混合学习环境下ICT小组工作的电子学习

Lisa Soon, C. Fraser
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The findings indicate that, while technology could effectively help students to collaborate in their group work and assessment tasks, some technological features in the learning management system are highly subject to constant enhancement, due to the nature of the subject requirements and the need to facilitate frequent technology-mediated interactions in some situations. A model of group work collaboration is developed to explain the need for a new design and development of features in e-learning tools. Web-CT, Blackboard and Sakai. Blended learning in this article refers to a study environment where face-to-face and technology-mediated interaction happen to members in learning and teaching, whereby students are enrolled in both on-campus and/or distance education mode. Many higher education institutions have now moved to e-learning with a web presence of their LMS (Teo & Gay, 2006). In the early days, LMS generally allowed asynchronous e-learning with communication being highly unidirectional (Papachristos et al., 2010). To facilitate collaboration in learning and teaching, many LMSs have tools that enable interaction DOI: 10.4018/ijqaete.2011070105 International Journal of Quality Assurance in Engineering and Technology Education, 1(2), 50-60, July-December 2011 51 Copyright © 2011, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. and communications. Current e-learning allows bidirectional communications, with features like shared learning and teaching materials, collection of online assignments for marking, group email services, assignment results management, learning lessons/modules and online quizzes. In the presence of web 2.0 technology, LMSs are more advanced, with synchronous e-learning features such as chat rooms, wikis, blogs and threaded discussion forums (Oravec, 2003; O’Neil, Singh, & O’Donoghue, 2004; Soon & Sarrafzadeh, 2010a, 2010b). The recent LMSs include evaluation or feedback systems, plagiarism detection software, class announcements, embedded external websites, personalised group work calendar, etc. as additional useful tools. Blended learning has been defined in different ways by various scholars. Bliuca et al. (2007) describe blended learning as learning activities that involve a systematic combination of face-to-face and technology-mediated interactions between students, teachers and learning resources. Driscoll (2002) and Kerres and De Witt (2003) highlight some different meanings of ‘blended learning’ as: (1) combining different Web-based technologies; (2) combining different pedagogical approaches; (3) combining any form of instructional technology with instructor-led training; and/or (4) combining instructional technology with actual job tasks to improve learning transfer. In this research article, blended learning refers to the face-to-face and technology-mediated (or online) learning interaction with peers, teachers and resources in a learning and teaching environment where students are enrolled in both on-campus education and/or distance education mode. The research content and context posed in a research question ‘How is e-learning used in information and communication technology (ICT) education in a university that offers blended learning?’ is a new phenomenon. To examine this unfamiliar or unknown content and context, a case study research method was employed. Data were collected from a sample of undergraduate students in seven different campus locations, and a cohort of distance education students, all of whom were involved in the same core subject in a Bachelor of ICT program that comprised three group work assessments (i.e. there were no individual assignments). The analysis results indicate that, while technology could effectively help students to collaborate in their group assessment tasks, some technological features in the learning management system are highly subject to constant enhancement. The need for constant enhancement was due to the nature of the subject requirements with group work involvement and the need for more frequent peer interactions. A model of group work collaboration is developed to explain the need for a new design and development of additional features in e-learning tools. This paper adopts the following structure. The next section is an overview of the research context about the kinds of ICT students involved in the researched e-learning context. In a broad sense, it explains the nature of ICT discipline and the way knowledge is learned and gained. In a narrow sense, it provides specific details about the types of student learning activities and how students usually learn in the ICT discipline. A ‘Literature Review’ section follows from which some derived research questions were obtained. Using the framework of these questions, the following section ‘Research Method’ addresses what to do to resolve the research problems and how to achieve it. It also discusses the data that were collected and analysed. A subsequent section ‘Discussions and Findings’ explains some insights and critical points discovered in this research. A model of group work collaboration is presented to explain the need for some new features of e-learning tools. The last section, ‘Conclusion’ provides a summary of the research project. THE BLENDED LEARNING CONTEXT Within the researched university context, the information and communication technology (ICT) subjects covered important technical knowledge and skills that students obtained after completing many different types of ICT subjects 9 more pages are available in the full version of this document, which may be purchased using the \"Add to Cart\" button on the product's webpage: www.igi-global.com/article/learning-ict-group-workblended/55877?camid=4v1 This title is available in InfoSci-Journals, InfoSci-Journal Disciplines Engineering, Natural, and Physical Science, InfoSci-Educational Leadership, Administration, and Technologies eJournal Collection, InfoSci-Physical Sciences, Biological Sciences, and Engineering eJournal Collection, InfoSci-Select, InfoSci-Journal Disciplines Library Science, Information Studies, and Education, InfoSci-Select. 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In the presence of web 2.0 technology, LMSs are more advanced, with synchronous e-learning features such as chat rooms, wikis, blogs and threaded discussion forums (Oravec, 2003; O’Neil, Singh, & O’Donoghue, 2004; Soon & Sarrafzadeh, 2010a, 2010b). The recent LMSs include evaluation or feedback systems, plagiarism detection software, class announcements, embedded external websites, personalised group work calendar, etc. as additional useful tools. Blended learning has been defined in different ways by various scholars. Bliuca et al. (2007) describe blended learning as learning activities that involve a systematic combination of face-to-face and technology-mediated interactions between students, teachers and learning resources. Driscoll (2002) and Kerres and De Witt (2003) highlight some different meanings of ‘blended learning’ as: (1) combining different Web-based technologies; (2) combining different pedagogical approaches; (3) combining any form of instructional technology with instructor-led training; and/or (4) combining instructional technology with actual job tasks to improve learning transfer. In this research article, blended learning refers to the face-to-face and technology-mediated (or online) learning interaction with peers, teachers and resources in a learning and teaching environment where students are enrolled in both on-campus education and/or distance education mode. The research content and context posed in a research question ‘How is e-learning used in information and communication technology (ICT) education in a university that offers blended learning?’ is a new phenomenon. To examine this unfamiliar or unknown content and context, a case study research method was employed. 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引用次数: 1

摘要

从广义上讲,它解释了ICT学科的本质以及知识的学习和获得方式。从狭义上讲,它提供了关于学生学习活动类型以及学生通常如何在ICT学科中学习的具体细节。接着是“文献综述”部分,从中获得了一些派生的研究问题。使用这些问题的框架,下一节“研究方法”阐述了如何解决研究问题以及如何实现研究问题。本文还讨论了所收集和分析的数据。随后的“讨论和发现”部分解释了本研究中发现的一些见解和关键点。提出了一个小组工作协作模型来解释电子学习工具对一些新特性的需求。最后一节“结论”对研究项目进行了总结。在研究的大学背景下,信息和通信技术(ICT)科目涵盖了学生在完成许多不同类型的ICT科目后获得的重要技术知识和技能。本文档的完整版本还有9页,可通过产品网页上的“添加到购物车”按钮购买:www.igi-global.com/article/learning-ict-group-workblended/55877?camid=4v1此标题可在infosci -期刊,infosci -期刊学科工程,自然和物理科学,infosci -教育领导,管理和技术电子期刊集,infosci -物理科学,生物科学和工程电子期刊集,InfoSci-Select, infosci -期刊学科图书馆学,信息研究和教育,InfoSci-Select。向您的图书管理员推荐此产品:www.igi-global.com/e-resources/libraryrecommendation/?id=2
本文章由计算机程序翻译,如有差异,请以英文原文为准。
E-Learning for ICT Group Work in a Blended Learning Environment
How does e-learning support group work in university information and communication technology (ICT) education within a blended learning environment? While face-to-face interaction was possible for on-campus student group work, distance education students could only perform their group work online. This research adopted a qualitative case study approach. It explored the e-learning use by students in a core subject ‘Software Development’ in a Bachelor of ICT program with three group work assessments. The findings indicate that, while technology could effectively help students to collaborate in their group work and assessment tasks, some technological features in the learning management system are highly subject to constant enhancement, due to the nature of the subject requirements and the need to facilitate frequent technology-mediated interactions in some situations. A model of group work collaboration is developed to explain the need for a new design and development of features in e-learning tools. Web-CT, Blackboard and Sakai. Blended learning in this article refers to a study environment where face-to-face and technology-mediated interaction happen to members in learning and teaching, whereby students are enrolled in both on-campus and/or distance education mode. Many higher education institutions have now moved to e-learning with a web presence of their LMS (Teo & Gay, 2006). In the early days, LMS generally allowed asynchronous e-learning with communication being highly unidirectional (Papachristos et al., 2010). To facilitate collaboration in learning and teaching, many LMSs have tools that enable interaction DOI: 10.4018/ijqaete.2011070105 International Journal of Quality Assurance in Engineering and Technology Education, 1(2), 50-60, July-December 2011 51 Copyright © 2011, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. and communications. Current e-learning allows bidirectional communications, with features like shared learning and teaching materials, collection of online assignments for marking, group email services, assignment results management, learning lessons/modules and online quizzes. In the presence of web 2.0 technology, LMSs are more advanced, with synchronous e-learning features such as chat rooms, wikis, blogs and threaded discussion forums (Oravec, 2003; O’Neil, Singh, & O’Donoghue, 2004; Soon & Sarrafzadeh, 2010a, 2010b). The recent LMSs include evaluation or feedback systems, plagiarism detection software, class announcements, embedded external websites, personalised group work calendar, etc. as additional useful tools. Blended learning has been defined in different ways by various scholars. Bliuca et al. (2007) describe blended learning as learning activities that involve a systematic combination of face-to-face and technology-mediated interactions between students, teachers and learning resources. Driscoll (2002) and Kerres and De Witt (2003) highlight some different meanings of ‘blended learning’ as: (1) combining different Web-based technologies; (2) combining different pedagogical approaches; (3) combining any form of instructional technology with instructor-led training; and/or (4) combining instructional technology with actual job tasks to improve learning transfer. In this research article, blended learning refers to the face-to-face and technology-mediated (or online) learning interaction with peers, teachers and resources in a learning and teaching environment where students are enrolled in both on-campus education and/or distance education mode. The research content and context posed in a research question ‘How is e-learning used in information and communication technology (ICT) education in a university that offers blended learning?’ is a new phenomenon. To examine this unfamiliar or unknown content and context, a case study research method was employed. Data were collected from a sample of undergraduate students in seven different campus locations, and a cohort of distance education students, all of whom were involved in the same core subject in a Bachelor of ICT program that comprised three group work assessments (i.e. there were no individual assignments). The analysis results indicate that, while technology could effectively help students to collaborate in their group assessment tasks, some technological features in the learning management system are highly subject to constant enhancement. The need for constant enhancement was due to the nature of the subject requirements with group work involvement and the need for more frequent peer interactions. A model of group work collaboration is developed to explain the need for a new design and development of additional features in e-learning tools. This paper adopts the following structure. The next section is an overview of the research context about the kinds of ICT students involved in the researched e-learning context. In a broad sense, it explains the nature of ICT discipline and the way knowledge is learned and gained. In a narrow sense, it provides specific details about the types of student learning activities and how students usually learn in the ICT discipline. A ‘Literature Review’ section follows from which some derived research questions were obtained. Using the framework of these questions, the following section ‘Research Method’ addresses what to do to resolve the research problems and how to achieve it. It also discusses the data that were collected and analysed. A subsequent section ‘Discussions and Findings’ explains some insights and critical points discovered in this research. A model of group work collaboration is presented to explain the need for some new features of e-learning tools. The last section, ‘Conclusion’ provides a summary of the research project. THE BLENDED LEARNING CONTEXT Within the researched university context, the information and communication technology (ICT) subjects covered important technical knowledge and skills that students obtained after completing many different types of ICT subjects 9 more pages are available in the full version of this document, which may be purchased using the "Add to Cart" button on the product's webpage: www.igi-global.com/article/learning-ict-group-workblended/55877?camid=4v1 This title is available in InfoSci-Journals, InfoSci-Journal Disciplines Engineering, Natural, and Physical Science, InfoSci-Educational Leadership, Administration, and Technologies eJournal Collection, InfoSci-Physical Sciences, Biological Sciences, and Engineering eJournal Collection, InfoSci-Select, InfoSci-Journal Disciplines Library Science, Information Studies, and Education, InfoSci-Select. Recommend this product to your librarian: www.igi-global.com/e-resources/libraryrecommendation/?id=2
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