Rozprawy doktorskie na temat „Computer-assisted instruction – Australia”

This portfolio describes an action research study designed to improve the quality of teaching and learning in an undergraduate teacher education course. It will describe the process of the initial implementation of an online module containing video segments of teachers at work. Use of the Internet and high quality digitised video has been combined to increase the number of classrooms preservice teachers can observe. Is it the answer to improving the depth of understanding of teacher's work and creating a higher level of reflective practice in undergraduates attending a teacher education program? The study examines the experience of a team of university lecturers and tutors and 232 first year undergraduate students when an online module was introduced into their first year general educational studies unit. In particular the study will investigate how the use of 'high tech' software provided frequent, relevant opportunities for viewing teachers at work and whether they have implications for future teacher training institutions. The presentation of the study in digital form is an innovative way of presenting the results of an action research study. The digital format enables the display of information and evidence not normally available in a print format.

Learning to program is now a requirement in many courses of study in such areas as computer science, information technology, information systems, multimedia. engineering, and science. However, research indicates that many students have great difficulties in learning to program and this results in high failure rates and high levels of withdrawal from academic courses. It is accepted that programming is an intrinsically difficult subject however the teaching and learning methods used in many programming courses have changed little over the years. The literature indicates the importance of reducing the cognitive load that students experience when learning programming and that one method that has potential to do this uses part-complete program solutions. This study sought to explore a technology supported part-complete solution method (TSPCSM) for the learning of computer programming. A teaching and learning framework for programming was developed and a technology supported “COde Restucturing Tool” CORT, was then designed around the learning framework and developed to support the part-complete solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained e solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group

This thesis reviews the methods and criteria that Western Australian school teachers and District Consultants of computers use in the selection of Educational computer software. Questionnaires were used to survey these two groups ( N=301, teachers and N=20 District Consultants) on aspects such as: how they select software; what criteria they employ in selecting software; how confident they feel about software selection; their level of training in software selection; and the skills and resources they have in software selection. This data was then analysed through the application of computer based analysis programs. From the data collected some questions arose about the methods employed in software selection and whether they were conducive to the selection of good quality software. The current status of the Education Department's ( formerly called the Ministry of Education ) preferred document on software selection 'Software Focus' was also bought into focus as a result of the data collected in this study. The questions raised in this study relate to several important issues, not least of all, how can Western Australian primary school teachers be helped in making careful and considered selections of software for their classroom? The findings of the research, provided useful information about the attitudes, understandings, skills and needs of the teachers in W.A. primary schools with regards to the selection of educational software. It indicated a need for further training in software selection; a need for increased awareness of the Education Department document ‘Software Focus’ and a need to bring to the attention of teachers the importance of the proper selection of software for increased efficiency. It also indicated that 'Software Focus' would need to be reviewed and updated to be the effective resource for which it was designed. This research also provided useful information about the similarities and differences which exist between W.A primary school teachers and District Consultants with regards to software selection. This research indicated that District Consultants and teachers differ significantly in their methods of selection of software and the factors which influence that selection. Other significant indications are that District Consultant are: more likely to assess software before they use it; feel better trained in software selection; have more tertiary training in software selection; use 'Software Focus' more frequently in the selection of software, and believe teachers to be better trained and more competent in software selection than teachers themselves do.

Policies advocating the use of digital technologies in government schools are promoted by all public school education systems in Australia. This is reflected in the release of political media statements, policies, plans, budgets, digital networking rollouts, curriculum developments, and professional development activities. Resources are being directed towards such initiatives from within school education budgets and from departmental and 'whole of government' initiatives, at state, territory and federal levels. While there is considerable activity being supported by governments, outside of these activities academic publications specifically about these school level initiatives are limited. This research sets out to answer the question: 'what does public schooling mean in Australia in the 21st century given its past tradition of free, compulsory and secular schooling, and given the present policies that are urging the ubiquitous use of digital technologies?' The purpose of this research is to interpret, understand and explain the policies of the public schooling systems in Australia advocating the use of digital technologies. In doing so, this thesis aims to contribute to the development of a stock of Australian research specifically in the schooling sector, about the use of digital technologies in schools. Further, this thesis aims to stimulate and add to the conversations concerning these policies. It is argued that the use of digital technologies in schooling has the capacity to redefine what has previously been understood by 'public schooling'. This thesis is the outcome of an interpretative social inquiry where narrative theory and hegemony have provided its theoretical bases. This thesis has not set out to merge these theories nor has it attempted to reconcile the internal differences within them, but rather, to draw from them, and to use approaches that are pertinent to this study. While such an approach may be contentious and bring some inherent difficulties, the intention of the research has been to draw upon the abstract understandings afforded by these theories and apply them to concrete, particular, yet newly emerging educational activities. This is to provide interpretative and explanatory perspectives to the advocated use of digital technologies in Australian schools and systems, and, in Chapter Six, to forward a proposition for future action. There are several different ways in which this thesis could have been approached and finally could have been structured. Likewise, there are many avenues that require research but have been left without investigation due to limitations of size, space and time. This is not to negate their importance, but rather it is to recognise the limits of this project and to highlight the necessity for more research to be undertaken. Throughout the thesis distance education has been considered in conjunction with the policies directly impinging upon 'face to face' schooling. It is argued that with the advocated use of digital technologies as an inherent part of public schooling, there is emerging, a convergence in these two styles of schooling. Further it is argued that experiences from school level distance education practitioners have the potential to offer some insights that may be useful for those in 'face to face' schools using digital technologies. It is intended then, that the implications from this research will have the capacity to influence how we view centrally developed school education policies, curriculum leadership and management as well as what is intended to happen in the classroom. The thesis has been arranged into three parts. The first three chapters comprise Part One. Chapter One identifies the research space for the thesis. This is achieved by describing the fields of research from which this thesis draws, and introduces the theoretical bases used in the research space identified for this thesis. Chapter Two provides the theoretical bases for the thesis in more detail. In doing so, positivist approaches to the research are rejected. Chapter Three describes the research methods used to interpret,understand and explain the public schooling sectors' digital technologies policies. Together, these three chapters provide an outline of the nature of the research undertaking, and the theories and methods used. Part Two also has three chapters. These are structured around the temporal concept important to narrative theory; that of the past, the present and the future. Chapter Four looks to the past and provides an account of the history and three traditions, it is argued, impinge upon this research project. In particular, this chapter discusses what was intended by the phrase 'public education' in Australia during the 19th and 20th centuries. This chapter establishes the context for the interpretations of the policies that follow. Chapter Five seeks to understand and explain the policy narratives of the present, defined as the research period between 1997 and 2001. This period of time is thought of as sitting temporally between the past history and traditions outlined in Chapter Four and the possible scenarios for the future, proposed in Chapter Six. Part Three brings the thesis to its conclusion by reflecting on the central question identified for this thesis: 'what does public schooling mean in Australia in the 21st century, given its past tradition of free, compulsory and secular schooling, and given the present policies that are urging the ubiquitous use of digital technologies?'

'The possibilities that the technology can offer are seemingly endless and remain to be fully explored in [visual] art education." (Callow. 2001. p,43) The aim of this research is to investigate whether the integration of Visual Arts Technology Tools (TECH-TOOLS) into Traditional Visual Arts Programs (TRAD-['ROG) enhance the students' learning in terms of Arts Ideas (AI) and Arts Skills and Processes (ASP) and whether it is a cost effective option for Western Australian primary schools. To determine whether it is worth the inclusion of TECH-TOOLS in terms of enhancing learning. this research will statistically state whether the combination of TECH-TOOLS and Traditional Visual Arts Media (TRAD-MEDIA) enhance the expressive outcomes of Year Seven boys' artwork. The comparative case study method has been chosen as the most suitable method to enable the Researcher to establish the impact that combining TECH-TOOLS with TRAD-MEDIA have upon Year Seven boys' artwork. The Control group only used TRAD-MEDIA and the Experimental group used both TRAD-MEDIA and TECH-TOOLS to create a piece of artwork based on the chosen theme, Character Cars. There were 23 students in the Control group and 24 students in the Experimental group, however not all students attempted or completed the task for reasons which will be explained in Chapter Four. Each group was involved in three sequenced activities based on the chosen theme, with the second activity varying only according to the media used to complete the task. Combinations of quantitative and qualitative methods have been used in this research. To present quantitative data which provides insights into whether Visual Arts (VA) teachers should be combining TECH-TOOLS with TRAD-MEDIA in their Visual Arts Programs (VAP), each piece of artwork was assessed and analysed using descriptive analysis of the data. Each participant completed a written feedback form outlining their attitudes, feelings and thoughts about their artwork and the media that they used. The Researcher and an independent Visual Arts Education (V AE) expert also took anecdotal records during the VA activities with the aim of recording the participants' involvement and enjoyment of the activities. This study is significantly different from the current research in this area u!; it will: provide quantitative data which will demonstrate Whether the combination of TECH-TOOLS and TRAD-MEDlA enhances students' artwork; link the relevant literature and findings of this study to the Western Australian primary school context; provide links to the Western Australian Curriculum Council's Curriculum Framework; and comment on the influence of gender in VAE. All of these factors contribute to the uniqueness of this study.

[Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-to- face teaching, in online environments. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material. This study explored factors which influence university teachers to adopt teaching models based on online social interaction (OSI) when an e-learning platform is used to complement undergraduate classroom teaching. Online teaching model adoption was considered in the framework of technology adoption and post-adoption behavior, i.e., adoption and use by individuals after an organization has adopted an ICT-based innovation (Jasperson, Carter, & Zmud, 2005). Behaviors were investigated using a model based on Ajzen's (1991) Theory of Planned Behavior (TPB). In total, 26 university teachers 15 from Australia and 11 from Italy holding undergraduate courses, were recruited. They responded to a semi-structured interview based on the TPB, built on purpose for this research. Teachers were divided into three different groups on the basis of their approach to online teaching, corresponding to three different levels of adoption of OSI. The three different online teaching models were:

This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context: a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies. The doctoral project incorporates: • an examination of the nature of engineering management; • a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses; • a review of historical and recent developments in Australian undergraduate engineering management studies; • an investigation of the management skills and competencies required by graduate engineers - based on original research; • an examination of flexible delivery of engineering education - based on professional practice experience; and • an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience. A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice. It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.

The aim of this study was to investigate the communicative orientation of classroom interaction in Japanese language lessons that are conducted in the virtual environment of synchronous (real-time) telematics. Specifically, the study examined Japanese telematics classrooms in upper primary and junior secondary schools in Western Australia. This study focused on whether the interaction in the classes studied, evident in the virtual learning mode of telematics was facilitative of second language (L2) acquisition. The form of telematics used in this study was synchronous communication between teacher and students using telephone and computer links, sometimes also referred to as "audiographics". Telematics may also include the use of other communication technologies, such as live interactive television (LIT) however this was not available to all sites in the current study so it was not investigated. The aim of this study is articulated through the research questions: 1. What is the nature of the communicative orientation in upper primary and junior secondary Japanese language classrooms in telematics mode? 2. ls the interaction observed in Japanese language telematics classrooms of the type that promotes L2 acquisition? The first question seeks to identify the relative emphasis placed on interaction and form-focused interaction in the telematics classroom context. The second question identifies whether the features of interaction that SLA researchers suggest promote L2 acquisition are evident in the telematics context. This study uses the term interaction to refer to the type of human-human communicative interaction occurring in L2 telematics classes via the computer/technology that is facilitated by a number of key communicative features of interaction drawn from the second language acquisition (SLA) research. Interactivity on the other hand is used to refer to the human-computer engagement which is technologically facilitated. Subjects in the study were three telematics teachers, with distributed classes across several student receival sites. The study examined descriptive process data collected from Japanese telematics classes in Western Australia via audio and video recordings. The study engaged in a descriptive inquiry using Classroom-Centred Research (CCR) methodology. CCR as a methodology provides evidence about the nature and influence of language instruction and classroom interaction have on L2 acquisition. This study used multi-methods of data collection via four stages: teacher questionnaire, classroom observations of interactions, teacher focus group discussion and follow-up interviews conducted later in the study to confirm the findings. The major analytical tool used was the current version of the Communicative Orientation of Language Teaching (COLT) Observation (1995). The use of this scheme stems from its ability to bring together all of the communicative variables to capture features deemed theoretically and empirically relevant to the L2 classroom. The COLT Observation Scheme also provides a framework for comparing features of discourse in classrooms with features of natural language acquisition considered to be facilitative of L2 acquisition. In this way the extent to which an instructional treatment may be characterised as communicatively orientated can be measured. Both Part A and Part B of the scheme were used. The features and categories in Part A are primarily derived from pedagogical issues identified in the literature on communicative language teaching (CL T). Features and categories in Part B reflect issues in first and second language acquisition. The only modification was an additional investigation of how form was used in the telematics lessons. Although recent studies have recommended improvements to telematics delivery, no other known study has specifically investigated whether the interaction evident in the delivery of Japanese via telematics is of the type that promotes successful L2 acquisition. Through the use of the COLT Observation Scheme, this study was able to capture and measure features of L2 classroom interaction in these telematics environments. The results indicate that there were a number of internal and external variables that influenced the nature of the communicative orientation of telematics classes in this study. In terms of the communicative features of interaction identified in the COLT Observation Scheme as predictors of successful L2 acquisition, a number of these were not strongly evident in the results, for example, use of the target language, interaction in group work, use of extended text, use of authentic resources and student-made materials, reaction to message and clarification request. Pedagogic factors impinging on the communicative orientation of the telematics environment included the highly teacher-centred nature of the telematics context. The use of the computer as a controlling device and the only visual connection also moved teachers further towards a more directive delivery style and greater dependence on using the L 1. Given the recent support for the incorporation of some focus on form into a communicative curriculum, the supplementary focus on form data revealed how the electronic nature of telematics delivery influenced how form was taught and the overuse in some cases of vocabulary games, drilling, substitution and repetition. There was also little evidence of students initiating discourse, negotiating activities or requesting clarification. Students engaged in mainly minimal rather than extended text thus limiting opportunities to experiment with the L2. The communicative orientation of L2 telematics classes in this study was also impacted upon by a number of external factors, such as noise, technical breakdowns and inadequate learning environments at receival sites. The impact of the absence of a two-way human visual connection led to teachers using a more directive style of teaching where "silences" were often filled with teacher talk. Teachers identified this limitation as also limiting opportunities for students to obtain comprehensible input. However, teachers developed useful compensation strategies to overcome some of these limitations such as, using colour on the computer screen and tone of voice to highlight salient features. They also introduced games that promoted interaction between sites. Whilst this study has revealed that some of the communicative features of interaction are evident, a greater number of these features need to become more prominent or more communicative. As well as targeting the technological orientation of the delivery method by adding a human visual connection, this would also involve the careful incorporation of the features that are characteristic of a more communicative approach to L2 acquisition. This study has contributed to the fields of SLA and virtual delivery in a number of ways. It has added to the existing literature base through interfacing the SLA literature with the telematics literature. It has also contributed to a new methodology by taking an existing methodology and methods and applying them to the virtual L2 telematics classroom, in particular, the use of the COLT Observation Scheme in a virtual context. A contribution this study has made to language teaching through telematics lies in a mapping framework that has evolved from the study that aims to bring the type of interaction that occurs in SLA, communicative interaction and telematics closer together. Further research needs to determine how interaction can be more effectively promoted m the telematics and virtual learning environments. It is anticipated that this study will encourage other researchers to further investigate the benefits of a more communicatively orientated intervention which will ultimately lead to positive L2 learning outcomes for all students in telematics environments and the broader virtual learning contexts.

Effective school-based alcohol prevention programs do exist. However, the overall efficacy of these programs has been compromised by implementation failure and a focus on abstinence based outcomes. The current thesis attempted to overcome such concerns by developing a computer-delivered school-based alcohol prevention program founded on a harm-minimisation approach. The aims of this thesis were to assess whether (1) this program would be both a feasible and acceptable means of overcoming the obstacles encountered in the implementation of school-based drug prevention programs, and (2) it was effective in decreasing alcohol misuse and related harm. CLIMATE Schools: Alcohol Module was developed in collaboration with teachers, students and relevant health and legal professionals. The final curriculum based program consists of six lessons, each with two components. The first component involves students completing an interactive computer-based program, with the second consisting of a variety of individual, small group and class-based activities. The feasibility and efficacy of CLIMATE Schools: Alcohol Module was assessed utilising a cluster randomised controlled trial involving 1434, Year 8 students (13 years old) from sixteen schools. CLIMATE Schools: Alcohol Module was found to be both feasible and acceptable in the school setting. The provision of alcohol prevention information in the background of a computerised teenage drama provided young people with an education program they enjoyed in a context to which they could relate. Teachers reported a willingness to implement CLIMATE Schools: Alcohol Module in routine practice. They believed it to be a high quality program which was superior to other drug education programs. CLIMATE Schools: Alcohol Module led to significant increases in knowledge of harm minimisation skills and subdued alcohol related expectancies. It was effective in reducing alcohol use, misuse and related harms for females, but not for males. The differential effects of gender are extensively discussed and implications for future research considered. CLIMATE Schools: Alcohol Module was clearly both feasible and acceptable and has the potential to offer an innovative new platform for the delivery of prevention programs in schools.

CD-ROM in pocket on back end paper.
Bibliography: leaves 240-270.
Systems requirements for accompanying CD-ROM: Macintosh or IBM compatible computer. Other requirements: Web Browser; Adobe Acrobat Reader; Microsoft Excel version 2.1 or higher.
ix, 270 leaves : ill. ; 30 cm. + 1 computer optical disc (4 3/4 in.)
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Examines the possible conflict between the increasing use of information and communication technology and a higher education which contributes to social and ecological sustainability. Presents the argument that information and communication technology might be unable to support the dialogical modes of learning necessary for a sustainable higher education.
Thesis (Ph.D.)--University of Adelaide, Dept. of Geographical and Environmental Studies, 2000