Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...
Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ... Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...
2.5 Educational research 2 LITERATURE REVIEW • Costs and sustainability • Technology • Students • Public expectations and needs • The realities versus perceptions of new competitive markets Furthermore, it is assumed that there will always be a market for residential higher education and that new markets will emerge. Ward and Newlands undertook an experiment on web based lectures replacing traditional lectures which took place in 1997 at Aberdeen University [88]. Nine lectures of a course on Economics of Public Policy were conducted as web lec- tures. 53 students had access to the lecture notes on the web. Of the six potential advantages that students were asked to rate, the most impor- tant perceived advantages were richer learning resources and greater freedom of when to study and of the pace of study. Of the eight potential disadvantages that students were asked to rate, the most important perceived disadvantages were loss of contact with staff and other students, and lack of access to computers. This experiment shows that students may not always use the web as imagined by course developers, even though too much generalisation of these results should of course not be attempted. Additionally, it was argued that students approached the web lectures conservatively and with a reluctance to explore and experiment [88]. 46
2.6 Teaching and learning strategies 2 LITERATURE REVIEW 2.6 Teaching and learning strategies Over the last few years, there has been increasing growth of hypermedia informa- tion bases available over services such as the WWW [1]. Senac et al. argue that the contribution in terms of openness, accessibility, extensibility and portability of the WWW make it a good choice for the design of global hypermedia appli- cations [89]. However, global hypermedia applications are difficult to build and it is important to create tools that allow them to be constructed efficiently. Kor- cuska points out that altough generic authoring tools have allowed people without extensive technical training to create software, they have not provided much help with creating educationally effective software [90]. Furthermore, Walker and Hess state that if someone can teach, it is not necessarily the case that this person can become a competent developer or, perhaps even more importantly, will want to become a competent developer [2]. Therefore, we suggest the separation of the knowledge based content, e.g. teach- ing strategy and expertise of the teacher, from the technical one, e.g. programming languages and distribution medium. The result should be an improvement in the authoring field of educational hypermedia over the WWW (cf. section 3.1). A part of this improvement should be provided by the semi-automated production of educational hypermedia as described by Bultermann and Hardmann [91]. Four different TLSs have been selected as an initial basis for this PhD project: Question and Answer (cf. section 2.6.4), Lecturing (cf. section 2.6.5), Case Study (cf. section 2.6.6) and Problem-Solving (cf. section 2.6.7). 2.6.1 Problems As Elliott states, most teaching staff can use word processing packages and, per- haps, a drawing package, but would stall at the challenge of progressing to more complex software packages [28]. He argues that there is a lack of adequate Hyper- media Authoring Tools especially designed for teachers. This raises the question of how to create such a tool to simplify the task of authoring for the teachers. To answer this question, we will try to separate the knowledge based content pro- vided by the teacher from the technical content. Ideally, the technical content or 47
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2.5 Educational research 2 LITERATURE REVIEW<br />
• Costs and sustainability<br />
• Technology<br />
• Students<br />
• Public expectations and needs<br />
• The realities versus perceptions <strong>of</strong> new competitive markets<br />
Furthermore, it is assumed that there will always be a market for residential higher<br />
education and that new markets will emerge.<br />
Ward and Newlands undertook an experiment on web based lectures replacing<br />
traditional lectures which took place in 1997 at Aberdeen <strong>University</strong> [88]. Nine<br />
lectures <strong>of</strong> a course on Economics <strong>of</strong> Public Policy were conducted as web lec-<br />
tures. 53 students had access to the lecture notes on the web.<br />
Of the six potential advantages that students were asked to rate, the most impor-<br />
tant perceived advantages were richer learning resources and greater freedom <strong>of</strong><br />
when to study and <strong>of</strong> the pace <strong>of</strong> study. Of the eight potential disadvantages that<br />
students were asked to rate, the most important perceived disadvantages were loss<br />
<strong>of</strong> contact with staff and other students, and lack <strong>of</strong> access to computers.<br />
This experiment shows that students may not always use the web as imagined by<br />
course developers, even though too much generalisation <strong>of</strong> these results should <strong>of</strong><br />
course not be attempted. Additionally, it was argued that students approached the<br />
web lectures conservatively and with a reluctance to explore and experiment [88].<br />
46
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