning or telelearning. This research study is an exploration of views and ideas of tertiary level educators on the impact of cyber learning on moral development. Lawrence Kohlberg's (1981) moral development theory has been used as a framework to establish whether there are any factors that make cyber learning a challenge to moral development in tertiary level students. Kohlberg's moral development theory explains the cognitive development process of moral reasoning and decision making in an individual. The research method used to gather data was in-depth face-to-face interviews. The participants were tertiary level educators from Palmerston North in New Zealand. The themes that emanated from the data analysis were categorized as negative and positive impact of cyber learning. Related to these categories the following propositions emerged from the research study. They were: cyber learning has resulted in the birth of 'Cyber Identity'; 'Cyber Choice' in cyber learning overrules moral reasoning; cyber learning encourages alienation from human interaction into 'Cyber Isolation'; cyber learning has resulted in 'Cyber Freedom'; cyber learning introduces students into 'Cyber Illusion' in virtual reality; cyber learning is a gateway to new dimensions of learning; a paradigm shift in learning could permeate tertiary education as a result of cyber learning; and, in order to enable tertiary students to face the challenges of cyber learning successfully it is important to equip them with tools of moral reasoning and decision-making skills. Participants polled in this study believed that New Zealand tertiary education system is impoverished in moral development and as a result New Zealand students are more vulnerable to the impact of cyber learning. The findings highlighted the importance of a moral reasoning framework in tertiary education in order to prepare tertiary students to meet the challenges of cyber learning

Learning to chat: developing a pedagogical framework for facilitating online synchronous tutorial discussion

The adoption of blended learning in higher education has precipitated the use of technology to conduct tutorials through online synchronous discussion (OSD). The review of literature on OSD identifies a lack of pedagogical guidance for facilitating effective tutorials by this means. The research on computer mediated communication (CMC) is critically discussed alongside established literature on socio-constructivist theory and approaches to teaching and learning with technology. The literature identifies several key responsibilities that should be considered when facilitating an online tutorial. These were embedded in the delivery of an online tutorial with first year undergraduate students. The tutorial was critically evaluated through questionnaire and focus group and a transcript of the discussion was subject to content analysis. The study argues that both tutor and student have roles within a tutorial. Furthermore, isolating the pedagogical role from managerial, intellectual and social roles, as argued in existing models, is ineffective. An alternative framework and considerations for facilitating online synchronous tutorial discussion are presented. Tutors should consider the size of the group, the nature of the tutorial and the characteristics of the application

Team Learning in Technology-Mediated Distributed Teams

This study examines technological, educational/learning, and social affordances associated with the facilitation of projectbased learning and problem solving in technology-mediated distributed teams. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and qualitative content (i.e. discussions) associated with project-based team learning. The theory of affordances and social impact theory are integrated to develop a conceptual model that asserts that collaboration mode (collocated vs. non-collocated and videoconferencing supported) will dictate the quality of information exchange, progressive elaboration of ideas, and the social processes that influence team learning. Team learning is then suggested to yield better productivity and higher perceived interaction quality. Results showed that collaboration mode can impact team information exchange and interpretation and ultimately task outcomes. Further, collaboration mode can also create a social structure that influences the capacity for a team to maintain a mutual supportive and positive climate needed for successful project-based task outcomes. The results offer some extended insights into the technology-mediated collaborative learning process among students in a higher education context as well as in organizational settings. Theoretical, methodological and practical implications of the study are discussed

Towards a Holistic Understanding of Technology-mediated Learning Appropriation

Information technology in the learning process is one major success factor for innovative learning scenarios. A necessary pre-condition is the faithful appropriation of technology-mediated learning (TML) to ensure learning outcomes. However, research still lacks insights concerning determinants and consequences of a faithful TML appropriation. Therefore, this research-in-progress paper presents a mixed-methods research approach to gain a holistic understanding of TML appropriation. First, based on the insights of adaptive structuration theory, a theoretical model is developed considering objective and subjective measures for TML appropriation as well as antecedents and consequences of TML appropriation. Second, the mixed-methods approach is presented in order to evaluate the theoretical model. Our expected contribution to theory includes an extension of both TML and adaptive structuration theory with an in-depth view of TML appropriation. Expected practical contributions include the derivation of design implications for TML services that are faithfully appropriated to ensure learning success of TML participants

Technology-mediated task-based language teaching: A qualitative research synthesis

In the past 10 to 15 years, researchers have begun to explore the possibility of synthesizing research on task-based language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing the development of both fields as well as informing practice. In particular, there has been an increasing number of naturalistic, classroom-based studies, which have demonstrated the affordances of TBLT in particular contexts, but whose findings may be less generalizable. Against this backdrop, a qualitative research synthesis of these classroom-based studies is warranted. The current study adopts grounded theory (GT) as the methodology to systematically synthesize qualitative findings from 16 technology-mediated TBLT studies published between 2002 and 2017 in second and foreign language contexts. This resulted in the identification of (a) the characteristics of technology-mediated TBLT, (b) the affordances and limitations of technology-mediated TBLT, and (c) the factors affecting the effectiveness of technology-mediated TBLT. Following this synthesis, a possible research agenda is proposed and practical implications are suggested

Technology-mediated task-based language teaching : a qualitative research synthesis

In the past 10 to 15 years, researchers have begun to explore the possibility of synthesizing research on task-based language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing the development of both fields as well as informing practice. In particular, there has been an increasing number of naturalistic, classroom-based studies, which have demonstrated the affordances of TBLT in particular contexts, but whose findings may be less generalizable. Against this backdrop, a qualitative research synthesis of these classroom-based studies is warranted. The current study adopts grounded theory (GT) as the methodology to systematically synthesize qualitative findings from 16 technology-mediated TBLT studies published between 2002 and 2017 in second and foreign language contexts. This resulted in the identification of (a) the characteristics of technology-mediated TBLT, (b) the affordances and limitations of technology-mediated TBLT, and (c) the factors affecting the effectiveness of technology-mediated TBLT. Following this synthesis, a possible research agenda is proposed and practical implications are suggested.Publisher PDFPeer reviewe