Internet utilisation in teaching: A mix method analysis of third year

Transcription

Internet utilisation in teaching: A mix method
analysis of third year CTI students at the
Bloemfontein campus
Completed as part of the Technological Enhanced
Learning (TEL) course
Completed by: Liesl Shone
Instructor: Riana Bester
May 2015
Internet utilisation in teaching:
A mix method analysis of third year CTI students at the Bloemfontein campus
L Shone
Table of content
1.
Introduction ............................................................................................................................ 1
2.
Background to the research ............................................................................................. 1
3.
Literature ................................................................................................................................. 2
4.
Research problem and objectives .................................................................................. 4
5.
Definition of key concepts................................................................................................. 4
6.
Research design and methodology................................................................................ 5
6.1
Research Approach .......................................................................................................... 5
6.2
Research Strategy............................................................................................................ 6
6.3
Population and sampling ............................................................................................... 7
6.4
Research Instrument ...................................................................................................... 8
6.5
Data analysis ...................................................................................................................... 9
7.
Research Results .................................................................................................................. 9
8.
Research Finding and Recommendations ................................................................. 12
Bibliography...................................................................................................................................... 15
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1. Introduction
Many higher education institutions have made commitments to introduce
technology and access to the Internet at their campuses (Cole 2000: 237).
According to this author the main question to be asked is; have teaching
and learning been improved with the use of these tools. Cole (2000: 237)
argues that these tools should not only be made available at campuses, but
should also be utilised in classes to enhance the learning experience.
This project will evaluate the success of the use of the Internet through
technological devices within the classroom. The focus will be on the use of
the Internet to search for supportive information throughout the class.
Students will then be asked to give feedback on the learning experience
and whether they think the use of technology, specifically the Internet,
enhanced their learning.
2. Background to the research
Third year students enrolled for Digital Marketing and e-Commerce
(C_COMA311) at the Bloemfontein CTI campus were asked to partake in
this project. One lesson which focused on digital functions in different
economic sectors were presented with the aid of the Internet. In this lesson
several industries and their digital presence is outlined. These industries
include banking, tourism, insurance, real estate, consultancy, education
and retail and trade.
Instead of a theoretically discussion on each of these industries and how
organisations should ensure a competitive online presence, students were
asked to complete an internet search on each industry. For example, within
the banking industry, students were asked to log into their personal online
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banking account. They had to identify the aspects of each bank’s web page
and digital presence. Thus a comparison of the security, log in details,
transactions available etc. were made practically. After the online search
was completed, reference were made to the theory in the guide and how
their findings relate to those outlined in the guide.
With regards to the real estate industry each student were asked to search
for a real estate company on the Internet. After each student selected a
company, they were asked to do several searches. For example, they had
to search for a four bedroom house in Bloemfontein within the budget of 2
million rand. Again the functions of the several company webpages were
discussed and compared to the theory outlined in the guide. The same
principal were applied to all the industries outlined.
After the lesson students were asked to complete a questionnaire in which
they evaluate the class and the use of the Internet to enhance their learning
experience.
3. Literature
The Internet has become an essential part of the way we work, study and
play for most people around the world (Costa, Cuzzocrea & Nuzzaci
2014:164). According to Jefferies and Hussain (1998:359) the Internet is
increasingly being used by students to gather a variety of data and gain an
extensive range of knowledge and experiences as part of their learning
activities.
According to Tel (2014: 277) it is possible to use the Internet in commerce,
communications,
journalism,
banking,
entertainment,
management
practices and education. The Internet can add value to all these industries
due to its unique features, it being less costly and having broader coverage.
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Reading and understanding the Internet represents a new way of exploring
reality and of building knowledge. This can be accomplished through search
tools, research and interactions that create unusual relationships (Costa,
Cuzzocrea & Nuzzaci 2014:164).
In recent years it was found that undergraduate students at higher
education institutions are considered to be the most adaptive to
technological developments (Tel 20014:277). Undergraduate students at
higher education institutions should thus be the group that uses these
developments intensively in every day live. It was however found that this
group do not sufficiently take a benefit from these technologies when
studying or learning.
Students around the world learn a series of skills through activities and
research on the Internet. It was found that 84% of students in America
owns a laptop and that 99% of students used the Internet (Costa,
Cuzzocrea & Nuzzaci 2014:164). Students seem to use the Internet to
interact with others and to find material to use in assessments and
studying. The Internet is a useful tool for searching information and has
become a key component in the way students go about learning and
understanding the world around them (Costa, Cuzzocrea & Nuzzaci
2014:164).
Costa, Cuzzocrea and Nuzzaci (2014:164) state that the Internet is a
powerful tool that, if used appropriately, can enhance the learning
experience of all students. Peterson and Merino (2003:100) agree that the
Internet makes a large volume and variety of information available with
relatively minimal expenditure of time, effort or money. According to Costa,
Cuzzocrea and Nuzzaci (2014:164) the Internet is a powerful tool that is
revolutionizing thinning about learning and the search for information
sources. These authors supports this argument by stating that students
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can acquire information from websites that are similar to information from
traditional sources, but this information can be acquired in a much faster,
cost effective and convenient manner. Jefferies and Hussain (1998:361)
feels that the Internet should be used to support learning and teaching in
a modern classroom.
4. Research problem and objectives
Although undergraduate students were found to be the most adaptive
group with regards to technological developments, these students do not
sufficiently take advantage of these technologies when it comes to studying
and learning (Tel 2014:277). This project will aim to investigate how the
use of the Internet as a search tool will enhance the learning of students.
The following research objectives were outlined:
 To analysis available literature on the utilisation of the Internet in
teaching
 To identify the experience of students with regards to the use of the
Internet in class
 To make recommendations on how lessons incorporating the Internet
can be improved
5. Definition of key concepts
The following key definitions can be defined:
The Internet can be defined as a technology that has emerged in line with
requests to storing the information produced by human beings, sharing it
and easily have access to it. The Internet is being formed by the connection
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of a mass amount of computer that together form a web of information (Tel
2014:277).
Teaching is an intimate contact between a more mature personality and a
less mature one which is designed to further the education of the latter
(Yunus 2015: 3).
Learning is often defined as a relatively lasting change in behaviour that is
the result of experience (Cherry 2015:1)
6. Research design and methodology
According to Easterby-Smith, Thorpe and Lowe (1990:21) research design
can be defined as “the overall configuration of a piece of research: what
kind of evidence is gathered from where, an how such evidence is
interpreted in order to provide good answers to the basic research
question.”
Basic to the research design there are four fundamental questions that
must be answered with respect to the data. These questions are: What data
is needed? How will this data be secured? Where is this data located? How
will the data be interpreted? (Mulder 2008:35). In the discussion on the
research approach, strategy and sampling that follows, these questions will
be addressed.
6.1
Research Approach
A combination between a qualitative and quantitative research approach
were used during this project. According to Babbie (1998:37) the
combination of this two research approaches lead to a more thorough
analysis of the concept under discussion. The term triangulation is used to
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describe the use of both qualitative and quantitative methods of research
to have a more thorough understanding of the nature of the research
problem (Wimmer & Dominick 2006:50).
A Qualitative research approach can be seen as “any method for doing
social science research that uses general observations, depth or semi
structured interviews, and verbal descriptions in place of numerical
measures.” (Priest 1996:250) Rubin, Rubin & Piele (2005:209) supports
this definition and states that Qualitative research should be seen as
inductive and interpretive. Wimmer and Dominick (2006:83) adds that a
qualitative analysis is the analysis of words that describes every day
experiences. At its most basic qualitative research seeks to preserve the
form and content of human behaviour and to analyse the qualities thereof,
rather than to use mathematical transformations (Lindlof 1995:21).
Quantitative research requires that the variables under consideration to be
measured. Quantitative research is concerned with how often a variable is
presented and uses numbers to calculate this amount (Wimmer & Dominick
2006:82). Quantitative research can be seen as “any method of doing social
science research that uses numerical counts or measures and statistical
analysis in place of verbal material.”(Priest 1996:250) Thus the most basic
distinction between quantitative and qualitative data in social research is
the difference between numerical and non-numerical data (Babbie
1998:36).
6.2
Research Strategy
A case study research strategy was used in this study. The case study
strategy provides an intensive, in-depth method of enquiry focusing on a
real life case using a variety of sources of information (McGloin 2008:46).
According to Haunschild and Eikhof (2009:110) the case study strategy is
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used to investigate a unique and defined social entity as the unit of analysis.
McGlion (2008:46); Rosenberg and Yates (2007:447) states that the case,
or unit, can be a person, family, organisation or industry. Thus a case study
is defined by what is studied and not by how a phenomenon is studied
(Haunschild & Eikhof 2009:110). Merriam (1988:11) describes a case study
as the examination of an instance in action.
The knowledge gathered from case studies is different from other research
knowledge in four important ways. Case study knowledge is more concrete,
more contextual, more developed by the interpretations of the reader and
is based more on the reference population that was determent by the
researcher (Merriam 1988:15).
According to Haunschild and Eikhof (2009:110) and Merriam (1988:9) a
case study is particularly effective if it is used to answer “way” and “how’
questions. A case study can test theory or build theory, incorporate random
or purposeful sampling and include qualitative of quantitative data.
Qualitative and quantitative data can also be used in combination. This
form of triangulation will enhance the validity and reliability of one’s case
study research (Merriam 1988:2). This strategy thus supports the aim and
objectives of this project. The case that was analysed is the third year
student of the Bloemfontein campus enrolled for C_COMA311. The
utilisation of the Internet to enhance learning was investigated.
6.3
Population and sampling
A type of non-probability sampling known as an available sample was used
in this project. An available sample is a collection of readily accessible
subjects (Wimmer and Dominick 2006:90). The students that were selected
to be included in this study are third year student of the Bloemfontein
campus enrolled for C_COMA311. These students are available to the
researcher and will also have a thorough understanding of the concepts
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under investigation. Of the twelfth students enrolled for this course, eleven
were willing to partake. The identity of these students were protected
through anonymity. Thus these students were not asked to provide their
name, student number or any information that they could be identified
with.
6.4
Research Instrument
Questionnaires includes a series of questions that are asked to a large
number of people that is believed to be representative of the larger
population (Priest 1996:253). Questionnaires can be read to participants in
structured interviews, done through telephone interviews, they can be
mailed to participants or administrated through email lists or Internet
websites (Merrigan & Huston 2004:95 & Priest 1996:253).
When using questionnaires the researcher should decide what the structure
of the questionnaire should look like and what types of questions should be
asked (Merrigan & Huston 2004:95). Wimmer and Dominick (2006:180)
identify five basic rules for questionnaire design. These authors state that
firstly it is important that the researcher understands the goal of the
research project. It is also important that questions are stated clear and
un-ambiguous. Questions should accurately communicate what is expected
from participants. The researcher should never assume that participants
understand what is required. And lastly it is recommended that the
researcher follows Occam’s razor, which is asking the question whether the
easiest approach is being followed, in the development of questionnaires.
In this research project, semi-structured questionnaires were be used. Thus
the questionnaire contained both close-ended as well as open-ended
questions.
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6.5
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Data analysis
Rosenberg and Yates (2007:450) suggest that the selection of data analysis
methods must correspond with the chosen data collection method. In this
project quantitative data were analysed by the use of Microsoft Office to
calculate percentages. Coding was used to analyse qualitative data.
According to Casey and Houghton (2010:47) the coding of data to identify
similarities and differences is a very effective way to form generalisations
in the analysis of case study data. Through the use of coding, writing
memos and diagramming data was recorded and stored.
7. Research Results
As stated in section 2, third year students enrolled for Digital Marketing and
e-Commerce (C_COMA311) at the Bloemfontein CTI campus were asked to
partake in this project. Of the twelfth students enrolled for this course,
eleven were willing to partake. These students were asked to complete a
questionnaire on their experience in relation to the lesson.
Respondents were asked whether they enjoyed the practical approach
taken with regards to the specific lesson. All the respondents (100%)
outlined that they did enjoy the class.
Whether they felt that the theoretical work of this lesion was adequately
covered, were the next question posed to the respondents. Again all the
respondents (100%) identified that they do feel the theoretical content of
this lesson was sufficiently covered.
Respondents were then asked whether they would have preferred a more
theoretical approach to the content of the lesson. Only one participant (9%)
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felt that they would have preferred more theory to be covered in the lesson
(see figure 1).
Yes, I would have prefered a more thoeretical discussion
No, I prefered the practical approach to the class
9%
91%
Figure 1: Preference of a theoretical approach
Respondents were then asked whether they think they utilise the internet
sufficiently in their studies. The majority of respondents (64%) did feel that
they do utilised the internet. It should still however be noted that 36% of
the respondents admitted that they do not utilised the Internet sufficiently
(see figure 2).
No, I don’t utilise the internet optimally
Yes, I do utilise the internet optimally
36%
64%
Figure 2: Student utilisation of the Internet in learning
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The next question posed to respondents were an open-ended question in
which they were expected to outline what they felt worked well during the
lesson. The responses were grouped together, through the process of
coding, to enhance the understanding of the answers provided.
The majority of respondents (55%) focus on the practical application of
theory they gained when providing feedback on the session. In total 27%
of respondents focused on the enhanced understanding they have of the
work covered in the lesson and 18% stated that the knowledge gained
through the lesson was the biggest advantage (see figure 3).
60%
50%
40%
30%
20%
10%
0%
Practical application
Enhanced understanding
Knowledge gianed
Figure 3: Respondent perspective on what worked well
Another open-ended question were posed to respondents. In this question
respondents were asked what they felt did not work well during the lesson.
Again the responses were grouped together to enhance the understanding
of the answers provided.
The majority of respondents (55%) felt that the slow Wi-Fi was a problem
experienced during the session. In total 18% of respondents experienced
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problems with their internet connectivity and 27% felt that it was a good
lesson, with no improvement needed (see figure 4).
60%
50%
40%
30%
20%
10%
0%
Slow Wi-Fi
Internet conectivity
Nothing needs to be
improved
Figure 4: Respondent perspective on what did not work well
In the next section the research findings, derived from these results as
well as recommendations will be outlined.
8. Research Finding and Recommendations
From the literature (section 3) it is clear that the internet can add value to
the education industry and bring unique features to the classroom (Tel
2014:227). In this project it was found that all the students enjoyed the
class and that the theoretical work of this lesion was adequately covered.
This finding is also support by Costa, Cuzzocrea and Nuzzaci (2014:164)
who state that students can learn a series of skills through internet related
activities.
It was found that undergraduate students at higher education institutions
are considered to be the most adaptive to technological developments.
However it became evident that this group do not sufficiently take a benefit
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from these technologies when studying or learning (Tel 20014:277). In this
study it was found that 36% of the respondents do not utilised the Internet
sufficiently. This can be improved by lecturers using the internet as a
teaching tool and in return encouraging students to utilise the internet
better in their own studies.
When respondents were asked what worked well in the lesson, 55% of
respondents focus on the practical application of theory, 27% focused on
the enhanced understanding and 18% stated that the knowledge gained
through the lesson was the biggest advantage. According to Costa,
Cuzzocrea and Nuzzaci (2014:164) the internet represents a new way for
exploring reality. These authors also state that the Internet is a key
component in understanding the world around us and that the internet can
build knowledge. Thus all three the groups of responses outlined by the
respondents are outlined in the literature as advantages that the internet
can have for students. This finding is thus in line with current results in the
field.
Finally students were asked what they thought did not work well in the
lesson. In total 55% of respondents felt that the slow Wi-Fi was a problem,
18% experienced problems with their internet connectivity and 27% felt
that it was a good lesson, with no improvement needed. It can be said that
Wi-Fi speed and the availability of the internet should be taken into
consideration by the lecturer when internet related activities are planned
into a lesson.
According to Tel (2014: 277) the internet has unique features, are less
costly and have a broad coverage. In this study it was also found that the
utilisation of the internet in teaching added value to the class in various
ways. The use of internet searches to support the content covered in a
specific lesson can be seen as a cost effective and less time consuming way
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to add value to students. It can enhance the practical application,
knowledge and understanding of the topic under consideration.
Cole (2000: 237) states that the Internet should be utilised in classes to
enhance the learning experience. In this project, the same conclusion can
be drawn.
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Bibliography
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Wadsworth Publishing Company.
Casey, D. & Houghton, C. 2010. Clarifying case study research: Examples
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K.
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Educative Informal Context: Implication for Formal Education. Media
Education Research Journal, 43(22):163-171.
Easterby-Smith, M., Thorpe, R. & Lowe, A. 1991. Management Research:
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Haunschild, A. & Eikhof, D.R. 2009. From HRM to Employment Rules and
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Internet utilisation in teaching: A mix method analysis of third year

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