Methodology

The overall aim of this research is to enable an informed answer to the question of how iLecture and similar web-based lecture technologies can be used to best effect to support learning and teaching.

Key questions for investigation include:

• how the technology is integrated into the curriculum, its role and relationship with other elements within the curriculum
• how the technology can effectively support learning and teaching in different contexts, taking into account disciplinary differences, student diversity, specific teaching aims and learning outcomes.
• the educational implications of its use for:
• the design and delivery of curricula
• academics and their teaching
• students, their learning and the establishment of effective learning environments
• professional development of academic staff
• academic policies and practices

A comprehensive exploration of these questions involved a mixed mode, pragmatist approach with both qualitative and quantitative dimensions (Creswell, 2003) with triangulation of data drawn from several sources in order to access the perspectives of a diversity of stakeholders in the learning and teaching programs of Universities. As noted in Creswell (2003) pragmatists draw from both quantitative and qualitative assumptions to derive knowledge about a problem. This approach was used to test theories and then develop themes from the data (Creswell, 2003).

The research program entailed two stages. The first stage focussed on capturing the diversity of student and staff experiences in the use of iLecture and other technologies in order to identify and categorise the issues and usage patterns that are emerging across participating universities. The student survey and the staff survey were used to gather both quantitative and qualitative data from students and academic teaching staff in order to capture the diversity of perspectives, contexts and practices.

A comprehensive understanding of the educational implications arising from this first stage can only be achieved when the findings are interpreted within the specific organisational contexts and curriculum models. The second stage therefore explored, through a series of vignettes and case studies, some of the learning and teaching issues that emerged. The vignette and case study development in this stage will enable ‘precise description or reconstruction’ (Flick, 2006) for more in depth interrogation of themes emerging from the surveys.

To enrich our understanding of the relationship between pedagogy, learning and technologies, both the Lectopia technology (previously known as iLecture) being used at Macquarie, Murdoch and Newcastle Universities and the alternative technologies in place at Flinders University were explored.

 

References

Creswell. (2003). Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA.

Flick, U. (2006) An Introduction to Qualitative Research, 3rd ed. Sage Publications.

 

 

The Project | Methodology | Student Survey | Staff Survey | Vignette | Case Study | People | Progress

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