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Using computer to support learning in higher education : studies of students' uses and perceptions of CBL

Using computer to support learning in higher education : studies of students' uses and perceptions of CBL
Using computer to support learning in higher education : studies of students' uses and perceptions of CBL

The use of computers to assist, support, and resource learning in higher education is increasing. This thesis addresses psychological and educational concerns regarding learning through evaluations of the implementation of computer-based applications in first year psychology, medicine and engineering courses at a single university site. The applications were designed to support a flexible resource-based approach to learning within the curriculum. The studies, reported as a series of cases, were concerned with describing the factors affecting students' uses of the computer applications and their perceptions of the work that they did with them.

To this end, the research also involved the development of appropriate method for examining real world study, employing both experimental and open-ended methods. Qualitative and quantitative data were collected and qualitative and quantitative analysis methods employed. Questionnaire data revealed support for attitudes towards computers being related to experiences with computers. Measures taken of approaches to studying proved useful in indicating that the use of one particular package was associated with, and possible promoted surface learning.

Interviews, examined through a systematic thematic analysis procedure, revealed some of the factors associated with students' perceptions of the use of computers for learning. These factors, both conceptual and concrete, were manifest in different ways depending upon context, and perceptions of context. The research highlights the importance of attending to context when considering implementing and integrating computers for learning into the curriculum, and recommends 'grounded evaluation' (which involves documenting many features of the context and course) as a thorough and appropriate method for analysing effects of context.

University of Southampton
Hall, Jennifer Lesley
Hall, Jennifer Lesley

Hall, Jennifer Lesley (1997) Using computer to support learning in higher education : studies of students' uses and perceptions of CBL. University of Southampton, Doctoral Thesis.

Record type: Thesis (Doctoral)

Abstract

The use of computers to assist, support, and resource learning in higher education is increasing. This thesis addresses psychological and educational concerns regarding learning through evaluations of the implementation of computer-based applications in first year psychology, medicine and engineering courses at a single university site. The applications were designed to support a flexible resource-based approach to learning within the curriculum. The studies, reported as a series of cases, were concerned with describing the factors affecting students' uses of the computer applications and their perceptions of the work that they did with them.

To this end, the research also involved the development of appropriate method for examining real world study, employing both experimental and open-ended methods. Qualitative and quantitative data were collected and qualitative and quantitative analysis methods employed. Questionnaire data revealed support for attitudes towards computers being related to experiences with computers. Measures taken of approaches to studying proved useful in indicating that the use of one particular package was associated with, and possible promoted surface learning.

Interviews, examined through a systematic thematic analysis procedure, revealed some of the factors associated with students' perceptions of the use of computers for learning. These factors, both conceptual and concrete, were manifest in different ways depending upon context, and perceptions of context. The research highlights the importance of attending to context when considering implementing and integrating computers for learning into the curriculum, and recommends 'grounded evaluation' (which involves documenting many features of the context and course) as a thorough and appropriate method for analysing effects of context.

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More information

Published date: 1997

Identifiers

Local EPrints ID: 462931
URI: http://eprints.soton.ac.uk/id/eprint/462931
PURE UUID: e1016101-dace-4fde-965f-c54498b739cb

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Date deposited: 04 Jul 2022 20:23
Last modified: 04 Jul 2022 20:23

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Contributors

Author: Jennifer Lesley Hall

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