Paper Abstract:
In 1998, developmental work and research began on provision of web-based virtual learning materials at Swinburne University of Technology, Lilydale. Two events (first - the decision to provide printed learning guides, and second - the arrival of the Information Technology, Systems and Multimedia Discipline Leader) acted as catalytic agents for development of these virtual learning materials and consequent, action research for the case under study.
Significant to the researcher/author, in the present research, is the investigation and implementation of learner-centric computer-mediated online studies and also the reflexive monitoring of operationalised research and developments. This can be more specifically portrayed as:
· Subject delivery, using Computer-Mediated Learning (CML),
· Development of a Virtual Learning Guide Template (VLGT);
· Investigation of first year student reactions to CML and virtual learning materials;
· Investigation of learner motivation and the apparent performance goal orientation of students in the case study;
· Operationalising research outcomes, and the reflexive monitoring and measurement of implementations.
Content list
Introduction
Objectives
Assessment
Summary
Self-assessment questions
Self-assessment answers
Further Reading
3. Topic level components
Introduction
Objectives
Learning Modes and
Resources
Main text
Summary
Bibliography
Each subject consists of a number of modules, with each module consisting of one or more topics. To date no follow-up research or evaluation has transpired in a systematic way to investigate the veracity of the model as a learning framework or a subject delivery tool; other than to note that students are progressing at rates similar to others at the city campus of the university.
In 1998, several events transpired whereby a significant number of subjects required revision and/or replacing within the Information Technology, Systems and Multimedia Discipline (ITSM Discipline). There was no time available to write the learning materials and have them published (for purchase by students) prior to the start of the teaching semesters. As the discipline leader and subsequently also the researcher, I decided to design and implement a web-based computer-mediated learning materials template similar to the print version. This meant that academics undertook a progressive publication approach to subject development. Initially, all the ITSM Discipline academics were able to achieve was an online version of the content and learning objectives, on a week-by-week basis, available to students both via Internet connection and also via campus computer access labs.
Observations and Questions:
.
In many aspects, the very axioms of the academics at the SUTL campus have fallen prey to the pragmatic of student demands for content and assessment targets, and the structure of conversional instruction week-by-week as face-to-face teaching.
Several observations emanate, as one who has used this system:
· Emphasis on learning objectives (Paterson & Weal, 1995) – however, students take little notice of these objectives;
· Explicit content – expressing important ideas, readings and self-assessment requiring considerable development by the academic and no development by the student;
· A 1999 quality review indicates that very few of the learning guides published, display the degree of completeness, implicit, in the Learning Materials Specification;
· Students at undergraduate level display behaviour similar to that expected in a performance based or goal oriented learning mode, and a reluctance to undertake cognitive and reflexive learning;
· A reluctance by academics to make use of online delivery as an alternative flexible mode or instructional technology.
Several broad questions emanate. Questions that help focus the wider research, in part reported in this paper. They are:
· What needs to change in the learning guide model in order to activate self-directed learning by the undergraduate students?
· Can online computer-mediated learning provide a “significant (non-detrimental) difference” for students choosing this mode of study?
· Can online computer-mediated learning be developed to a stage
