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Journal Article

Evaluating Virtual Learning Environments: what are we measuring?  pp11-20

Mary Dyson, Silvio Barreto Campello

© Nov 1999 Volume 1 Issue 1, Editor: Roy Williams, pp1 - 50

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Abstract

A basic framework is proposed to distinguish between the many ways in which Virtual Learning Environments (VLEs) can be evaluated. This includes the purpose of the evaluation, the type of methods that might be used and the measures employed. The framework is not intended to cover all applications but offers one means of structuring a review of past studies or may provide guidance on the type of study to conduct. A pilot study is introduced which compares an online course using different platforms which aims to measure engagement, participation and achievement of goals.

 

Keywords: purpose, methods, measures, usability, learning

 

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Journal Article

e‑Modeling — Helping Learners to Develop Sound e‑Learning Behaviours  pp265-272

Susan Greener

© Dec 2009 Volume 7 Issue 3, Special ICEL 2009 Issue, Editor: Florin Salajan and Avi Hyman, pp191 - 316

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Abstract

The learning and teaching relationship, whether online or in the classroom, is changing. Mentis (2008) offers a typology of teacher roles gathered from current literature on e‑learning including instructor, designer, guide, mediator, curator and mentor, which offer the university teacher a striking range of ways in which to develop relationships with students in the mutual development of knowledge and understanding. A study of Higher Education teachers in the UK proposed a shift in their role and behaviour concomitant with the explosion of VLE usage in universities (Greener 2008). As online and blended learning become familiar features in the university landscape, pedagogical discussions are being given more priority and ideas about how students can be enabled to learn appropriate skills for employability and lifelong learning, as well as higher order thinking, claim attention. Online, the teacher's status can easily be eroded, as learners can compare teacher‑designed resources with video lectures from across the world on similar topics and chat directly with experts in the field through their blogs. Teachers who are open to new ways of thinking about their subject, and welcome such self‑ directed behaviour from learners, are most likely to integrate new technology into their teaching (Baylor and Ritchie 2002), and their own competence with technology will be a factor in how such integration works. But it is vital in these discussions not to lose sight of classroom behaviour in the rush to develop e‑moderating and blogging skills for teachers. What teachers say and do in their face‑to‑face classes has always had a major impact on not only what is learned but also how it is learned. Bandura suggests that most human learning is done by observing and imitating others' behaviour (1977) provided the potential learner attends, can retain, reproduce and wants to do these things. So if we aim to integrate at least the affordances of VLEs into teaching design for blended learning, one of our considerations must be how the teacher uses the VLE in front of the learner. There is no doubt that teachers are increasingly uploading materials and weblinks etc into VLEs to support learners (or are made to by institutional policy). However there is less evidence that teachers are role‑modelling effective e‑ learning to their learners. Some of this is about competence, but it is rare for a teacher to lack the ability to learn basic technology use. More of this reluctance is about fear and anxiety, to be shown up as incompetent in class to what are considered the net generation. This paper will explore the concepts and behaviours implied in the role‑modelling of effective e‑learning in the classroom, drawing on data from teachers and learners involved in using VLEs and other Web resources in face‑to‑face sessions.

 

Keywords: role modeling, social learning theory, teaching methods, conceptions of teaching

 

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Journal Article

From Soap Opera to Research Methods Teaching: Developing an Interactive Website/DVD to Teach Research in Health and Social Care  pp98-104

Abigail Sabey, Sue Horrocks

© Apr 2011 Volume 9 Issue 1, ECEL 2010 special issue, Editor: Carlos Vaz de Carvalho, pp1 - 114

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Abstract

Research methods modules have become a core component of a range of nursing and allied health professional educational programmes both at pre‑qualifying, undergraduate level and at post‑qualifying and Masters’ level, in keeping with requirements of professional bodies. These courses are offered both on a full time basis and part time for qualified practitioners working in the field accessing continuous professional development (CPD). Evaluation of these courses suggests that some students find research methods challenging to understand and the pace of sessions demanding, and has highlighted a need for additional ways to support learning and teaching. There are a number of existing electronic resources relating to research methods accessible to students via the internet, which could help to support learning and teaching in this area and meet the wide range of learning styles among students. However, many are not specific to health research. In addition, the quality of content can be variable and use/accessibility unpredictable. This, combined with the need for innovative ways to engage interest in research methods, suggested the need for a new electronic resource for health research, for use within the context of a classroom taught course. The process of developing an interactive resource incorporating a narrative element is described. A narrative approach recognises the power of story in capturing interest and transferring information and offers scope for imagination and intrigue within learning. A story of two fictional health practitioner characters working in a local health centre was created to weave around research methods theory. Interactive elements such as question‑and‑answer tasks, audio extracts, games and interactive graphics were added to offer varied and stimulating ways of presenting material to meet a range of learning styles. The resource also incorporates a number of self‑assessment opportunities to reinforce learning. The use of voices heard in realistic scenarios arising in the health centre anchors learning in everyday practice aiming to help students appreciate the need for evidence and the value of research understanding.

 

Keywords: research methods teaching, evidence-based practice, elearning, nurse education, narrative

 

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Journal Article

Escalating the use of Web 2.0 Technology in Secondary Schools in the United Kingdom: Barriers and Enablers Beyond Teacher Training  pp91-100

Alison Hramiak, Helen Boulton

© Jun 2013 Volume 11 Issue 2, Editor: Roy Williams, pp80 - 167

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Abstract

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Keywords: pre-service teacher education, secondary school teachers, technology uses in education, teaching methods, weblogs, blogs

 

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Journal Article

Using a Mixed Methods Research Design in a Study Investigating the ‘Heads of e‑Learning’ Perspective towards Technology Enhanced Learning  pp301-311

Timos Almpanis

© Dec 2016 Volume 14 Issue 5, Editor: Robert Ramberg, pp291 - 349

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Abstract

Abstract: This paper outlines the research design, methodology and methods employed in research conducted in the context of Higher Education Institutions (HEIs) and focuses on the Heads of e‑Learning (HeLs) perspective about Technology Enhanced Learning (TEL) by campus‑based UK institutions. This paper aims to expand on the research design and the research methodology that was followed as part of this research, making a justified argument for mixed methods approaches in e‑learning contexts. The background of this research and its research questions is outlined first to provide the context of this research. Following a review of the literature on TEL that informed this research, this paper provides an explanation of the researcher’s worldview before discussing the chosen research design. The status of the findings and their generalisability based on the chosen methodology are then discussed. The research findings show that most universities represented in the survey offered various staff development opportunities to their academic staff in the effective use of TEL and that examples of innovative use of technology are evident in some areas in all participating institutions. Staff’s digital skills and competencies coupled with a pedagogical underpinning as well as a supportive institutional culture were found to be the enablers for the effective implementation of TEL, according to the HeLs’ expert informed responses. The paper is summarised and concluded making a case for the adoption of Mixed Methods Research (MMR) in e‑learning settings.

 

Keywords: Keywords: Mixed methods research, technology enhanced learning, staff development, HEIs.

 

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Journal Article

Mobile Eye Tracking Methodology in Informal E‑Learning in Social Groups in Technology‑Enhanced Science Centres  pp46-58

Rikke Magnussen, Maria Zachariassen, Nikita Kharlamov, Birger Larsen

© Apr 2017 Volume 15 Issue 1, Editor: Robert Ramberg, pp1 - 103

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Abstract

This paper presents a methodological discussion of the potential and challenges of involving mobile eye tracking technology in studies of knowledge generation and learning in a science centre context. The methodological exploration is based on eye‑tracking studies of audience interaction and knowledge generation in the technology‑enhanced health promotion exhibition PULSE at a science centre in Copenhagen, Denmark. The current study is part of the larger PULSE project, which aims to develop innovative health promotion activities where a science centre exhibition is a key setting. The primary target groups were families with children age 6–12 years and school classes with students from 4th to 6th grade. The main purpose of the study was to understand the methodological potential and challenges mobile eye tracking comprises during the different stages of research on informal e‑learning in a science centre context utilising digital platforms to enhance informal learning and interaction. The paper presents how eye‑tracking methods influence research on: 1) an interventional level: what role eye tracking and eye‑tracking equipment plays in interventions; 2) a data level: what new types of data eye‑tracking methods specifically contribute; and 3) an analytical level: how analysis of eye tracking can supplement and contribute to other analytical approaches. Finally, the article discusses how the methodological approach presented invites consideration of other ways of understanding how users experience technology‑enhanced exhibitions.

 

Keywords: Mobile eye tracking methods, visitor studies, health promotion

 

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Journal Article

Exploring the e‑Learning State of Art  pp149-160

Evelyn Kigozi Kahiigi, Love Ekenberg, Henrik Hansson, F.F Tusubira Danielson, Mats Danielson

© Apr 2008 Volume 6 Issue 2, Editor: Shirley Williams, pp99 - 182

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Abstract

e‑Learning implementation is an area in progress that continues to evolve with time and further research. Researchers in the field argue that e‑Learning is still in its infancy, resulting into numerous implementation strategies across a wide e‑Learning spectrum. This paper explores the e‑Learning state of art. It provides a general overview of the learning process, evaluates some current implementation trends pointing out a range of frameworks and strategies used in the past decade. It further looks at the changes created by the adoption of e‑Learning within the higher education process. This is followed by an identification of emerging issues from which two problems are identified; 1) the limited uptake of technology as an instruction delivery method; and 2) the ineffective use of technology to support learning. In respect to this, future research should therefore seek to further investigate these aspects and to explore suitable approaches for effective implementation of e‑Learning to support learning. Not the least in higher education contexts.

 

Keywords: e-Learning learning, e-Learning implementation higher education, learning process, learning theories, learning methods

 

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Journal Article

e‑Learning business research methods  pp52-61

Jonathan Cowie

© Jan 2004 Volume 2 Issue 1, Special Issue for ECEL 2003, Editor: Roy Williams, pp1 - 239

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Abstract

 

Keywords: e-Learning, module development, research methods

 

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