Volume Two - Academic Conferences

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Olivia Billingham 2010); gains in critical thinking (Pike and Kuh 2005 cited by Bryson and Hardy 2010) and deeper approaches to learning (Zimitat and Horstmanshof 2007 cited by Bryson and Hardy 2010). To shape this initial investigation I have used the Hu and Kuh definition of engagement as: ‘the quality of effort students themselves devote to educationally purposeful activities that contribute directly to desired outcomes’ (Hu and Kuh (2001, p. 3) cited in Krause and Coates 2008). Advancements in information and communication technologies present new opportunities to think about student engagement and how it can be fostered in online settings (Krause 2005). Electronically delivered educational simulations like SIMITA are an example of just such an opportunity. This work in progress will present findings from an initial investigation into student engagement with SIMITA. 2. Methods Participants were 23 final year undergraduate students studying the legal process module as part of their law degree. Eighteen students completed a self-report questionnaire and four students were invited to participate in a focus group. Patterns of student participation were measured by recording the number of times that SIMITA was accessed by a unique user during the period 1 st January 2011 until 16 th February 2011. The students had already been using SIMITA for a few months when observations began. Students were asked to complete a self-report questionnaire containing scale or open-ended items that explored factors that might act to influence the students’ engagement with SIMITA. These included their initial reaction to the simulation, student perceptions of the value and usefulness of the simulation and also the motivational orientation of the students. The data will be analysed using Microsoft excel and SPSS statistics 19. 3. Findings Preliminary investigation during SIMITAs pilot phase in 2009 revealed that students readily participated with the simulation and student feedback was highly favourable (Falconer, Frutos-Perez 2009). Students accessed the TLE 7 days per week and throughout a 24 hour period except between 3am and 5am. Students also eagerly engaged in non-credit bearing activities such as designing their firms’ website. System statistics were collected as part of this investigation and showed that this student cohort exhibited very similar patterns of participation to that reported with the pilot student cohort. The students have accessed SIMITA 7 days per week and at all hours of the day except between 05.00 and 06.59 (Figure 1. Usage peaks on a Monday and during the day between 10.00 and 16.00 (Table. 1). In total, SIMITA was accessed 3133 times over the 6 week period that was observed. That equates to 136 times per student on average. Figure 1 shows the percent of times that SIMITA was accessed by a unique user each hour of the day during the period observed from 1st January 2011 until 16 th February 2011. Table 1 shows the number of times (hits) and the percent of times that SIMITA was accessed by a unique user each day of the week during the period observed from 1st January 2011 until 16 th February 2011. Analysis of the questionnaire and focus group data will provide a greater understanding of what these observations of participation mean in terms of student engagement. 4. Conclusions The patterns of participation exhibited by both this and the pilot cohort of students suggest that in terms of participation at least, the students are engaging with SIMITA. As these participation patterns have been presented by two independent student cohorts we can suppose that they are a function of using SIMITA and not peculiar to the pilot student cohort. 990
Olivia Billingham Figure 1: Hour of the day access to SIMITA Table 1: Day of the week access to SIMITA Day of week Hits Percent SUN 282 9% MON 926 36% TUE 493 16% WED 463 15% THU 412 13% FRI 366 12% SAT 191 6% Given that successfully engaging students clearly impacts on their learning outcomes and the impressive levels of participation exhibited by students during both the pilot and this initial study, this work in progress will present findings thus far, that explore or investigate the ‘student engagement’ construct in relation to this simulation. This will include consideration of the following factors that may influence engagement with SIMITA: Initial reaction to the simulation Motivational orientation of users Student perceptions of the value or usefulness of the simulation Student perceptions of whether the simulation has helped them to learn Student perceptions of their own self-efficacy Acknowledgements This research was funded by an Early Career Researcher Starter Grant from the University of the West of England, UK. Thanks to Manuel Frutos-Perez, E-learning Development Unit, University of the West of England, for collecting the system statistics. References Bryson, C., Hardy, C., (2010). Why does student engagement matter? Available: http://www.nusconnect.org.uk/pageassets/campaigns/highereducation/student-engagementhub/resources/articles/SE-A01-BrysonHand.pdf [03.06.11]. 991
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
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Abel Nyamapfene Mulnix, J. W. (2011
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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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2.2 Sample and sampling techniques
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Page 468 and 469: 6. Results and analysis Fabio Seren
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Page 484 and 485: Figure 15 VirtualNeu General Menus
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Page 500 and 501: Benefits and Barriers: Applying eLe
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Page 510 and 511: Olivia Billingham Deneen, L., (2010
Page 512 and 513: Karin Levinsen et al. conference or
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Page 516 and 517: Peps Mccrea professional engagement
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Page 520 and 521: Sónia Sousa et al. little sense re
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Page 524 and 525: Trust in Distributed Personal Learn
Page 526 and 527: 2.2 LePress Sónia Sousa et al. Per
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Page 530 and 531: Breaking Down Barriers: Development
Page 532 and 533: Karen Strickland et al. qualitative
Page 534 and 535: Novita Yulianti et al. Research con
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