E-Learning and Digital Media
ISSN 2042-7530

Volume 6 Number 4 2009

CONTENTS [click on author's name for abstract and full text]

Wan Shun Eva Lam. Literacy and Learning across Transnational Online Spaces, pages 303‑324
Päivi Jokela & Peter Karlsudd. Net-Based Training for Physicians, pages 325‑335
Erik Jacobson. Online Presentations of Research on Adult Literacy: government websites as learning spaces, pages 336‑350
Rapelang Marumo, Richard Sehurutshi & Kabanya Wangombe. E-learning Platform for Education Innovation: a case for Botswana, pages 351‑362
Heidi Probst, David Eddy, Jo Doughty & Denyse Hodgson. Integrating E-learning into Postgraduate Radiotherapy and Oncology Education: a case study, pages 363‑371
David Howlett, Tim Vincent, Nicola Gainsborough, Jil Fairclough, Nick Taylor, Jon Cohen & Richard Vincent. Integration of a Case-Based Online Module into an Undergraduate Curriculum: what is involved and is it effective?, pages 372‑384
Judith Guevarra Enriquez. From Bush Pump to Blackboard: the fluid workings of a virtual environment, pages 385‑399
Masao Kishore, M.H.N. Tabrizi, Erol Ozan, Shahnaz Aziz & Karl Wuensch. Correlates of Student Preference for Online Instruction over Face-to-Face Instruction, pages 400‑415

BOOK REVIEWS VIEW FULL TEXT doi:10.2304/elea.2009.6.4.416
Using Technology Wisely: the keys to success in schools (Harold Wenglinsky), reviewed by John Masciarelli, pages 416‑420
The Uses of Blogs (A. Bruns & J. Jacobs), reviewed by Tere Vadén, pages 420‑422
A New LiteraciesSampler (Michele Knobel & Colin Lankshear, Eds), reviewed by Clement Chau, pages 422‑423

GAME REVIEW VIEW FULL TEXT doi:10.2304/elea.2009.6.4.424
Morality Play: a comparative review of inFamous and Prototype, reviewed by Aaron Chia-Yuan Hung, pages 424‑430

Literacy and Learning across Transnational Online Spaces

WAN SHUN EVA LAM Northwestern University, Evanston, Illinois, USA

doi:10.2304/elea.2009.6.4.303

This article reviews the emerging research literature on literacy in transnational migrant contexts and extends research in this area through an-depth study of how two immigrant teenagers navigated online media across countries to participate in a domain of interest, which included online forum discussion of philosophy and websites related to global Japanese animation and manga (graphic novels). In particular, it examines how the transnational affiliation and frame of reference of the youth affect their literacy development and knowledge making in these interest-based communities. Data consisted of observations, interviews, screen recordings, and think-aloud demonstrations by the youth of how they participated in the online communities. The analyses examine how the youth participated in the specialist language of their domain of interest and, in the case of one of them, how multiple languages were used to gather diverse sources of information and media content distributed across Internet sites in his native and adopted countries. Implications are drawn for an understanding of literacy in transnational migrant contexts as involving knowledge making with people and textual artifacts in distributed networks that reach across national boundaries.

Net-Based Training for Physicians

PÄIVI JOKELA & PETER KARLSUDD University of Kalmar, Sweden

doi:10.2304/elea.2009.6.4.325

In order to ensure and increase access to high-quality learning opportunities it is becoming more and more common to integrate e-learning into health-related environments. The rapid development of these new learning environments also requires continuous monitoring and evaluation, to guarantee the quality of the health-care education. In this project a holistic model based on a systems approach is used in order to evaluate a video conference‑supported course in emergency medicine. Questionnaires and observations as well as interviews in groups and individually were used for data gathering. The course participants were 27 junior doctors, 18 from the Stockholm node and 9 from the Kalmar node; 11 lecturers were involved. The collaborative pedagogical approach was appreciated; all participants agreed that their peers contributed to the learning process. The greatest advantage of the course was that high-quality education was made available to a group of junior doctors who did not have alternative possibilities for participating in a traditional course. To offer a proficient video conference environment for synchronous two-way communication, the course must be developed at three levels: technical environment; individual information and communications technology skills; and course organisation. Potential users must be offered adequate training and technical support. The course organisation must encourage the sharing of responsibilities and tasks between the participating nodes.

Online Presentations of Research on Adult Literacy: government websites as learning spaces

ERIK JACOBSON Montclair State University, New Jersey, USA

doi:10.2304/elea.2009.6.4.336

This article presents a review of seven national governments’ online collections of adult literacy‑related research. This study explored the type of learning associated with official web spaces by asking the following research questions: (1) What kind of research do these governments present on their websites? (2) How is the presentation organized? (3) What opportunities for learning do these spaces provide? Clear differences emerged in the type of research presented and in how it was organized. Sites varied in the way they presented opportunities to learn, which was suggestive of underlying differences in how the research base was being conceptualized.

E-learning Platform for Education Innovation: a case for Botswana

RAPELANG MARUMO, RICHARD SEHURUTSHI & KABANYA WANGOMBE University of Botswana

doi:10.2304/elea.2009.6.4.351

This article intends to investigate the challenges of e-learning implementation with an emphasis on education innovation. The Botswana government imports technology rather than developing it in-house through or in association with a well-developed national research and development (R&D) centre. In simple terms, e-learning is the delivery of education or teaching by electronic means. This technological change puts pressure on leaders and policy makers. This research will enable researchers to provide scientific advice to stakeholders on the use of e-learning as a platform for education innovation in Botswana. In spite of limited access to computers, technophobia and slow network connection, e-learning can be a very useful tool in its flexibility and provision of self-directed learning. A variety of teaching and learning methods can be applied towards the development of the individual. The general objective of this study was to determine employee awareness of the influence and abilities, as well as limitations, of information and communication technologies (ICTs) for advancing a personal, active, open, collaborative and lifelong learning process. A survey of employees at both management and technical levels from industry was conducted, asking the importance in terms of being a lifelong learner of characteristics such as technical competence, analytical and creative thinking skills, the desire to enquire, and the impact of technology at work, at home and in society, among other things. How well these factors were offered in the technical education that was acquired at tertiary level was also rated.

Integrating E-learning into Postgraduate Radiotherapy and Oncology Education: a case study

HEIDI PROBST, DAVID EDDY, JO DOUGHTY & DENYSE HODGSON Sheffield Hallam University, United Kingdom

doi:10.2304/elea.2009.6.4.363

Training health professionals within university environments has traditionally focused on face-to-face methods. Practitioners working within the UK National Health Service (NHS) have found it difficult to gain leave from work to attend for study due to the demands of the NHS and staff shortages. In response, the authors developed a distance e-learning course to match the current traditional taught programme. The first e-learning module (a research methods module) was comparable in content to the traditional taught module, and developed to incorporate a formative assessment design throughout, embodying the constructivist approach and the principle of assessment for learning. The authors evaluated student experiences with the e-learning module using a pre- and post-module questionnaire, with the taught cohort used as a comparison. They tested the importance of support, levels of information technology (IT) skills, preferences for e-learning and intrinsic motivation. The results identified that highly satisfied e-learning students were more likely to report a preference for e-learning initially, show higher levels of intrinsic motivation and report good support from tutors and fellow students. This article discusses the development and evaluation of the pilot module and some of the lessons learned from providing e-learning to health workers.

Integration of a Case-Based Online Module into an Undergraduate Curriculum: what is involved and is it effective?

DAVID HOWLETT, TIM VINCENT, NICOLA GAINSBOROUGH, JIL FAIRCLOUGH, NICK TAYLOR, JON COHEN & RICHARD VINCENT East Sussex Hospitals NHS Trust, Brighton and Sussex Medical School and Royal Sussex County Hospital, Brighton, United Kingdom

doi:10.2304/elea.2009.6.4.372

Numerous studies have been undertaken demonstrating that online learning is an effective teaching tool, working best when combined with more conventional teaching methods. There is a paucity of data both examining the longitudinal blending of an e-module with more conventional modes of curriculum delivery and also relating to the time and financial costs involved in successful delivery of such a module. The study reported in this article was performed over an academic year in a cohort of 101 year 5 medical students. It demonstrates that there are significant set-up costs involved in designing and implementing an online module, although these costs will diminish following initial set-up. Surveys performed throughout the year demonstrated consistently high levels of student satisfaction, with appreciation of the educational benefits provided by e-learning. Successful clinician engagement and effective IT support are essential ingredients to success. Future research is likely to focus on outcome evaluations of e-learning and how it may affect learner knowledge, skills or attitudes.

From Bush Pump to Blackboard: the fluid workings of a virtual environment

JUDITH GUEVARRA ENRIQUEZ University of North Texas, Denton, USA

doi:10.2304/elea.2009.6.4.385

Impact is possibly the most frequently evaluated construct associated with any kind of technological diffusion or adoption within educational settings. Seemingly endless research projects are funded to measure it and to validate the educational value we have become adept at inscribing into practically all novel technologies brought to our attention through official documents or government initiatives. This article revisits the virtual learning environment known as Blackboard. It addresses the notion of impact surrounding the e-learning initiative in the UK context, with particular reference to the case of one university. It seeks to move towards a ‘softer’ conceptualisation of how we may study the workings of a virtual environment. To this end it draws on the work of de Laet and Mol concerning the mechanics of the bush pump to argue that there is no Blackboard (or other technology) in itself that is completely finished in its design or make-up. How a given technology works is not just a matter of concern for software developers located and employed at Blackboard, Inc. or similar organisations. Its effective use is not just about putting it to work on some requirement or content. Rather, as it becomes installed, distributed and accessed across time and space within specific localities, it enacts multiple ways of working: it works with. The workings of the virtual environment are not merely applied but, rather, they are coordinated in specific forms locally. Having this ‘softer’ understanding would allow us to explore how technology works not only in terms of how, but also in terms of where, and would show that for it to work properly it has to be located with.

Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

MASAO KISHORE, M.H. NASSEHZADEH TABRIZI, EROL OZAN, SHAHNAZ AZIZ & KARL L. WUENSCH East Carolina University, Greenville, North Carolina, USA

doi:10.2304/elea.2009.6.4.400

In order to examine current online course delivery systems, the authors created and conducted a survey that examined both face-to-face (FTF) and online education (OE) classes offered at 46 universities and some community colleges in the United States, as well as at some foreign universities. Students were asked whether they preferred FTF or OE classes, and related questions (convenience, self-pacing, etc.). The results showed that 47.5 % preferred FTF classes, 33.5% preferred OE classes and 19% had no preference (N = 1876). The authors hypothesized that students’ preference for OE classes had strong correlations with other variables in the survey. The purpose of the research is twofold, involving, first, the identification of these variables. The authors found that gender, stated reasons for having taken an OE class, student perception of pedagogical characteristics of OE classes, frequency of use of certain OE technologies, rated quality and reliability of the OE course delivery system, number of OE classes the student had taken, and speed of Internet connection were significantly correlated with preference for OE classes. Second, the authors suggest how these OE features should be implemented to improve current OE course delivery systems.

© SYMPOSIUM JOURNALS
Symposium Journals is the trading name of wwwords Ltd
PO Box 204, Didcot, Oxford OX11 9ZQ, United Kingdom
info@symposium-journals.co.uk
www.symposium-journals.co.uk