Undergraduate students’ experiences of networked learning in UK higher education: A survey-based study

Goodyear, Peter; Jones, Christopher; Asensio, Mireia; Hodgson, Vivien; Steeples, Christine

doi:10.1007/1-4020-7909-5_5

Cited by 17 publications

(12 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students' endogenous factors, such as gender, age, general ICT experience, and prior experience in online learning were not related significantly with their beliefs about the usefulness and their usage of labels. This finding differs from previous generic studies on students' networked learning experiences which often found older, more experienced, and male students were more positive regarding online learning experiences (Gay et al, 2006;Goodyear et al, 2004;Muse, 2003;Schrum & Hong, 2002). This discrepancy suggests that further investigation is needed.…”

Section: Discussioncontrasting

confidence: 99%

“…Additional studies found that students' initial thoughts regarding the appropriateness of networked approaches to learning and their expectations of the usefulness of experiences in gaining new knowledge and skills were identified as important in a large scale study of undergraduates (Goodyear et al, 2004). Significant differences between typical female interactions, compared with male student participation patterns, also have been observed in scaffolded online discussion forums (Jeong, 2006).…”

Section: Factors Affecting the Use Of Scaffolds In Online Discussion mentioning

confidence: 99%

“…In a specific context, these exogenous factors characterize the students' ongoing learning approaches, attitudes, and experiences. Amongst previous studies in higher education (Chyung, 2007;Gay et al, 2006;Linn, 2005;Goodyear et al, 2004;Myers, Bennett & Lysaght, 2004;Muse, 2003;Schrum & Hong, 2002;Kimbrough, 1999;Hsi & Hoadley, 1997;McConnell, 1997;Hardy, Hodgson & McConnell, 1994) where similar sub-sets of factors have been shown to be significant, there are variations in which a combination of factors was examined. For example, Muse (2003) found that students tended to be more successful if they were older, a longer time away from college courses, learned in a more satisfactory study environment, and felt better prepared for web-based learning.…”

Section: Factors Affecting the Use Of Scaffolds In Online Discussion mentioning

confidence: 99%

“…Large-scale and long-term research studies examining the factors impacting students' learning and engagement within online environments are still rare in higher education (Goodyear et al, 2004;Luppicini, 2007). Few studies have examined the extent that technological scaffolds, such as knowledge labels, can be used to effectively support a range of learning processes simultaneously, and, in particular, students' engagement in individual and collaborative reflection in online environments (Lin et al, 1999;Quintana et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Knowledge Labels and Their Correlates in an Asynchronous Text-Based Computer-Supported Collaborative Learning Environment: Who Uses and Who Benefits?

Markauskaitė

Sutherland

Howard

2008

Res. Practice Tech. Enhanced Learning

View full text Add to dashboard Cite

Learning is a complex process involving knowledge acquisition, transformation, and creation. This paper focuses on how students' beliefs about and use of learning scaffolds relate to their characteristics, and the specific context in which they are expected to use these labels. An asynchronous text-based online environment with built-in learning scaffolds (called "knowledge labels") was the context in this study. Hierarchical regression revealed a range of factors accounting for a significant amount of variance in the students' beliefs about the usefulness and usage of labels. Their beliefs about the usefulness of labels correlated with factors describing a deeper learning approach, more positive course learning experiences, and deeper engagement with online learning discourse. Answers about using labels were mainly related to greater participation in online learning and the students' deeper engagement in online learning discourse. This finding suggests a need for deep investigations into the complex interaction between students' personal characteristics and learning processes to understand the value of learning scaffolds.

show abstract

Section: Discussioncontrasting

confidence: 99%

Section: Factors Affecting the Use Of Scaffolds In Online Discussion mentioning

confidence: 99%

Section: Factors Affecting the Use Of Scaffolds In Online Discussion mentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Knowledge Labels and Their Correlates in an Asynchronous Text-Based Computer-Supported Collaborative Learning Environment: Who Uses and Who Benefits?

Markauskaitė

Sutherland

Howard

2008

Res. Practice Tech. Enhanced Learning

View full text Add to dashboard Cite

show abstract

“…However, there are several large gaps in research-based evidence about the effectiveness of computer-supported learning. As Goodyear et al [12] argue, the value of ICT-based learning is well understood by educators. However, it is little known, what students think about its relevance and importance.…”

Section: Introductionmentioning

confidence: 99%

E-Portfolios for Developing Transferable Skills in a Freshman Engineering Course

Carroll¹,

Markauskaitė

Calvo

2007

IEEE Trans. Educ.

View full text Add to dashboard Cite

show abstract

Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice

Carvalho

Yeoman

2018

British Educational Res J

View full text Add to dashboard Cite

Innovative learning spaces have emerged in response to the influx of educational technologies and new social practices associated with twenty-first-century learning. Whilst dominant narratives of change often suggest that alterations in the designed environment for learning will result in changed practice, on the ground educators are struggling to align their pedagogical models with new spaces for learning, direct instruction is still common, and technologically deterministic narratives mask a failure to engage with the materiality of learning. This article argues for a non-deterministic theory of things in educational research and calls for a deeper understanding of the flows of matter, information and human-thing dependence, which will render visible the heterogeneous entanglements characteristic of innovative spaces for learning. It highlights that educational designers (e.g. teachers, space planners, architects, instructional designers) are in pressing need of analytical tools capable of supporting their work in ways that promote correspondence between (a) pedagogy, place and people and (b) theory, design and practice. In response, we introduce an analytical approach to framing learning entanglement that accounts for the artefacts, resources and tools available to learners; the choice of tasks and pedagogical models and the social roles and divisions of labour governing any given learning situation. Finally, we practically demonstrate how this approach aids in identifying correspondence or dissonance across dimensions of design and scale levels, in both the analysis and design of complex environments for learning. century competencies and skills' (Scott, 2015, p. 1), direct instruction, inauthentic assessment and rote learning are still common across many contexts, although these practices are not specific to particular sectors or subject areas. For example, in universities, lectures are still common in the early stages of undergraduate courses, and in schools some subject areas are more likely than others to adopt project-based or inquiry-based approaches. What is more, deterministic accounts of tools and spaces for learning tend to focus on identifying generic and decontextualised properties of tools or spaces, without considering the qualities of the objects themselves, and how these, in turn, may influence people, their values and purposeful action.In this article, we argue that those involved in educational design (e.g. teachers, space planners, architects, instructional designers) need analytical tools capable of increasing the correspondence between (a) pedagogy, place and people and (b) theory, design and practice. When we speak of correspondence, we draw on the work of Tim Ingold (2013), who contrasts interaction with correspondence, which he illustrates with a simple sketch: two fixed points with an arrow between them-representing interactionand two lines issuing from each of these points that flex in response to movement in the other-representing correspondence. Understanding how we use this term i...

show abstract

Undergraduate students’ experiences of networked learning in UK higher education: A survey-based study

Cited by 17 publications

References 12 publications

Knowledge Labels and Their Correlates in an Asynchronous Text-Based Computer-Supported Collaborative Learning Environment: Who Uses and Who Benefits?

Knowledge Labels and Their Correlates in an Asynchronous Text-Based Computer-Supported Collaborative Learning Environment: Who Uses and Who Benefits?

E-Portfolios for Developing Transferable Skills in a Freshman Engineering Course

Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice

Contact Info

Product

Resources

About