Rethinking a learning environment strategy

I have committed a significant period of time (in my case five years) to the purpose development of learning environments, with the belief that it would improve the self-actualisation and self-motivation of students and teachers alike. I consider it important to record and measure performance as we progressed toward such an outcome. Education researchers and practitioners alike, in the higher (university/tertiary) education systems, are seeking among new challenges to engage students and teachers in learning (James, 2001). However, studies to date show a confusing landscape littered with a multiplicity of interpretations and terms, successes and failures. As the discipline leader of the Information Technology, Systems and Multimedia (ITSM) Discipline, Swinburne University of Technology, Lilydale, I found myself struggling with this paradigm. I also found myself being torn between what presents as pragmatic student learning behaviour and the learner-centred teaching ideal reflected in the Swinburne Lilydale mission statement. The research reported in this folio reflects my theory and practice as discipline leader of the ITSM Discipline and the resulting learning environment evolution during the period 1997/8 to 2003. The study adds to the material evidence of extant research through firstly, a meta analysis of the learning environment implemented by the ITSM Discipline as recorded in peer reviewed and published papers; and secondly, a content analysis of student learning approaches, conducted on data reported from a survey of ‘learning skills inventory’ originally conducted by the ITSM Discipline staff in 2002. In 1997 information and communication technologies (ICT) were beginning to provide plausible means for electronic distribution of learning materials on a flexible and repeatable basis, and to provide answers to the imperative of learning materials distribution relating to an ITSM Discipline new course to begin in 1998. A very short time frame of three months was available prior to teaching the course. The ITSM Discipline learning environment development was an evolutionary process I began in 1997/8 initially from the requirement to publish print-based learning guide materials for the new ITSM Discipline subjects. Learning materials and student-to-teacher reciprocal communication would then be delivered and distributed online as virtual learning guides and virtual lectures, over distance as well as maintaining classroom-based instruction design. Virtual here is used to describe the use of ICT and Internet-based approaches. No longer would it be necessary for students to attend classes simply to access lecture content, or fear missing out on vital information. Assumptions I made as discipline leader for the ITSM Discipline included, firstly, that learning should be an active enterprise for the students, teachers and society; secondly, that each student comes to a learning environment with different learning expectations, learning skills and learning styles; and thirdly, that the provision of a holistic learning environment would encourage students to be self-actualising and self-motivated. Considerable reading of research and publications, as outlined in this folio, supported the update of these assumptions relative to teaching and learning. ITSM Discipline staff were required to quickly and naturally change their teaching styles and communication of values to engage with the emergent ITSM Discipline learning environment and pedagogy, and each new teaching situation. From a student perspective such assumptions meant students needed to move from reliance upon teaching and prescriptive transmission of information to a self-motivated and more self-actualising and reflective set of strategies for learning. In constructing this folio, after the introductory chaperts, there are two distinct component parts; • firstly, a Descriptive Meta analysis (Chapter Three) that draws together several of my peer reviewed professional writings and observations that document the progression of the ITSM Discipline learning environment evolution during the period 1997/8 to 2003. As the learning environment designer and discipline leader, my observations and published papers provide insight into the considerations that are required when providing an active, flexible and multi-modal learning environment for students and teachers; and • secondly, a Dissertation (Chapter Four), as a content analysis of a learning skills inventory data collection, collected by the ITSM Discipline in the 2002 Swinburne Lilydale academic year, where students were encouraged to complete reflective journal entries via the ITSM Discipline virtual learning guide subject web-site. That data collection included all students in a majority of subjects supported by the ITSM Discipline for both semesters one and two 2002. The original purpose of the journal entries was to have students reflectively involved in assessing their learning skills and approaches to learning. Such perceptions were tested using a well-known metric, the ‘learning skills inventory’ (Knowles, 1975), augmented with a short reflective learning approach narrative. The journal entries were used by teaching staff originally and then made available to researchers as a desensitised data in 2003 for statistical and content analysis relative to student learning skills and approaches. The findings of my research support a view of the student and teacher enculturation as utilitarian, dependent and pragmatically self-motivated. This, I argue, shows little sign of abatement in the early part of the 21st Century. My observation suggests that this is also independent of the pedagogical and educational philosophy debate or practice as currently presented. As much as the self-actualising, self-motivated learning environment can be justified philosophically, the findings observed from this research, reported in this folio, cannot. Part of the reason for this originates from the debate by educational researchers as to the relative merits of liberal and vocational philosophies for education combined with the recent introduction of information and communication technologies, and commodification of higher education. Challenging students to be participative and active learners, as proposed by educationalists Meyers and Jones (1993), i.e. self-motivated and self-actualising learners, has proved to be problematic. This, I will argue, will require a change to a variable/s (not yet identified) of higher education enculturation on multiple fronts, by students, teachers and society in order to bridge the gap. This research indicates that tertiary educators and educational researchers should stop thinking simplistically of constructivist and/or technology-enabled approaches, students learning choices and teachers teaching choices. Based on my research I argue for a far more holistic set of explanations of student and staff expectations and behaviour, and therefore pedagogy that supports those expectations.

E-learning in the university : some constructionist perspectives

This title brings together stories of research and practice concerning online learning across a large, disparate and evolving university. In different ways, contributors explore the extent to which emerging technologies engage with issues of identity, and of community. In doing so, each contributes to a broader conversation about whether we are experiencing a change in the very nature of learning, and in how we see ourselves, as both teachers and learners. The text is intended for academics and students who share an interest in exploring both the possibilities and limitations of e-learning in post-compulsory contexts.

Laptop computers as a mediating tool between teacher beliefs and pedagogy

This study focused on teachers of senior secondary classes and the impact on pedagogy of the use of laptop computers. It was found that in schools operating a mature laptop program, pedagogy was influenced by teacher beliefs, prevailing school culture, and the assessment requirements of students in their final year.

Case study of the integration of ICT's into the school curriculum

This study, conducted in a laptop environment, found many factors mediate teachers' integration of information and communication technologies (ICTs) into the curriculum. Successful integration of ICTs was not so much related to pedagogical style and teachers' self-sufficiency with computers, as to the principle of 'teachers first' and professional development which utilizes a 'situative-learning' model.

Supporting community, culture and collaboration with emerging e-Learning technologies

This thesis examined whether wikis, online lectures and Drupal could be used to support community, culture and collaboration in an e-Learning environment. A series of information technology usability studies informed the iterative development of the technologies, culminating in a framework for implementing e-Learning technologies to support community, culture and collaboration.

Evaluation of Australian undergraduate engineering management education for flexible delivery

This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context: a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies. The doctoral project incorporates: • an examination of the nature of engineering management; • a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses; • a review of historical and recent developments in Australian undergraduate engineering management studies; • an investigation of the management skills and competencies required by graduate engineers - based on original research; • an examination of flexible delivery of engineering education - based on professional practice experience; and • an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience. A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice. It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.

Enhancing the learning environment for distance education students

This paper reports on the development of an asynchronous learning  environment for the teaching of introductory macroeconomics to    approximately 200 distance education students. The research supports evidence in the current literature that computer mediated communication and in particular, collaborative learning, can make a positive difference to the educational experience of some students. These findings are based on both quantitative and qualitative data gained from student evaluations,  participation levels, staff interviews and an analysis of the online communication. The discussion centres on the extent of collaboration, the role of assessment, adaptation of curriculum and pedagogy and the students' attitudes to economics.

Does the use of computer assisted learning packages improve performance in accounting?

This study examines the factors affecting student performance in an undergraduate financial accounting course, utilising Computer Assisted Learning (CAL). Multiple regression analysis on student performance shows that positive perceptions of the usefulness of CAL significantly influenced performance. It was also found that International students had significantly poorer performance than local students. This result may be attributed to transitional problems experienced by these students, given their different pathways to university study Prior studies of accounting and computing at secondary school level, together with gender, were not significant influences on performance. The results have implications for accounting educators utilising CAL in courses as a means of improving students understanding of accounting concepts and as a means of providing efficient and effective educational instruction to maximise learning outcomes in accounting.

The impact of computer-assisted learning on academic grades: an assessment of students' perceptions

This study examines student perceptions of the usefulness of Computer-Assisted Learning (CAL) packages in learning accounting concepts in terms of the influence on academic performance. Various additional factors  affecting academic performance [such as gender, prior studies of  accounting, and computer systems, together with entry background] are incorporated in the development of a multiple regression model, together with perceptions of CAL. The study uses a sample of 280 second-year undergraduate accounting students from an Australian university to test the model. In contrast to prior studies (e.g. Lane and Porch, 2002, Accounting Education: an international journal, 11(3), pp. 217-233), this study showed that positive perceptions of the usefulness of CAL significantly influenced performance. Additionally, it was found that international students, many of whom enter university at the second year level having obtained advanced standing credits, had significantly poorer performance than local students. The findings show that gender, prior studies of accounting and computing systems were not significant influences on academic performance. Overall, the results have implications for accounting educators utilising CAL in courses as a means of improving students' understanding of accounting concepts and academic performance.

The role of computer assisted learning packages in determining learning outcomes of accounting students

This study examines the factors affecting student performance in an undergraduate financial accounting course, utilising Computer Assisted Learning (CAL) and use of a commercial software package. Multiple regression analysis was undertaken to examine the influences of perceptions of CAL and QuickBooks Pro, together with background variables such as gender, entry pathway and prior knowledge had on student performance. The results show that perceptions of CAL together with entry pathway were significant predictors of student performance. However, perceptions of the ,usefulness of QuickBooks Pro, prior studies of accounting and computing, together with gender, were not significant influences on performance. In terms of entry pathway it was found that International students, many of whom entered the university at the second year level having obtained advanced standing credits, had significantly poorer performance than local students. This result may be attributed to transitional problems experienced by these students, given their different pathways to university study.

The results have implications for accounting educators utilising CAL in courses as a means of improving students understanding of accounting concepts. The study also provides reflections on the use of CAL and a commercial software package as a means of providing efficient and effective educational instruction to maximise learning outcomes in accounting.

Changing times in research? A speculative analysis of refereed contributions to distance education journal from 1980 to 2003

The paper observes a number of possible changes impacting on the field of distance education research and suggests that these are likely to have lead to an increasing interest in research on computer-based instructional design and delivery, and a concomitant decrease in interest in other areas of distance education research. A fairly simple analysis of contributions to Distance Education since 1980 bears out the suggestion. Some opportunities and some threats to distance education as a field are discussed as a consequence of the analysis.