Researching the impact of the networked information environment on learning and teaching

Zenios, Maria; Goodyear, Peter; Jones, Chris

doi:10.1016/j.compedu.2003.12.014

Cited by 9 publications

(5 citation statements)

References 9 publications

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“…(Connell & Kubisch, 1998;Zenios, Goodyear, & Jones, 2004). This line of evaluation research demonstrates that one powerful way to improve the chances that a set of activities or program of action will succeed is to help the organizers explore their theories of change and specify the reasoning behind their theories of change (Connell & Kubisch, 1998;Sullivan & Stewart, 2006;Weiss, 1995).…”

Section: Implicit Theories About How Change Occursmentioning

confidence: 97%

Implicit Theories of Change as a Barrier to Change on College Campuses: An Examination of STEM Reform

Kezar¹,

Gehrke²,

Elrod³

2015

rhe

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This study examines the role of implicit theories of change in inhibiting STEM reform and identifies a range of approaches to help change agents alter their implicit beliefs in order to develop more explicit theories of change. Through observations and interviews, we focus on the experience of reform teams on 11 campuses that were involved in a statewide STEM reform project. The findings provide empirical evidence that change agents’ views can serve as a barrier to implementation and success of changes, and we offer strategies for changing implicit views to garner greater success in change.

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Section: Implicit Theories About How Change Occursmentioning

confidence: 97%

Implicit Theories of Change as a Barrier to Change on College Campuses: An Examination of STEM Reform

Kezar¹,

Gehrke²,

Elrod³

2015

rhe

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“…This agrees with Fullan (2013), in that facilitators should be made aware of the benefits of pedagogies and technology of networked learning and how these can improve their professional practice. It also strengthens the view of Zenios, Goodyear and Jones (2004) who believe that institutions need to adapt their approach to such professional development to include strategies that support the identification and development of core competencies and skills focused on the technological fundamentals of networked e-learning and the dialogic pedagogies it requires.…”

Section: Discussionmentioning

confidence: 57%

“…The results are highly significant because as indicated, if expertise of facilitators and learners is a shifting quality, and boundaries placed around them are also shifting, and communication for both is as important as creation of content, then the approach to professional development must be correspondingly re-conceptualised (Zenios, Goodyear & Jones, 2004). The results further scaffold those found by Beaty and Howard (2010) and show that the Networked e-Learning has a profound influence on the changing facilitator-learner relationship within VLEs.…”

Section: " [W1]mentioning

confidence: 99%

Networked e-Learning: The changing facilitator – learner relationship, a facilitators’ perspective; A Phenomenological Investigation

Toole

2017

seminar

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This phenomenological case study investigates the lived experiences of a group of virtual learning environment (VLE) postgraduate academic facilitators at Irish Universities where they have indicated that the nature of their relationship with learners is shifting. It aims for a deeper understanding of the phenomena of the changing facilitator – learner relationship in a Networked e-Learning environment (an asynchronous VLE with discussion forums, virtual labs and collaborative assignments). The author’s role as a highly experienced facilitator provides particular and specific insight into the guiding facilitator’s experiences during a time of institutional transition to Networked e-Learning. A theoretical framework based on Beaty and Howard (2010) is used to explore the networked relationship, i.e. their core set of boundary characteristics, central to the way networked learning is conceptualised and experienced which are the characteristic of expertise, the boundaries of the facilitator-learner relationship, communication and content and the professional development of Networked e-learning facilitators. Conclusions are presented as four themes describing how participants perceived the impact of Networked e-Learning on the changing facilitator – learner relationship. These themes highlight the differences between the current interpretative phenomenological analysis and the initial framework of Beaty and Howard (2010): (1) Expertise of facilitators and learners is a shifting quality depending on activity, participant roles and technological context; (2) Boundaries traditionally placed around facilitators and learners are shifting; (3) Communication like content is considered highly important for both facilitators and learners; (4) Professional development for facilitators must be re-conceptualised. Recommendations include the requirement to initiate revised forms of professional development for Networked e-Learning facilitators. Limitations included the relatively low number of participants.

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“…In fact, several Nigerian authors have produced scholarly works that assessed the extent to which Nigerian universities have tried to infuse ICT based teaching and learning techniques (Olatokun and Opesade 2008, Erinosho, 2007, Obanya 2006and Ojokoh and Asaolu 2005. This is also the case in other countries of the world as shown by the growth of the literature on issues concerning how universities use ICT to perform their statutory duties of teaching, learning, research and community development (Berglund, et al 2006, Zenios, et al 2004, and Conceicao, et al 1998. Obanya (2009) also reveals that the models for the delivery of higher education in the information society is distinct and has its own special characteristics.…”

Section: Introductionmentioning

confidence: 98%

Use of Mobile Phones for Project Based Learning by Undergraduate Students of Nigerian Private Universities

Utulu¹,

Alonge²,

Emmanuel³

2010

InSITE Conference

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A university's objective is to educate its students using information and communication technologies (ICTs) and teaching techniques that would enable its graduates become flexible and life-long learners that can easily adapt to the changes eminent in the information society. Achieving this aim requires among other factors, the adoption of appropriate teaching model such as the project based learning (PBL) which supports the inculcation of collaborative and lifelong learning skills, technology use skills, knowledge sharing skills and social networking skills into students. Consequently, this study was carried out to evaluate the use of mobile phones by students involved in PBL in three randomly selected private universities in Nigeria. The questionnaire was used as the instrument for data collection from 750 undergraduates students distributed across the three selected private universities in southwestern Nigerian states. This is to say that 250 students were sampled from each of the participating private universities whose population was estimated to be about 2000 students each. Also, the use of stratified sampling technique ensured that only those students that were in their second, third, fourth and fifth year in the sampled universities, who were presumed to have acquired required learning experiences, participated in the study. The result showed that a significant percentage of the students studied had mobile phones and that they used their mobile phones for communication, interactions, getting information, browsing the Internet, and sharing knowledge anytime they were involved in PBL. It was also revealed that mobiles phones can be used to strengthen PBL in higher institutions and can be used to implement information services provided for students in their university. Although private universities in southwestern Nigeria amounts to about 43.9% of private universities in Nigeria, a percentage that makes them a sizable representation of private universities in Nigeria, the fact that the study sampled population was drawn from only three southwestern Nigerian based private universities made generalizing the results of this study as the situation in Nigeria in appropriate. The study however, provides first hand information on the prospects, gains and challenges mobile phones offer as appropriate education technology for implementing PBL in Nigerian universities.

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Researching the impact of the networked information environment on learning and teaching

Cited by 9 publications

References 9 publications

Implicit Theories of Change as a Barrier to Change on College Campuses: An Examination of STEM Reform

Implicit Theories of Change as a Barrier to Change on College Campuses: An Examination of STEM Reform

Networked e-Learning: The changing facilitator – learner relationship, a facilitators’ perspective; A Phenomenological Investigation

Use of Mobile Phones for Project Based Learning by Undergraduate Students of Nigerian Private Universities

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