Jill Slay,Lecturer. Flexible Learning Centre, University of South Australia, The Levels, SA 5095, Australia. Phone: +61 8 83023297. Fax: +61 8 83023959. Jill.Slay@unisa.edu.au
World Wide Web, Information Technology, Graduate Quality, Learning Environment, Australia
In examining current research, it becomes apparent that many educators are now evaluating the use of the Internet in creating an effective learning environment. This is especially true with the current trend towards the delivery of courseware via the World Wide Web.
The University of South Australia (University of South Australia) has committed itself to the facilitation of an effective learning environment by identifying a set of generic graduate qualities. These qualities can be seen as characteristics or abilities, and reflect the extent to which our teaching enables our students to acquire process ability as well as the mastery of content.
This paper, evaluates the use of the Internet in providing an effective learning environment against criteria contained within our graduate qualities, rather than the narrower ones that have been deduced from the work of Laurillard or Skinner.
It encourages the development of student-centred teaching practice and the creative use of modern information technologies to construct a learning environment that is rich and varied, and supportive of a wide range of learning styles.
Recent work within the University of South Australia has identified a set of qualities, which we seek to develop in our students during their undergraduate studies. We recognise that, in order to achieve these graduate qualities, it is important to create and maintain a high-quality learning environment where effective learning is encouraged. This paper examines the role of the Internet in creating such an environment.
The University of South Australia has committed itself to the facilitation of effective learning by identifying a set of generic qualities that it seeks to develop in its graduates. The qualities, requiring contextualisation and interpretation according to the different academic fields of application, are summarised in Table 1 below.
| 1. Graduates will be able to operate effectively with and upon a body of knowledge of sufficient depth to begin professional practice. |
| 2. Graduates will be prepared for life-long learning in pursuit of ongoing personal development and excellence in their professional practice. |
| 3. Graduates will be effective problem solvers, capable of applying logical, critical, and creative thinking to a range of problems. |
| 4. Graduates will be able to work both autonomously and collaboratively as professionals. |
| 5. Graduates will be committed to ethical action and social responsibility as professionals. |
| 6. Graduates will be able to communicate effectively in professional practice and community activity. |
| 7. Graduates will demonstrate an international perspective as professionals and citizens. |
In examining the current research, it becomes apparent that many
researchers are now spending time evaluating the use of modern
information technology in teaching and learning. The current situation
faced by those facilitating the use of IT in education is best
expressed in the recommendations from the TILT project, a University
of Glasgow project looking at Teaching and Learning Technology
[HREF1]:
"The adoption of new technology follows a pattern. Early
research identifies something which may be of future benefit.
Even before it is certain that the technology must eventually
be adopted, some organisations .. begin to use it. All must decide
the timing and pace of their investment. Too soon and big - the
costs cripplingly outweigh the short term benefit, and can cause
collapse. Too late and slow - the competitors gain all the business
and again there is collapse"
In reviewing the research literature it is easy to identify the work of the early adopters of technology. Examples of the delivery of Higher Education courses or units via the World Wide Web abound. Some of those reporting on their work include Boalch (1996) who gives a case study on the use of the WWW as a support medium for the delivery of a first year unit in information systems, providing technical details such an evaluation of site usage and results of user feedback. Others include the Ecklunds (Ecklund, J. & Ecklund, P., 1996) who give case studies of the re-structuring of traditional forms of IT course for Web delivery.
Many of the early adopters report fully on their experiments with the use of technology in teaching, and it is possible to gain considerable understanding of the technical details of software, hardware and, to some extent, feedback on students' response to Web delivery. Examples of these types of studies include that of Nguyen, Tan & Kezunovic (1996) who look at the choice of hardware and software for a Web server and then briefly at issues such as academic staff attitudes and management of learning.
When it comes to pedagogy, the majority of researchers have followed the work of Diana Laurillard of the Open University in the UK, and particularly her analysis of how learners "come to know". Her philosophy comprises of a combination of situated learning plus reflection (Laurillard, 1993, p29). Its distinctives are:Some of the early adopters have, acting on Laurillard's model, moved swiftly into the development of course material and looked at the microscopic details of structure and integration. Others have tended to use traditional methodologies for the design of computer based training (CBT) and are influenced by behaviourist principles. In dealing with criticisms of traditional CBT regarding the learner's passivity, they examine details of interactivity and control. Researchers taking this type of approach include Wild and Omari (1996) in their study of issues and ideas in designing educational content for the Web and Sims [HREF2] who gives a detailed examination of interactivity, identifying a range of interactive concepts which can be used to represent the different modes of student-computer interaction.
Later adopters of modern information technologies in higher education, and also early adopters who now have the opportunity to reflect on the issues involved, have begun to re-examine the relationship between CBT design and pedagogy. Commentators include Reeves [HREF3] , Wilson & Ryder [HREF4] and Sealy & Phelan [HREF5]. The thrust of their argument is encapsulated by Martin Ryder [HREF4] :
"In the wake of the constructivist movement in psychology and education, the field of instructional design is re-examining its relationship to learning and instruction. The problem is exacerbated by a growing negative connation of instruction. ID theorists are examining alternate metaphors such as "learning environments" to understand and describe learning where the learner assumes more direction over goals, contents and methods ".
A basic question that academics with little experience of designing course materials for Web delivery, or even traditional CBT delivery, are asking is "How can we use the Internet to help provide an effective learning environment? We face the pressures of reduced human and financial resources and the demand for quality teaching. Can we justify the time taken to learn a new medium? What are the benefits for ourselves and our students?"
One method of answering this question is to design and evaluate computer-based learning against criteria contained within our graduate qualities, rather than the narrower ones that have been deduced from the work of Laurillard or Skinner.
It has been noted (George, 1996) that "forms of delivery are not neutral - they invoke and evoke particular kinds of learning behaviour". The following table, extends George's analysis of graduate qualities associated with particular teaching and learning arrangements.
| Technology | Application to Teaching and Learning | Associated Graduate Quality |
| World Wide Web |
|
|
| Computer- mediated multimedia conferencing |
|
|
|
| |
|
|
|
| Newsgroups |
|
|
| MUDs and MOOs |
|
|
In identifying a set of generic qualities, the University of South Australia has also developed a series of indicators exemplifying how graduates may demonstrate the achievement of a particular quality.
| demonstrate an understanding in broad outline of a whole discipline or professional area (concepts, theories, proponents) including a knowledge of the boundaries; |
| apply knowledge (demonstrate application of theory to practice in real situations, appreciate limitations of theory, use materials, devices, safety codes and practices, specific equipment and techniques appropriately); |
| identify the methodological and substantive limitations of the field and apply the discipline or professional area's mode of inquiry; |
| recognise the social and historical context of knowledge; |
| demonstrate appropriate understanding of current research areas in the discipline or professional area of inquiry; |
When the WWW is used in a supplementary, complementary or whole-course manner, many of the indicators listed above may be realised.
Within any particular discipline area, much of the subject matter pertinent to the discipline is already accessible on the WWW. This may range from simulations in applied physics to diagnostic case studies in medicine. This allows the learner to access up-to-date data and interact using current methodologies within the context of the discipline.
While an academic may wish simply to transfer existing lecture and tutorial notes and other text based resources to WWW pages, it is also possible to access resources prepared by other institutions for training purposes, or to link to resources developed within a given discipline or profession for work or professional development purposes. The individual academic could then own a few WWW pages linked to resources - both generic such as databases, and specific such as discipline specific simulations.
In a recent paper Cris Brack (Brack, C., 1996) looked at the issue of accessing information on the WWW for the purpose of "enhancing the learning experience". Brack cites the example of a unit in Forest Mensuration, a compulsory unit for B.Sc Forestry students at ANU. Previously the resources for the course included a 360 page text written by staff and annually updated. The text document was replaced by 1000 small documents containing one or two concepts, which were marked up in HTML and then linked. After monitoring students' progress through the electronic version of the text, Brack concluded that students were happy with the format of presentation and that feedback indicated that students had a "perception of greater control and focus..(as compared to traditional printed material)".
Simulations also give the opportunity for the student to apply knowledge gained in the discipline area. Individual academics could develop or link to their own discipline specific "flight simulator".
Teachers, acting as the subject expert, can use e-mail for academic discussion with their students, to aid in the interpretation of information. This can involve a simple exchange of e-mail letters to answer a question or might become more sophisticated. This may involve the teacher posting the answers to frequently asked questions to the whole class or solutions to problems and examples of good practice. It could also involve the recruitment of academics outside the university, experts in the field. They too might offer answers or opinions to common questions, or make themselves available for e-mail dialogue for interested students. An international perspective can also be added if an overseas expert could be recruited. This might involve a reciprocal arrangement.
If students are encouraged to subscribe to relevant newsgroups, this is also a method whereby up-to-date information within a field might be accessed. Newsgroups may be established internally within a university or accessed externally.
| locate, evaluate, manage, and use information in a range of contexts ie. be information literate; |
| understand the limitations of, and have the capacity to evaluate, their current knowledge; |
| understand and accept personal weaknesses, strengths, and preferred learning styles, |
| have knowledge of a range of learning strategies, and take responsibility for their learning and development; |
| maintain a positive concept of self as capable and autonomous; |
| sustain intellectual interest and critical thinking as a mature professional |
The first indicator of this graduate quality pertains to information literacy. The other indicators within this quality attempt to describe characteristics which will be developed as information literacy is achieved.
The WWW is a very effective medium in which to develop information literacy. Many search engines are available to explore the Internet for desired information. The WWW is not indexed in the same method as eg. a library index and it is necessary to develop specific skills to search for the required keyword, phrase or string. When potentially useful references are obtained many skills are necessary to sift through the irrelevant so as to find useful data. Speed reading and discrimination are produced in this process. The process itself is never a boring one for the learner because of the multiplicity of resources which are discovered as the search is undertaken.
Discipline specific activities may be produced to develop information literacy in learners. Problem based learning and project work will involve the learner in WWW information searches.
| gather, evaluate and deploy relevant information to assist problem solving, ie. analysis and synthesis; |
| define researchable questions in the discipline or professional area; |
| apply strategies to conceptualise problems and formulate a range of solutions |
The WWW can be used in several ways to develop problem solving skills in the learner.
At the most simple level, when the WWW is used in an supplementary manner, problems may be formulated and displayed on a Home page. However it is possible to create exercises where the student needs to search the WWW, or other online resources, to find the solution to exercises or problems posed. The "solutions" can be embedded in the resources which the new graduate might find in the workplace or professional environment and therefore links to the "real" post-graduate world may be made and maintained.
This also aids the development in the learner of an understanding of various parts of the discipline and thence to issues of researchable questions, cross-disciplinary boundaries and problem solving strategies. It will also be seen that information literacy and problem solving skills are cross-linked. As information literacy is gained then more data and tools are available to be used in problem solving.
| work in a self directed way; |
| use logical and rational argument to persuade others, to negotiate with others; |
| work collaboratively with different groups, identify the needs of others and build positive relationships; |
| work in a team (cooperate with all team members, share ideas, forgo personal recognition, negotiate solutions when opinions differ, resolve conflict, recognise strengths of other team members, share responsibility, convey a shared vision for the team, display a commitment to make the team function effectively). |
The WWW provides the teacher with an enormous base from which to resource problem based and active learning. While not the only resource for such style of learning, it may be utilised in a supplementary or complementary manner for this effect. Methods such as individual and group project and problem based learning stimulate deep learning in students. Autonomous and collaborative professional work will be produced by deeply motivated reflective learners who have had opportunities both to take control over their learning and also to work with others and work through the tensions and conflicts which produce effective team work.
E-mail has begun to be used fairly widely in higher education for group communication to enable collaborative work. Examples of its use abound. A recent one is the use of e-mail seminars in a course in music history at the University of Glasgow. (Duffy, C., Arnold, S., & Henderson, 1995). E-mail seminars were introduced to improve the quality of discussion and critical awareness in seminars. Previously face to face tutorials had produced little dialogue between the tutor and class. In this experiment, students were divided into small groups and each member had to present a seminar paper to the rest of the group using e-mail. During a three week period the rest of the group had to respond to each paper presented, again using e-mail. There was wide support from the students, and staff perceived that the level of debate and quality of contribution had increased over the traditional tutorial. This e-mail debate was moderated by a staff member who contributed to the discussions and also was available to respond to students' difficulties.
Sufficient training in the use of e-mail must be provided for students. This does not only involve the use of the application but also some guidelines on the style of presentation. This is important, not only for developing personal communication skills but also so that the new graduate may have a high degree of literacy in this technology in the workplace.
| demonstrate a commitment to personal ethical actions within professional contexts; |
| define social aspects of a particular technology (political, economic, legislative, sociological, environmental etc); |
| appreciate the impact of social change, the political decision-making process and economic imperatives of business and industry; |
| recognise social justice issues relevant to the discipline and professional area; |
| appreciate the importance of sustainable development; |
| demonstrate responsibility to the community ( be aware of safety, efficiency, innovation, cost-effectiveness.) |
Ethical and social issues need to be embedded and examined in a range of discipline and content areas so that some of these indicators may be identified in our graduates. The WWW may be used in this area to provide resources to demonstrate current practice and issues of social and ethical concern to the community and to professional bodies.
The use of the WWW itself produces academic debate over such ethical issues as copyright and intellectual property, plagiarism and censorship. As the process of social change is documented and placed on the WWW for public perusal, it draws the student's attention to the pace of this change in society, and provides an opportunity to reflect on the need to be a life long learner and even the need for the new graduate to become an agent of change in the workplace, or in society in general.
As the student is encouraged to reflect on issues such as the development of the WWW itself, questions such as the responsible use of information technology and the corresponding economic and societal effects will also have to be answered.
| demonstrate oral, written, mathematical, and visual literacies as appropriate to the discipline or professional area; |
| display sensitivity to their audience in organising and presenting ideas; |
| communicate appropriately with professional colleagues and the public. |
When students are encouraged to use the WWW as a resource for their learning, they are exposed to a wide range of media including text, graphics, scientific simulations, etc. They learn skills in speed reading, skimming information to extract meaning and relevance. Students in many discipline areas can be encouraged to develop their own home pages and other resources, such as lists and links, as part of the development of the new "literacy" of the WWW since this may effectively be seen as another area of communication in professional practice and community activity. On-line and text based training material exists and can be used to train students in the development of home pages. Techniques of organisation and presentation of ideas can be embedded in this material.
Many professional organisations and institutions now maintain their own home pages for the purpose of information and advertising. It can therefore be appreciated that new graduates might reasonably be expected to be familiar with the creation of information designed specifically for WWW presentation within their own professional area.
| appreciate the importance to professional practice of social issues arising from multicultural Australia; |
| identify international standards and practices within the discipline or professional area; |
| value differences which arise from language, culture or place; |
The use of WWW in education allows a wide-range of international resources to be accessed. In this way international trends within a particular field of study may be identified and examined. Organisations as varied as national newspapers, national governments and universities all maintain varying qualities of home pages on the WWW and therefore international social issues can be monitored. Students can be directed to previously identified "cases" or encouraged to select trends which they wish to monitor or issues on which they wish to collect international opinion.
An international perspective may be added by recruiting overseas academics as subject experts and permitting students to communicate with them. By e-mail further international understanding can be gained by subscribing to foreign language newsgroups, or newsgroups considering issues of international interest. It is also possible to find international e-mail "penfriends" or to create links with academics and their students in the same discipline area in another country.
An example of the use of the WWW in facilitating the development of an international perspective in students is quoted by Shirley Alexander (Alexander, S., 1996). This case also exemplifies the use of the WWW to encourage team work, effective communication and to consider the ethics of social and political action. Alexander describes how students enrolled in undergraduate subjects in Middle East politics at Macquarie University can choose to take part in role-play simulations conducted via the Internet. Groups of political science students from universities in various countries including USA, Middle East, Europe, Australia and New Zealand take the part of various political, religious or social leaders. Students use the WWW to research their own "character" and prepare a profile of background, political and social history and agenda and then play out their role on a three hour live teleconference via international telephone link. During this time students make speeches and conduct negotiations, simulating current or very recent political scenarios. The students are thus enabled to develop an understanding of negotiating, decision making and many different types of group and individual skills.
As academics consider the development of subjects and courses,
and in the current economic climate, it will be seen that the
WWW can be used as more than a technological toy in developing
a high-quality learning environment. Early adopters of new technologies
will always exist, and many will rightly continue to research
means of using cutting-edge technologies in their teaching. For
the majority, the WWW needs to be considered as an continuously
evolving resource with which to supplement their teaching. Rather
then detracting from academic freedom it provides a flexible base
to resource the teaching of large classes, rural, remote and international
students and to provide flexibility and competition in the education
"market".
Alexander, S. (1996). Teaching and Learning on the World Wide Web". Paper presented at AusWeb96, Gold Coast, Australia, July 1996.
Boalch, G. (1996). "WWW as an Educational Support Medium: An Australian Case Study." Paper presented at AusWeb96, Gold Coast, Australia, July 1996.
Brack, C. (1996). "Linking the data to develop knowledge: A neglected part of developing WEB-based university resources". Paper presented at AusWeb96, Gold Coast, Australia, July 1996.
Duffy, C., Arnold S., & Henderson, F. (1995). " Musicus". Vol 4.
Ecklund, J. & Ecklund, P. (1996). "Integrating the Web and the teaching of technology: Cases across two universities". Paper presented at AusWeb96, Gold Coast, Australia, July 1996.
George. R., (1996). "Module 3: Teaching for learning. Induction for Academic Staff, Teaching and Learning Strand". Flexible Learning Centre, University of South Australia, Adelaide, Australia.
Hawkins, N. (1996). "The Use of the World Wide Web in the Support of Tutorials in Pathology at Remote Sites". Paper presented at The Virtual University Conference, Melbourne, Australia, November 1996.
Jones, D. (1996). "Solving some problems of University Education: A Case Study." Paper presented at AusWeb96, Gold Coast, Australia, July 1996.
Laurillard, D. (1993). "Rethinking University Teaching: A Framework for the Effective Use of Educational Technology". London:Routledge.
Nguyen, A., Tan, W. & Kezunovic L. (1996). "Interactive Multimedia on the World Wide Web: Implementation and Implications for the Tertiary Education Sector." Paper presented at AusWeb96, Gold Coast, Australia, July 1996.
Redman, J., (1996). "Collegiality and Community in a Virtual University." Paper presented at The Virtual University Conference, Melbourne, Australia, November 1996.
University of South Australia. (1996). "Guide to implementing the qualities of a University of South Australia graduate in course and subject development". Unpublished internal paper. Roneo.
Wild, M. & Omari, A. (1996). Developing educational content for the Web: Issues and ideas. Paper presented at AusWeb96, Gold Coast, Australia, July 1996.
Jill Slay©, 1997. The author assigns to Southern Cross University and other educational and non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive licence to Southern Cross University to publish this document in full on the World Wide Web and on CD-ROM and in printed form with the conference papers, and for the document to be published on mirrors on the World Wide Web. Any other usage is prohibited without the express permission of the author.