Computer-mediated conferencing

This section addresses issues of Computer-Mediated Conferencing (CMC) as a teaching and learning resource, concentrating upon skills development within that context. The materials are appropriate for different experience levels of learners and provide a range of pathways to the materials and resources as appropriate for any individual learner or learner group

Typeface effects in written language: functions of typeface change for signalling meaning within text

Typeface change is one of the resources of written language which, in combination with other paralinguistic signs available to that system (use of space, punctuation, syntax manipulation are examples), can facilitate the author's intended interpretation. The thirteen studies undertaken for this research project explored the effects of typeface manipulations upon subjects' interpretations of brief texts, testing the efficiency of two conventional forms of emphasis, capital letters and italic print. Studies one to four specifically addressed issues of distinction between the two typefaces. It was found that both forms of typeface could function to intensify certain adjectives on a simple measurement scale, with capital letters providing quantifiably `more' to a referent than italics, as italics did over plain case. Both typefaces were tested for their ability to provide modulatory or contrastive emphasis for a word, where it was found that effects differed between the typefaces, suggesting divergent functions. Subjects' responses to a direct request to describe differences between capital and italic print, supported these findings. Studies five to nine examined the effects of typeface change and sentence sequence upon texts, by asking subjects to rank versions where these variables were manipulated. Strong concordances were found to be linked to information structure within the texts. Study ten took the same set of texts and presented versions individually to subjects in a story continuation task. The effects of emphasis and information sequence which were found suggest again the importance of content, which cooperated or conflicted with other paralinguistic signals in a text. The `foregrounding' effect of typeface emphasis on secondary information increased its availability for the production of continuation content. Studies eleven to thirteen looked at typeface change as a facility for signalling theme maintenance or enhancement, operating to disambiguate texts by reinforcing their `default' or natural readings, as well as its efficiency in signalling theme shift by contrastive emphasis. Different strategies of typeface emphasis were found to function for each of these requirements. Throughout all the studies, both forms of typeface emphasis were tested, either in contrast or in combination. Evidence accumulated to suggest that capital letters functioned best for providing modulatory emphasis, italic print for contrastive. Outside this issue of individual differences, typeface change itself was found to be an efficient strategy for indicating the author's intended interpretation to the reader

Conversion of a mathematics course to CAL: A case study of a large‐scale rapid change of resources and organization

During 1994–95, first‐year maths for the BTechEd degree at the University of Glasgow was student‐centred, teacher‐supported A modular online maths course replaced a traditional, lecture‐based course. Students worked at their own pace, with timetabled and open access computer classes and/or paper handbooks. The course was evaluated by open‐ended measures, and study of examination outcomes, providing us with some pedagogical questions and some recommendations for change. With some adaptation, and with important questions still open, the new course will continue to run

Learning networks and communication skills

The project work presented in this paper is funded by the Joint Information Systems Committee (JISC) January‐December 1999. Our task has been to identify effective communicative practices for different technologies, in relation to the contexts in which they occur, and to feed back information about such practices to the educational community in a context‐sensitive way. The technologies at issue are: video conferencing (one‐to‐one, one‐to‐many, many‐to‐many); text‐based communication (email, bulletin boards, conferencing,) and audio conferencing (telephone tutoring, shared workspace plus audio link). The teaching and learning sites that agreed to take part in this research project provide courses to a variety of learners ‐ undergraduate, postgraduate, professional, full‐ and part‐time — in a spread of subject disciplines. The breadth and range of learning environments represented should maximize the chances of teachers in further and higher education recognizing issues and circumstances that are similar to their own and provide a rich comparative framework. The lecturers from the various teaching sites are regarded as collaborators in this research, identifying their own issues and learning needs, and providing feedback to authenticate the interpretative process. This study approach bridges the practice‐theory gap. We have completed the field work and are midway through analysing and interpreting the data in collaboration with teachers and students involved in the study. This will lead to the production of a flexible resource for individual lecturing staff which can also underpin staff development courses in good practice within networked learning environments. Further details and progress updates can be gleaned from our project web site at http://www.gla.ac.uk/services/tls/ JISC/index.html

Impact of e-learning on learner participation, attainment, retention, and progression in further education : report of a scoping study

Recent and ongoing work has assessed progress in the provision of Information and Learning Technologies (ILT) to support e-learning in the UK further education (FE) sector. On the whole, this indicates that a strong infrastructure is in place with targets for student and staff access to Internet enabled computers being met in most colleges. Some investigations have been undertaken to review the extent of use of ILT for learning and teaching. These have, however, been at a relatively basic level, for example purely quantifying use of virtual learning environments (VLEs) for storing course documentation. The Scottish Centre for Research into Online Learning and Assessment (SCROLLA) and the SCRE Centre at the University of Glasgow undertook a scoping study of the impact of e-learning on participation, attainment, progression and retention in further education. This study was intended to inform the development of a research design for a later large study of impact

Reviews

500 Computing Tips for Teachers and Lecturers by Phil Race and Steve McDowell, London: Kogan Page, 1996. ISBN: 0–7494–1931–8. 135 pages, paperback. £15.99

New approaches to supporting students: strategies for blended learning in distance and campus based environments

The availability of electronic media challenges our approaches to student learning support in a variety of ways. In spite of much work into online course design and delivery, we have tended to neglect the contribution of other modes and media used in learner support, and there has been a critical lack of overt integration of online use with other good learning support systems. In the SOLACE project, we have been exploring current practices for learner support and the degree to which tutor interventions and interactions with their students map to their use of communication media. The main focus for this study is 'traditional distance' tutors at the Open University, and contrasts are drawn with three courses taught within a 'traditional campus' setting at the University of Glasgow. Preliminary findings from the first phase of this project reflect present practice in learner support for a range of courses, and describe factors influencing the use of media in a blended solution to learner support

Quantitative methods in educational and social research using SPSS

Quantitative Methods in Educational and Social Research Using SPSS bridges the gap between introductory and advanced volumes on quantitative methods. Central to the text is an emphasis on the concept of modelling at the core of data analysis.The implications of the modelling approach are taken all the way back to the stages of research design and sampling, and use of simple descriptive statistics. Using this as a lens the book then moves on to explain carefully a full range of statistical techniques from basic procedures such as correlation and analysis of variance, to advanced methods such as multiple regression, path analysis and multilevel modelling.Key features of the book include:* Crucial points illustrated by getting readers to work through key theoretical and analytical tasks* A CD that offers step by step guidance on the use of SPSS and example analyses for each of the methods covered by the text* Clear explanation of the conceptual background to all the analytical techniques included in the book* A range of example datasetsThe aim throughout is to help you gain a fully-grounded conceptual grasp of different techniques, allowing you to apply these thoughtfully, as well as helping you progress towards a more advanced understanding through a step-by-step approach.This book is for you if you are a student or researcher in education or a related field and want an introductory resource that helps you get up to speed quickly