Conceptual Foundations, Research Issues and Research Perspectives #2.

This post relates to theme as the previous post, but in this post the article which has been reviewed is

Luppicini, R. (2007). Review of computer mediated communication research for education. Instructional Science, 35, 141-185.

Review of computer mediated communication research for education.

Computer Mediated Communication (CMC) is becoming increasingly popular in an educational context. CMC’s can be described as “those communications’ mediated by interconnected computer by individuals or groups separated by space and time”[1]. CMC’s can be both asynchronous (not real time) and synchronous (real time) 

Examples of the CMC technologies could include:

• email based discussion lists,
• discussion / bulletin boards
• web mediated human networks.

The common characteristics of CMC include:

• High Interactivity.
• Synchronous and Non Synchronous Communication Capability.
• Multiway Communication.

CMC allows for greater access to education for a greater number of individuals at reduced costs, and also allows for increased study options for the workforce, where traditional methods of education may not be feasible.  

There has been limited research into CMC in the educational and organizational capacity and much of the research that has been completed is anecdotal with limited empirical research being undertaken.

This article provides a clear example of a literature review in practice with its use of clear descriptions into the limitations and exclusions from the report as well as the methods for collecting and analysing the data received.

Like many pieces of literature into non traditional modes of training delivery, Luppicini addressed the research which has been undertaken into student satisfaction in the use of CMC vs traditional face to face delivery modes.  Whilst research into learner characteristics and satisfaction levels in the use of CMC’s , there currently exists limited research into the teacher characteristics and satisfaction in the use of CMC’s. The perceived additional time for setting up online courses leads to a  resistance from many teachers setting up online courses is heightened by the gap in current research into the professional development opportunities for those teachers who do adopt these technologies, which provides limited motivation for teachers to further develop the skills in which they have.  

The social aspect of learning, remains a key theme through the research undertaken into online learning. Scaffolding can provide the infrastructure for this socialisation to occur. Scaffolding can allow for peer to peer interaction as well as interaction with supervisory staff. Research has found that student satisfaction levels can be linked to the level of feedback and interaction received from a supervisor. Satisfaction levels can decrease if insufficient feedback is provided from instructors as this leads to feelings of isolation.

My personal observations on the article.

CMC’s are again aiding in the completion of online study for students, and facilitators alike. Like many ‘technologies’ in teaching platforms, uncertainty in the technology and the perceived additional time that it takes to set up an online course, with limited perceived benefit / recognition,  poses one of the greatest challenges in widespread use across all platforms, both educational and in an organizational capacity. Future research into the professional development options to allow for these perceptions to be limited and to allow for more widespread use.

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[1] Luppicini, R. (2007). Review of computer mediated communication research for education. Instructional Science, 35, 141-185.

Conceptual Foundations, Research Issues and Research Perspectives

Its been a while, but I have been reading - just getting it from my workbook to the blog, not so good!.

This week the article which I focused on researching and researching is.

Sawyer, R. K. (2007). Optimising learning: Implications of learning sciences research. Paper presented at the OECD/CERI International Conference “Learning in the 21st Century: Research, Innovation and Policy”. Retrieved 18-06-2008, from http://www.oecd.org/dataoecd/39/52/40554221.pdf

Optimising learning: Implications of learning sciences research.

Learning Science is an interdisciplinary field that studies teaching and learning. The sciences of learning includes the following fields:

• Cognitive.
• Educational Psychology.
• Computer Science
• Anthropology
• Sociology
• Information Sciences
• Neurosciences
• Educational Design Studies.
• Instructional Design.  

Learning Science researchers are working to designing more effective learning environments.

Research into how both children and adults learn has been conducted. The research has found that not only do adults and children learn differently, but the way in which children and adults think about problems differ greatly. It is this different view of problems which cause the incorrect answer by children to many problems taught in from an adult perspective.

The Learning Sciences have a strong basis in constructivism, the theory which shows that you learn better if it there is more than just listening to a teacher or reading from a textbook.  This basis of constructivism and research into other fields within the science, are finding that the traditional model of school is no longer seen as the most effective model for learning for students.

Key Concepts.

Reflection –  Reflection is when learners externalise and articulate their thoughts (verbalise their thoughts / think out loud)  In doing this, there knowledge increases and they learn more, as the reflection is important for deeper understanding to occur.

Articulation – The verbalisation or thinking out loud of thoughts,  this is important because it makes possible reflection.  Most learning environments provide successful reflection through the use of scaffolding in their development.

Scaffolding - The tools which can be tailored to individual learners to support learners in the ongoing process of articulation, reflection and subsequent achievement  of goals and learning. Effective scaffolding provides prompts and hints that help contribute to learning, which then lead to the learner completing the task on their own.

Design Principles that have come from the Learning Sciences:

• Customised Learning - Most effective learning come from when a learner receives a customised learning experience, ( - the one size fits all model no longer applies)  The development of many of the computerised educational software programs allow for this customisation model at a much greater extent – e.g. repeating quizzes, replaying topics, different streams of information. .

Effective Learning Environments will have:

With the one size fits all concept, no longer being recognised as the best environment for learning there have been several design principles which have come to light as a result of Learning Sciences research

• Customised Learning – Each learner receives an individual experience.
• Availability of Diverse Knowledge – Learners can acquire knowledge whenever they need it from a variety of sources from around the world now with the enhancement of internet in learning.
• Collaborative Group Learning - Students learn together as they work collaboratively on projects.
• Assessment for Deeper Understanding – Tests should evaluate the student’s deeper conceptual understanding, the extent to which their knowledge is integrated coherent and contextualised.

My perspective on the article.

Sawyers’  article provides an overview of how the learning sciences have changed the way in which learning is both taught and how learning is understood for both children and adults learners.   This understanding outlines how children learners do not  necessarily get a problem wrong; that they just see the problem differently to an adult and this is why the answer differs.  The article also addresses how computer technology is allowing for the concepts of the enhanced modes of learning as defined in the learning sciences to be easily applied to the teaching materials now designed,

Sawyer, R. K. (2007). Optimising learning: Implications of learning sciences research. Paper presented at the OECD/CERI International Conference “Learning in the 21st Century: Research, Innovation and Policy”. Retrieved 18-06-2008, from http://www.oecd.org/dataoecd/39/52/40554221.pdf

The Initial Research Proposal

This week we had to put together the plan for our literature review. I struggled with picking a topic, I had a topic, did a heap of reading on that topic and then I changed it, then I had to start again!. 

I think i've now picked my topic for the literature review, although i'm still not feeling 100% about how this will run, but well its a place to start.  The broad topic outline is below.

Broad overview of topic area:Effectiveness of Online Collaborative Learning Tools in organizations where there are technical limitations on the types of collaboration available due to computer system limitations.

Proposed question: Can online collaboration tools in a purely text based form be an effective tool for learners in an organizational context?

Rationale behind the topic: The rationale for this topic comes from my own interest in the area, and how collaborative learning tools can be applied in an organizational context for an organization with locations Australia wide and high level computer system limitations.

The focus will be on the use of online collaborative tools in a purely text based format (wiki’s, blogs etc) and how these can be used to enhance the learning experience of students.

Conceptualisation of Literature Review: There is a large amount of research available in collaborative learning. I have started by reading a range of various articles into collaborative learning, whilst I try and determine the specific topic I was to focus.

I have also started reading journal articles relating to computer mediated communication and human interaction systems to establish how this can be applied in an online capacity.

List of readings (subject to change)
Spector M (2008) – Cognition and learning and the digital age. Promising research and practice. Computers in Human Behaviour 24 (2) 249-262
This article looks at the use online discussions and how this can be used

Winne P. H (2007) The learning kit project: Software tools for supporting and researching regulation of collaborative learning. Computers in Human Behaviour 26 (5) 806-814

This article looks at computer supported collaborative learning. This article also looks at the framework for successful collaboration.

Zhang P (2004) An assessment of human computer interaction research in management information systems: topics and methods. Computers in Human Behaviour 20(2) 125,147

This article looks at human computer interaction

Luppicini R (2007) Review of computer mediated communications research for education. Instructional Science. 35 141-185

We're up and running

Well we're up and running.

Blog set up tick, Started some of the readings, tick.

This blog has been set up as part of the requirements for the unit EDPC5025 - Educational Research Frontiers.

The plan is to use this blog not only to meet the requirements of the course, but also to hopefully keep me on track with the course, and avoid the ever so common occurrence I always end up doing with the night before somethings due always frantically trying to get it done!  - That's the plan, but will it work!!!!