Pub Date : 2019-12-01DOI: 10.33965/ijwi_2019172106
Karine Aoun Barakat, Amal Dabbous
Conversational user interfaces also known as chatbots have become widely adopted within the banking sector, as they present numerous advantages such as cost reduction, increased efficiency and quicker servicing of customers. However, these benefits only materialize if organizations ensure the sustained use of these technologies. Hence, identifying the main factors that drive the sustained use of these services is critical to assess new technology adoption given that a very high number of IT implementations fail. Researchers have relied on technology acceptance models to analyze the adoption of these new technologies within organizations; however, little is known about the factors that ensure their sustained use. The concept of sustained use is considered by researchers not simply as an extension of adoption behavior, but rather as having a long-term focus and as being determined by different sets of antecedents. Using a qualitative methodology based on in-depth interviews with employees of a leading bank operating in a number of developing economies, this research addresses the gap in the literature by investigating the factors that contribute to the sustained use of conversational user interfaces. Findings reveal that eight main internal and external factors are essential to promote the sustained use of chatbots, the most prominent of which are: a positive human-technology relationship, a favorable corporate culture, an adequate regulatory framework and the technology’s high perceived efficiency.
{"title":"UNDERSTANDING THE FACTORS THAT AFFECT THE SUSTAINED USE OF CHATBOTS WITHIN ORGANIZATIONS","authors":"Karine Aoun Barakat, Amal Dabbous","doi":"10.33965/ijwi_2019172106","DOIUrl":"https://doi.org/10.33965/ijwi_2019172106","url":null,"abstract":"Conversational user interfaces also known as chatbots have become widely adopted within the banking sector, as they present numerous advantages such as cost reduction, increased efficiency and quicker servicing of customers. However, these benefits only materialize if organizations ensure the sustained use of these technologies. Hence, identifying the main factors that drive the sustained use of these services is critical to assess new technology adoption given that a very high number of IT implementations fail. Researchers have relied on technology acceptance models to analyze the adoption of these new technologies within organizations; however, little is known about the factors that ensure their sustained use. The concept of sustained use is considered by researchers not simply as an extension of adoption behavior, but rather as having a long-term focus and as being determined by different sets of antecedents. Using a qualitative methodology based on in-depth interviews with employees of a leading bank operating in a number of developing economies, this research addresses the gap in the literature by investigating the factors that contribute to the sustained use of conversational user interfaces. Findings reveal that eight main internal and external factors are essential to promote the sustained use of chatbots, the most prominent of which are: a positive human-technology relationship, a favorable corporate culture, an adequate regulatory framework and the technology’s high perceived efficiency.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130111183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.33965/ijwi_2019172104
M. Georgiou
This study examined if there were any significant differences in students’ achievement scores in science for three units that were taught using traditional methods of instruction and a unit that was taught using educational technology tools in instruction and specifically, interactive multimedia technology. A one-way repeated measures ANOVA was carried out to assess if the differences between the test means were significantly different. Findings showed that students’ scores for the four units were significantly different, F (3, 219) = 22.702, p˂ 0.0005. Students scored higher on the posttest after the use of interactive multimedia technology in instruction. The results of the current study indicate the need to change educational anticipations, as teaching methods become more active, student-centered and constructivist. Multimedia has attributes that can help students improve their learning and motivation while being engaged in active, student-centered and constructivist learning environments. The use of instructional interactive multimedia can satisfy more than one learning modality and can be more effective in meeting students’ learning needs.
{"title":"ASSESSMENT OF THE EFFECTS OF EDUCATIONAL TECHNOLOGY TOOLS ON STUDENT LEARNING OUTCOMES","authors":"M. Georgiou","doi":"10.33965/ijwi_2019172104","DOIUrl":"https://doi.org/10.33965/ijwi_2019172104","url":null,"abstract":"This study examined if there were any significant differences in students’ achievement scores in science for three units that were taught using traditional methods of instruction and a unit that was taught using educational technology tools in instruction and specifically, interactive multimedia technology. A one-way repeated measures ANOVA was carried out to assess if the differences between the test means were significantly different. Findings showed that students’ scores for the four units were significantly different, F (3, 219) = 22.702, p˂ 0.0005. Students scored higher on the posttest after the use of interactive multimedia technology in instruction. The results of the current study indicate the need to change educational anticipations, as teaching methods become more active, student-centered and constructivist. Multimedia has attributes that can help students improve their learning and motivation while being engaged in active, student-centered and constructivist learning environments. The use of instructional interactive multimedia can satisfy more than one learning modality and can be more effective in meeting students’ learning needs.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115507080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.33965/ijwi_2019172101
P. Lam, Carmen Lau, Kevin Wong, Chi Him Chan
Student Response Systems (SRS) allow all students to participate in the classroom using their own devices. While it is an effective tool for promoting active participation and classroom interaction, previous studies argue that overuse of the technology can pose a problem of student disengagement. This paper reports on a quantitative study of the relationship between the number of SRS questions disseminated and the number of students’ responses, drawing on data from a locally-developed SRS that was used campus-wide between 2012 and 2015 at The Chinese University of Hong Kong. Although the number of questions per session varied among different disciplines, likely due to the differences in learning objectives, our results show that student responses were generally stable with virtually no significant drop at the end of the lessons regardless of the number of questions asked. However, other factors may have affected the number of student responses. Our results suggest that continuous use of the technology does not lower student participation, but the design of learning activities may influence the effectiveness of SRS.
{"title":"CONTINUOUS USE OF STUDENT RESPONSE SYSTEMS IN UNIVERSITY CLASSES: A QUANTITATIVE STUDY OF STUDENT RESPONSE RATES","authors":"P. Lam, Carmen Lau, Kevin Wong, Chi Him Chan","doi":"10.33965/ijwi_2019172101","DOIUrl":"https://doi.org/10.33965/ijwi_2019172101","url":null,"abstract":"Student Response Systems (SRS) allow all students to participate in the classroom using their own devices. While it is an effective tool for promoting active participation and classroom interaction, previous studies argue that overuse of the technology can pose a problem of student disengagement. This paper reports on a quantitative study of the relationship between the number of SRS questions disseminated and the number of students’ responses, drawing on data from a locally-developed SRS that was used campus-wide between 2012 and 2015 at The Chinese University of Hong Kong. Although the number of questions per session varied among different disciplines, likely due to the differences in learning objectives, our results show that student responses were generally stable with virtually no significant drop at the end of the lessons regardless of the number of questions asked. However, other factors may have affected the number of student responses. Our results suggest that continuous use of the technology does not lower student participation, but the design of learning activities may influence the effectiveness of SRS.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121590593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.33965/ijwi_2019172102
E. Meinert, M. V. Velthoven, Abrar Alturkistani, K. Murray, Philippe Sabatier, J. Car
A Massive Open Online Course (MOOC) is a form of online education that makes available learning to a large number of individuals at no charge. The impact of climate change on public health has been introduced in MOOCs in various forms, for example, examining the impact of natural disasters, the increase in temperature on work productivity, and the monitoring and evaluation of health adaptation to climate change and its implications for policy. However, despite this work completed to advance understanding in both online and postgraduate education, more effort is required to provide the tools and capabilities to analyse evidence and present findings that demonstrate its impact on specific outcomes, including health and wellbeing. Although these courses are made publicly available, understanding the costs associated with their production and delivery will provide evidence to develop sustainable models for deployment of this form of citizen engagement education.
{"title":"COST MEASUREMENTS IN PRODUCTION AND DELIVERY OF A MASSIVE OPEN ONLINE COURSE (MOOC) FOR TEACHING THE RELATIONSHIP BETWEEN HUMAN HEALTH AND CLIMATE CHANGE: A CASE STUDY","authors":"E. Meinert, M. V. Velthoven, Abrar Alturkistani, K. Murray, Philippe Sabatier, J. Car","doi":"10.33965/ijwi_2019172102","DOIUrl":"https://doi.org/10.33965/ijwi_2019172102","url":null,"abstract":"A Massive Open Online Course (MOOC) is a form of online education that makes available learning to a large number of individuals at no charge. The impact of climate change on public health has been introduced in MOOCs in various forms, for example, examining the impact of natural disasters, the increase in temperature on work productivity, and the monitoring and evaluation of health adaptation to climate change and its implications for policy. However, despite this work completed to advance understanding in both online and postgraduate education, more effort is required to provide the tools and capabilities to analyse evidence and present findings that demonstrate its impact on specific outcomes, including health and wellbeing. Although these courses are made publicly available, understanding the costs associated with their production and delivery will provide evidence to develop sustainable models for deployment of this form of citizen engagement education.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133765522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.33965/ijwi_2019172103
J. Maric
While many of us researchers dream about the opportunity to design a collaborative art project that would connect our youth with big, mainstream cultural and educational institutions, we seldom ana ...
{"title":"INTERACTIVE DESIGN OF COLLABORATIVE ART PROJECT FOR 21ST CENTURY LEARNING","authors":"J. Maric","doi":"10.33965/ijwi_2019172103","DOIUrl":"https://doi.org/10.33965/ijwi_2019172103","url":null,"abstract":"While many of us researchers dream about the opportunity to design a collaborative art project that would connect our youth with big, mainstream cultural and educational institutions, we seldom ana ...","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130026020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-30DOI: 10.33965/ijwi_2019171107
Jemar Jude A. Maranga, Leilla Keith J. Matugas, Jorge Frederick W. Lim, Cherry Lyn C. Sta. Romana
Teaching an introductory programming course to an average of 40 students while monitoring their performance can be a challenge for instructors. Preparing coding exercises with test cases and checking students’ programs can prove to be time consuming at times. Moreover, programming has been known to be quite difficult for students to learn. To address these concerns, a web-based Integrated Development Environment (IDE) for C Programming called CodeChum was developed. CodeChum provides instructors with an easier way of creating programming exercises and automating the checking student codes. CodeChum allows students to apply their skills using problem stories attached to learning outcomes, test their solutions, get instant feedback and monitor their current status through a student dashboard. CodeChum was tested within a span of two months on 120 undergraduate students taking up introductory programming courses and 6 programming instructors from Cebu Institute of TechnologyUniversity, and another study, for the implementation of the student dashboard, was conducted on 35 students using a system usability scale (SUS) test. A usability and feedback survey for students and instructors was conducted getting inputs of their experience while using the IDE. Results of the survey show that the system was well received both by students and instructors. As for the student Dashboard, results show good initial feedback from the students in terms of its usability and the overall user experience provided by the newly integrated module.
{"title":"CODECHUM: A SMART IDE FOR TEACHING AND LEARNING PROGRAMMING","authors":"Jemar Jude A. Maranga, Leilla Keith J. Matugas, Jorge Frederick W. Lim, Cherry Lyn C. Sta. Romana","doi":"10.33965/ijwi_2019171107","DOIUrl":"https://doi.org/10.33965/ijwi_2019171107","url":null,"abstract":"Teaching an introductory programming course to an average of 40 students while monitoring their performance can be a challenge for instructors. Preparing coding exercises with test cases and checking students’ programs can prove to be time consuming at times. Moreover, programming has been known to be quite difficult for students to learn. To address these concerns, a web-based Integrated Development Environment (IDE) for C Programming called CodeChum was developed. CodeChum provides instructors with an easier way of creating programming exercises and automating the checking student codes. CodeChum allows students to apply their skills using problem stories attached to learning outcomes, test their solutions, get instant feedback and monitor their current status through a student dashboard. CodeChum was tested within a span of two months on 120 undergraduate students taking up introductory programming courses and 6 programming instructors from Cebu Institute of TechnologyUniversity, and another study, for the implementation of the student dashboard, was conducted on 35 students using a system usability scale (SUS) test. A usability and feedback survey for students and instructors was conducted getting inputs of their experience while using the IDE. Results of the survey show that the system was well received both by students and instructors. As for the student Dashboard, results show good initial feedback from the students in terms of its usability and the overall user experience provided by the newly integrated module.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131267329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this research article, we propose a human-AI teaming based mobile language learning solution that provides: 1.) automatic and accurate intelligibility analysis for multiple languages at various levels: sentence, phrase, word and phoneme; 2.) immediate feedback and multimodal coaching on how to correct pronunciation; and, 3.) evidence-based dynamic training curriculum tailored to each individual’s learning patterns and needs, e.g., typical pronunciation errors and retention of corrected pronunciation. The use of visible and interactive AI-expert technology capable of intuitive emoji-based interactions will greatly increase student’s acceptance and retention of learning with a virtual coach. In school or at home, it will readily resemble an expert reading specialist to effectively guide and assist a student in practicing reading and speaking by him/herself independently, which is particularly important for dual language learners (DLL) whose first language (L1) is not English as many of their parents don’t speak English fluently and cannot offer the necessary support. Our human-AI teaming-based solution overcomes the shortfall of conventional computer-based language learning tools and serves as a supportive learning platform that is critical for optimizing the language-learning outcomes.
{"title":"AI-ENABLED LANGUAGE SPEAKING COACHING FOR DUAL LANGUAGE LEARNERS","authors":"Ashutosh Shivakumar, Saurabh Shukla, Miteshkumar Vasoya, Imen M. Kasrani, Yong Pei","doi":"10.33965/ijwi_2019171105","DOIUrl":"https://doi.org/10.33965/ijwi_2019171105","url":null,"abstract":"In this research article, we propose a human-AI teaming based mobile language learning solution that provides: 1.) automatic and accurate intelligibility analysis for multiple languages at various levels: sentence, phrase, word and phoneme; 2.) immediate feedback and multimodal coaching on how to correct pronunciation; and, 3.) evidence-based dynamic training curriculum tailored to each individual’s learning patterns and needs, e.g., typical pronunciation errors and retention of corrected pronunciation. The use of visible and interactive AI-expert technology capable of intuitive emoji-based interactions will greatly increase student’s acceptance and retention of learning with a virtual coach. In school or at home, it will readily resemble an expert reading specialist to effectively guide and assist a student in practicing reading and speaking by him/herself independently, which is particularly important for dual language learners (DLL) whose first language (L1) is not English as many of their parents don’t speak English fluently and cannot offer the necessary support. Our human-AI teaming-based solution overcomes the shortfall of conventional computer-based language learning tools and serves as a supportive learning platform that is critical for optimizing the language-learning outcomes.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121793857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-30DOI: 10.33965/ijwi_2019171102
Sevgi Özkan Yıldırım, Pelin Bayraktar
Social commerce is defined as a new wave of e-commerce in which traditional e-commerce is mediated by social media and social networking services in order to promote online transactions and shopping-related information exchanges. One of the main application of social commerce is ‘online brand communities’. Although utilization of social media in order to advance customer brand engagement has proliferated significantly in recent years, most of the companies have not met the expected level of engagement of their customers yet. Overall, the key factors that could explain customer engagement are not yet thoroughly identified. Therefore, the current study develops a conceptual customer engagement model that aims to explain customer engagement in online brand communities. Customer engagement in brand social media is related to interactions and communications with the brand and other customers. In this study, the antecedents and outcomes of customer engagement dimensions will be investigated. As different dimensions of engagement can be influenced by factors from different aspects, it is important to cover as many categories as possible. Therefore, the model includes various factor categories including social, brand related, self-oriented and contend related factors drawn from relevant literature. The research instrument was designed, and a pilot study was conducted with 75 participants to assure content validity and to test reliability. This paper contributes to understanding the factors influencing each dimension of customer engagement to brand communities.
{"title":"IDENTIFICATION OF THE FACTORS AFFECTING CUSTOMER ENGAGEMENT IN ONLINE BRAND COMMUNITIES: A PILOT STUDY","authors":"Sevgi Özkan Yıldırım, Pelin Bayraktar","doi":"10.33965/ijwi_2019171102","DOIUrl":"https://doi.org/10.33965/ijwi_2019171102","url":null,"abstract":"Social commerce is defined as a new wave of e-commerce in which traditional e-commerce is mediated by social media and social networking services in order to promote online transactions and shopping-related information exchanges. One of the main application of social commerce is ‘online brand communities’. Although utilization of social media in order to advance customer brand engagement has proliferated significantly in recent years, most of the companies have not met the expected level of engagement of their customers yet. Overall, the key factors that could explain customer engagement are not yet thoroughly identified. Therefore, the current study develops a conceptual customer engagement model that aims to explain customer engagement in online brand communities. Customer engagement in brand social media is related to interactions and communications with the brand and other customers. In this study, the antecedents and outcomes of customer engagement dimensions will be investigated. As different dimensions of engagement can be influenced by factors from different aspects, it is important to cover as many categories as possible. Therefore, the model includes various factor categories including social, brand related, self-oriented and contend related factors drawn from relevant literature. The research instrument was designed, and a pilot study was conducted with 75 participants to assure content validity and to test reliability. This paper contributes to understanding the factors influencing each dimension of customer engagement to brand communities.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115440413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-30DOI: 10.33965/ijwi_2019171106
L. Cooper-Smith, B. Davey
Group work is regularly implemented as part of higher education learning. Much research has examined group work to determine both the impeding and facilitative factors, mostly from the perspective of the students’ experiences of group work. To address the negative factors of group work, it would be helpful to understand the perceptions instructors have about group work. In Australia, prospective employers consistently call for business graduates to be able to demonstrate collaborative teamwork skills as part of their employability skill set. Group work in undergraduate courses is seen as the appropriate mechanism for teamwork education. Collaborative teamwork skills are considered the second most sought after demonstratable skill in a prospective employee; communication skills being the most sought after. How then can universities engender a growth in online group work as a means of ensuring their online undergraduates are being educated to develop their collaborative teamwork skills? This research examined the perceptions of instructors about their group work experiences. A phenomenographic research approach was considered the most appropriate, as phenomenography allows for all variations of perceptions to be considered, regardless of other factors such as experience or discipline specificity. Phenomenography facilitates the closer examination of a phenomenon, for example, how students learn. By examining the perceptions individual instructors have about their role in group work, patterns of instruction were illuminated. The findings of the research are expressed as phenomenographic categories of conception. The categories of conception detail the perceptions an instructor has in relation to their pattern of instruction. The categories can be expressed on a continuum of less complex to more complex. The categories do not describe individual instructors, instead all of the instructors’ perceptions of group work. By understanding an instructor’s perceptions about group work, it is expected that changes in practice can be engendered.
{"title":"MENOGRAPHY TO UNDERSTAND PATTERNS OF INSTRUCTION IN GROUP WORK","authors":"L. Cooper-Smith, B. Davey","doi":"10.33965/ijwi_2019171106","DOIUrl":"https://doi.org/10.33965/ijwi_2019171106","url":null,"abstract":"Group work is regularly implemented as part of higher education learning. Much research has examined group work to determine both the impeding and facilitative factors, mostly from the perspective of the students’ experiences of group work. To address the negative factors of group work, it would be helpful to understand the perceptions instructors have about group work. In Australia, prospective employers consistently call for business graduates to be able to demonstrate collaborative teamwork skills as part of their employability skill set. Group work in undergraduate courses is seen as the appropriate mechanism for teamwork education. Collaborative teamwork skills are considered the second most sought after demonstratable skill in a prospective employee; communication skills being the most sought after. How then can universities engender a growth in online group work as a means of ensuring their online undergraduates are being educated to develop their collaborative teamwork skills? This research examined the perceptions of instructors about their group work experiences. A phenomenographic research approach was considered the most appropriate, as phenomenography allows for all variations of perceptions to be considered, regardless of other factors such as experience or discipline specificity. Phenomenography facilitates the closer examination of a phenomenon, for example, how students learn. By examining the perceptions individual instructors have about their role in group work, patterns of instruction were illuminated. The findings of the research are expressed as phenomenographic categories of conception. The categories of conception detail the perceptions an instructor has in relation to their pattern of instruction. The categories can be expressed on a continuum of less complex to more complex. The categories do not describe individual instructors, instead all of the instructors’ perceptions of group work. By understanding an instructor’s perceptions about group work, it is expected that changes in practice can be engendered.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126694548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-30DOI: 10.33965/ijwi_2019171103
Peter Ilic
This paper reflects on an attempt to introduce smartphones into a blended learning context and highlights several methodological considerations relevant to the collection of mobile data. While mixed methods research is now common, using this approach for investigating the challenges of mobile data collection is not as common. This study employed a mixed method longitudinal exploratory multiple case study design. The study collected qualitative and quantitative data on student interactions within a yearlong series of collaborative language learning activities. This paper describes the methodological issues that emerged during the planning and implementation of the study. The participants were undergraduate students studying English translation at a four-year private university in Tokyo, Japan. This paper adds to the knowledge of employing mixed methodology design for mobile data collection and analysis. In particular, the advantages of incorporating Multidimensional Scaling (MDS) analysis with qualitative data. The results suggest that separate forms of data collected at similar frequencies and times that are then triangulated provided an effective methodology for studying collaborative learners in a highly mobile context. This can be seen as evidence for the inclusion of various data collection cycles of both qualitative and quantitative type within a single mobile learning research study. The discussion section includes a summary of the findings, limitations, and possibilities for furthering the study topic.
{"title":"CAPTURING MOBILE COLLABORATION THROUGH THE TRIANGULATION OF QUALITATIVE AND QUANTITATIVE DATA","authors":"Peter Ilic","doi":"10.33965/ijwi_2019171103","DOIUrl":"https://doi.org/10.33965/ijwi_2019171103","url":null,"abstract":"This paper reflects on an attempt to introduce smartphones into a blended learning context and highlights several methodological considerations relevant to the collection of mobile data. While mixed methods research is now common, using this approach for investigating the challenges of mobile data collection is not as common. This study employed a mixed method longitudinal exploratory multiple case study design. The study collected qualitative and quantitative data on student interactions within a yearlong series of collaborative language learning activities. This paper describes the methodological issues that emerged during the planning and implementation of the study. The participants were undergraduate students studying English translation at a four-year private university in Tokyo, Japan. This paper adds to the knowledge of employing mixed methodology design for mobile data collection and analysis. In particular, the advantages of incorporating Multidimensional Scaling (MDS) analysis with qualitative data. The results suggest that separate forms of data collected at similar frequencies and times that are then triangulated provided an effective methodology for studying collaborative learners in a highly mobile context. This can be seen as evidence for the inclusion of various data collection cycles of both qualitative and quantitative type within a single mobile learning research study. The discussion section includes a summary of the findings, limitations, and possibilities for furthering the study topic.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"371 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133939965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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