Internet Based Learning Environments

This section utilizes findings from the three studies: Collaborative Learning Environments conducted by Lockyer (2000); Assessing Students’ Perceptions of Synchronous Internet- based Learning Environments by Teh (2001) and Building a Profile of the Web Based

Learner by Young (2006). They were presented at a series of Australian Association Research in Education (AARE) conferences. Themes which emerged from these studies discussed in the Review of Literature, Chapter 2 were used to interpret examples of online oncampus instructional material produced by the interviewees.

3.6.5.1 Lockyer Study (2001)

Lockyer (2000) examined a plan to move a health education course from face-to-face delivery to online delivery using the Internet. Table 3.21 lists the main elements that Lockyer argues should be include in the plan. These elements were used to interpret the findings.

Table 3.21 Plan for Moving from Face-to-Face to Online Learning Moving from Face-to-Face to Online Learning

Lockyer (2000)

Observed Features

identification of material to be covered Course outline and assessment expectations online a shared understanding of what was to be

achieved

Exemplar assignments and past exams available online

develop processes for matching collaborative learning activities to appropriate technologies

Students are given options for face-to-face and online collaboration. Continuous evaluation of strategies used

students have adequate access to lectures Students are given options for face-to-face and online instruction

skills in studentship and facilitating group decision making are taught

Induction processes for using intranets, email, chats and forums

Lockyer’s (2000) study provided useful terminology and ideas for discussing pedagogy associated with Internet based learning.

3.6.5.2 Teh’s Study (2001)

Teh’s (2001) study Assessing Students’ Perceptions of Synchronous Internet-based Learning Environments examined a survey used to evaluate the relationship between a university computer-lab environment and student outcomes. Three elements of the Teh study are

presented in Table 3.22 below. These elements provided useful terminology when interpreting the findings.

Table 3.22 Computer-lab Environment and Successful Student Outcomes Elements of Successful Student

Outcomes Teh’s (2001)

Observed Features

Investigation Personal Development Extent to which skills and processes of inquiry are used in problem solving and investigation.

Innovation System Maintenance

[change dimensions]

Extent to which new and varying activities and techniques encourage students to think creatively.

Resource availability System

Maintenance

Extent to which the computer hardware and software are adequate.

3.6.5.3 Young’s Study (2006)

Young’s (2006) study aims to build a profile of the young web-based learner. To reiterate, Young contends that the web affects informal learning and this in turn will change formal learning. In an argument developed more fully in the Review of Literature, Chapter 2, Young (2006) identified the web as a cognitive tool which will influence the individual learner . . . and “[in turn be] influenced by the individual’s actions . . . ” (p. 4). She derives a theoretical framework from three components of Cognitive Learning Theory: situated cognition; distributed cognition and activity theory. Table 3.23 presents the elements of Young’s theoretical framework. These elements were used to interpret findings.

Table 3.23 Profile of the Web-based Learner Components of Cognitive

Theory Young (2006)

Observed Features

Situated Cognition knowledge gained is “bound by the tools, rituals and physical spaces” making up the learners’ environments

Distributive Cognition evolves from the interaction between “tools, rules, values, artifacts” and the individuals inhabiting the learning environment.

Activity theory is socially organised practical activity and tool mediated activity that unites the mind with real world activities and events.

Young (2006) identifies activities, curriculum and “interpersonal relationships as elements of the learning environment” (p. 9). She uncovers three primary themes and develops five secondary categories. The processes by which they emerged are discussed in the Review of Literature, Chapter 2. The primary themes and secondary categories that were considered of useful for this study are presented here in Tables 3.24, 3.25, 3.26 and 3.27.

Table 3.24 Profile of the Young Web-Base User Participant Citizen Young (2006) Tool-Mediated Citizen Young (2006) Adaptive Citizen Young (2006) Global Citizen Commercial Citizen Communicative Citizen Abiding Citizen Technician Security Guard Integrator Design Analyst Efficient Worker Researcher Director

The three tables below provided this researcher with the opportunity to examine a

systematically developed framework and associated vocabulary to clarify coding decisions made during the search for themes, categories and sub-categories associated with a web-based learner. Table 3.25 below displays selected descriptors Young (2006) developed for the category Participant citizen.

Table 3.25 Selected Descriptors of a Participant Citizen Participant Citizen Young (2006)

Global Citizen

Understanding of their community in Australia and Australia as part of the world Awareness that language variations occur across cultures

Communicative Citizen Use of email

Use of chat rooms and messenger services Understanding iconic representations Abiding Citizen

Engaging in socially accepted practices

Table 3.26 below displays selected descriptors Young developed for the category Tool- Mediated citizen.

Table 3.26 Selected Descriptors of a Tool-Mediated Citizen Tool-Mediated Citizen Young (2006)

Technician

Efficient practices Security Guard

Using logins and passwords Awareness of safety issues Integrator

of various human senses

of different online and offline activities of available hardware and software Design Analyst

Analysis of various web site layouts

Interpreting displays and graphical representations Understanding of use and limitation of the web

Understanding of skills and knowledge required or facilitated through web usage

Table 3.27 below displays selected descriptors Young developed for the category Adaptive citizen.

Table 3.27 Selected Descriptors of an Adaptive Citizen Adaptive Citizen Young (2006)

Researcher

Search for information Navigate through sites

Comparison of tools for purpose Director

Flexibility Persistence Focus

Personal preferences

Self regulation/ Self monitoring

Importantly, for this study of VCE information technology teachers, the categories which emerge from Young’s study offer descriptors of young web-based users that inform the decisions made during in the analysis processes.