Presence and the Role of Activity Theory in Understanding: How Students Learn in Virtual Learning... more Presence and the Role of Activity Theory in Understanding: How Students Learn in Virtual Learning Environments Anne Jelfs and Denise Whitelock University College Northampton, Boughton Green Road, Northampton, NN2 7AL, UK IET, Open University, Walton Hall, Milton Keynes, MK7 ...
... We are also grateful to Nick Haycox of the OU Survey Office for identifying potential student... more ... We are also grateful to Nick Haycox of the OU Survey Office for identifying potential students for the study, Dave Perry of the OU Data Capture Suite for recording the evaluation sessions, and Natalie Eggleston for arranging the sessions. ...
... students found the toolkits effective in developing appropriate study skills and engaging the... more ... students found the toolkits effective in developing appropriate study skills and engaging them in ... Her recent work includes joint editorship of the special issue on blended learning for the ... Roberta Nathan is Assistant Secretary (Quality) office of the director student services, the ...
The experiences of students taking the same course by distance learning were compared when tuto-r... more The experiences of students taking the same course by distance learning were compared when tuto-rial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated ...
Communication and Information Technology (C&IT) has become a key part of the teaching and... more Communication and Information Technology (C&IT) has become a key part of the teaching and learning strategy in UK Higher Education, although the level of usage is still variable across courses and institutions. As members of the Assisting Small‐group Teaching through Electronic Resources (ASTER) project team we were interested in the value of C&IT as a teaching tool. One of the aspects we looked at was student perception of using C&IT for a Virtual Seminar series in Psychology. Our research aimed to identify student learning approaches within the group and how this affected their adoption or rejection of the electronic medium. This research study involved Second Year Psychology degree level students completing a core module on biological and cognitive psychology. The module included ten seminar sessions, of which five were face‐to‐face and five used computer‐mediated communication through an Intranet Web board. The students completed the short ‘Approaches and Study Skills Inventory for Students’ (ASSIST) developed by Tait and Entwistle (1996). Our findings indicate only weak correlations between deep, strategic and surface approaches to learning and perception of C&IT at an overall level. However, individual measures of the deep, strategic and surface approaches to learning indicate potentially interesting relationships, and we offer suggestions on how these may assist in the design of computer‐mediated learning.
ABSTRACT In June 2010, a survey was carried out to explore access to digital technology, attitude... more ABSTRACT In June 2010, a survey was carried out to explore access to digital technology, attitudes to digital technology and approaches to studying across the adult life span in students taking courses with the UK Open University. In total, 7000 people were surveyed, of whom more than 4000 responded. Nearly all these students had access to a computer and the Internet, but younger students were more likely than older students to have access to other technologies, to spend longer time using those technologies and to have more positive attitudes to digital technology. However, there was no evidence for any discontinuity around the age of 30, as would be predicted by the “Net Generation” and “Digital Natives” hypotheses. Older students were more likely than younger students to adopt deep and strategic approaches to studying and less likely to adopt a surface approach to studying. In addition, regardless of their ages, students who had more positive attitudes to technology were more likely to adopt deep and strategic approaches to studying and were less likely to adopt a surface approach to studying. What is already known about this topic What this paper adds Implications for practice and/or policy
Presence and the Role of Activity Theory in Understanding: How Students Learn in Virtual Learning... more Presence and the Role of Activity Theory in Understanding: How Students Learn in Virtual Learning Environments Anne Jelfs and Denise Whitelock University College Northampton, Boughton Green Road, Northampton, NN2 7AL, UK IET, Open University, Walton Hall, Milton Keynes, MK7 ...
... We are also grateful to Nick Haycox of the OU Survey Office for identifying potential student... more ... We are also grateful to Nick Haycox of the OU Survey Office for identifying potential students for the study, Dave Perry of the OU Data Capture Suite for recording the evaluation sessions, and Natalie Eggleston for arranging the sessions. ...
... students found the toolkits effective in developing appropriate study skills and engaging the... more ... students found the toolkits effective in developing appropriate study skills and engaging them in ... Her recent work includes joint editorship of the special issue on blended learning for the ... Roberta Nathan is Assistant Secretary (Quality) office of the director student services, the ...
The experiences of students taking the same course by distance learning were compared when tuto-r... more The experiences of students taking the same course by distance learning were compared when tuto-rial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated ...
Communication and Information Technology (C&IT) has become a key part of the teaching and... more Communication and Information Technology (C&IT) has become a key part of the teaching and learning strategy in UK Higher Education, although the level of usage is still variable across courses and institutions. As members of the Assisting Small‐group Teaching through Electronic Resources (ASTER) project team we were interested in the value of C&IT as a teaching tool. One of the aspects we looked at was student perception of using C&IT for a Virtual Seminar series in Psychology. Our research aimed to identify student learning approaches within the group and how this affected their adoption or rejection of the electronic medium. This research study involved Second Year Psychology degree level students completing a core module on biological and cognitive psychology. The module included ten seminar sessions, of which five were face‐to‐face and five used computer‐mediated communication through an Intranet Web board. The students completed the short ‘Approaches and Study Skills Inventory for Students’ (ASSIST) developed by Tait and Entwistle (1996). Our findings indicate only weak correlations between deep, strategic and surface approaches to learning and perception of C&IT at an overall level. However, individual measures of the deep, strategic and surface approaches to learning indicate potentially interesting relationships, and we offer suggestions on how these may assist in the design of computer‐mediated learning.
ABSTRACT In June 2010, a survey was carried out to explore access to digital technology, attitude... more ABSTRACT In June 2010, a survey was carried out to explore access to digital technology, attitudes to digital technology and approaches to studying across the adult life span in students taking courses with the UK Open University. In total, 7000 people were surveyed, of whom more than 4000 responded. Nearly all these students had access to a computer and the Internet, but younger students were more likely than older students to have access to other technologies, to spend longer time using those technologies and to have more positive attitudes to digital technology. However, there was no evidence for any discontinuity around the age of 30, as would be predicted by the “Net Generation” and “Digital Natives” hypotheses. Older students were more likely than younger students to adopt deep and strategic approaches to studying and less likely to adopt a surface approach to studying. In addition, regardless of their ages, students who had more positive attitudes to technology were more likely to adopt deep and strategic approaches to studying and were less likely to adopt a surface approach to studying. What is already known about this topic What this paper adds Implications for practice and/or policy
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