Internet utilisation in teaching: A mix method analysis of third year
Transcription
Internet utilisation in teaching: A mix method analysis of third year
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 ii Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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 1 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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. 2 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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 3 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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 4 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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 5 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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 6 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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 7 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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. 8 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus 6.5 L Shone 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%) 9 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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 10 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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 11 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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 12 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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 13 Internet utilisation in teaching: A mix method analysis of third year CTI students at the Bloemfontein campus L Shone 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. 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