The Impact of the Learning Network
A
Qualitative case study on Learning with Lotus LearningSpace
PROPOSAL
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Abstract
The Learning network, the learner-centered
Intranet groupware, has found increasing use in the arena of distance
education. Lotus LearningSpace, as a new
learner-centered groupware, is in its infancy. People are exploring its
potential to enhance distance learning. How to tap the full potential of Lotus LearningSpace in a distance learning environment and what
are the critical factors that could affect learning in a LearningSpace
assisted class are issues that need to be addressed. But there has been little
research conducted thus far on Intranet-assisted learning, and no research
conducted on using Lotus LearningSpace for
college-level courses.
As interaction is seen as the core of
improving the quality of distance education, and as Lotus LearningSpace
is designed to facilitate learning communication, this study utilizes a
qualitative case study to explore a distance learning class HES 3002 in Lotus LearningSpace environment. Interviews, observation, and
survey will be used to collect data. The research will explore the users’
perspectives and attitudes toward using Lotus LearningSpace,
the perceived merits and demerits of LearningSpace,
and factors that could affect the effective use of LearningSpace.
The themes emerging from the data will be analyzed to establish theories and
arrive at a conclusion about the effectiveness of LearningSpace
and the factors that affect the Class HES 3002 through explore the attitudes
and perspectives of the learners and the teacher. This study will add to the
literature regarding distance education, and, hopefully, provide a foundation
for future studies in the realm of networked distance learning.
Chapter One
Introduction
The new technology per se is not a revolution---the
revolution is the difference that technology makes in how we
organize, structure, and empower our lives (Gregorian, et al., 1992,
p.7).
Today’s society has entered the Information Age. Information technology (IT) is impacting our life profoundly. Technology has been incorporated into school curriculum-based instruction. Students are learning how to use computers to learn (Heinich, et al., 1996). The computer provides teachers with a tool to engage the students powerfully in the learning process, for it has the amazing ability to meet the students’ increasing advanced needs (Villamil & Molina, 1997). The fast development of the Internet is moving distance education to a new era. The educational network is growing exponentially (Mason, 1998; Harasim, Linda, et al, 1995; Hills, 1997; Muirhead, 1999). President Clinton proclaimed that by the year 2000, all American classrooms should be wired to Internet and all students should be provided with help to become technologically literate. He submitted a proposal of $1.77 trillion budget to prepare digital facilities in the nation’s classrooms (Clousing, 1999).
The quality of distance education is becoming a critical issue for educators. And interaction has become the core of the quality of distance education (Muirhead, 1999). The rapid development of Intranet products has been most beneficial to distance education providing various tools to facilitating learning interaction in distance learning settings. Educators and learners are faced with a new challenge in how to effectively take advantage of the new network technology (Davison, 1999; Muirhead, 1999).
The array of media formats and quality materials available through Intranet is increasing dramatically. Teachers and students are making an effort to explore the ultimate potential to maximize academic communication and enhance learning outcomes by using network systems (Hills, 1997; Muirhead, 1999; Liu, 1996; Hinrichs, 1997; Greer, 1998). With rapid development of the network technology and the improvement of manipulation of it, the new telecommunication formats have revolutionized the concept of education and are reshaping and enriching the way learning occurs.
The emerging Intranet groupware is one format of an asynchronous distance learning communication network (Criscito, 1999). Some of its software products have been integrated with the synchronized features recently, such as interactive video and telephone communication. The key characteristic of the Intranet is the capacity of its learners to be a part of a community, collaborating and sharing ideas asynchronously or synchronously to achieve a common goal. Lotus LearningSpace (LearningSpace) is a learner-centered Intranet groupware. It has been newly developed by Lotus Company and has attracted much attention. Increasing interest emerges from educators and learners in the effectiveness of learner-centered groupware products. But many are still unsure about the effectiveness of the learner-centered groupware LearningSpace and how to best use it to reach their educational goals. A research study of LearningSpace can contribute to a better understanding of the product, and help users to better utilize the product to achieve their academic goals.
Statement of the Problem
Most of the Intranet, such as Lotus Notes, Novell Groupwise, Microsoft Exchange, are now used for business, organizations, and administrative systems. There are a few cases in which Intranet groupware like Lotus Notes are used for educational purposes. Many are expecting the emergence of such groupware to meet their immediate educational needs revamping interactivity in a virtual learning environment. Lotus LearningSpace is among the first of the new groupware products being used for educational purposes. It is at the starting stage. People need to have an understanding about it, learn how to use it to its full extent, and be aware of its effectiveness and limitations.
People need continuous exploration in the domain of interactivity in distance learning (Moore, 1990; Muirhead, 1999). This study on Lotus LearningSpace can contribute to a better understanding of its interactive components in two college distance learning courses delivered by a large midwestern university.
Purpose of the
study
The purpose of this research is to provide an in-depth qualitative case study of the students and teachers’ attitudes toward the effective use of Lotus LearningSpace Groupware in a college courses in a large university in the Middle West. This study adopts qualitative research methodologies to explore insights.
Research
Questions
The focus for this study is: (1) How effective is Lotus LearningSpace in assisting distance learning class HES 3002? (2) What are the critical factors that affect learning in the class HES 3002 in the Lotus LearningSpace network environment?
The following subquestions cluster around the main questions:
For Students:
1.
What is it like to
use Lotus LearningSpace to learn?
2.
Is Lotus LearningSpace perceived as an enhancement to distance
learning?
3.
What are the
advantages and barriers in learning in the class HES 3002?
4.
What are the
relationships among the factors that could enhance or baffle distance learning?
5.
What are the
perceived strengths and weaknesses of LearningSpace?
For Teachers:
1.
What is it like to
use Lotus LearningSpace to teach?
2.
Is Lotus LearningSpace perceived as an enhancement to distance
learning?
3.
What are the
advantages and barriers in teaching in the class HES 3002?
4. What are the relationships among the factors that could enhance or baffle distance learning?
5. What are the perceived strengths and weaknesses of LearningSpace?
Research Assumptions
It is assumed that the technological capabilities of a groupware is the basic structure for the interaction in a distance learning environment. It defines the strategy of instruction and the format of interaction throughout learning activities. It is assumed that the teachers’ guidance to the network-assisted learning and their adaptation of network technology to instruction and learning collaboration are important to learning outcome and learners’ motivation of involvement. It is assumed that students’ active involvement in the networked interaction is related to the factors of the groupware capabilities, teacher’s enthusiasm and modeling, and students’ learning styles, motivation and discipline enforcement.
Rationale for the Research Design
Most qualitative research reflects some sort of phenomenological perspective (Glesne, 1999). They are conducive to describing or answering questions about particular events, or contexts and the perspectives of a participant group toward events, beliefs, or practices. It is useful for explorations and understandings of a group or phenomenon and these understandings often result in new findings or theories (Gay & Airasian, 1996).
A phenomenological approach considers human beings the center and determinants of the world events. Researches solely depending on numbers may be unreliable in interpreting human feelings, emotions, perceptions, and attitudes, and these studies may not be fully representative of the participants involved.
Qualitative research emphasizes the interaction of human participants. It is a more humanistic approach in dealing with data and its outcomes can more reflect the human perspectives. Qualitative researchers argue that
Meaning
is situated in a particular perspective or context, and, since different people
and groups often have different perspectives and contexts, there are many
different meanings in the world, none of which is necessarily more valid or
true than another”(Gay & Airasian, 1996, p. 9).
Morgan highly praised the use of the qualitative methodologies, “…[R]esearch and evaluation studies which have adopted qualitative methodologies generate rich descriptions of learning in specific contexts” (Morgan, 1984, p. 265). The researcher in this study wants to probe into Lotus LearningSpace users’ perspectives to gain more humanistic insights. Even though many research studies on network-assisted learning are based on quantitative methodology, the researcher in this study hopes that this research can tap in an understanding of human perceptions an behaviors in the distance learning arena through a qualitative paradigm.
An exploratory case study is chosen for this research. Case studies,
especially qualitative case studies, are prevalent throughout the field of
education (Merriam, 1998). A case study is an investigation defined by an
interest in a specific phenomenon within its real-life context. Morgan called
the case study “illuminative evaluations” (Morgan, 1991, p. 6) because they
examine particular incidences or events and the complex meanings related to
these events (Stall-Meadows, 1998). Merriam emphasizes, “A qualitative case
study is an intensive, holistic description and analysis of a single instance,
phenomenon, or social unit” (Merriam, 1998, p. 27) and “…can be characterized
as being particularistic, descriptive, and heuristic” (Merriam, 1998, p. 29).
Erickson indicated that qualitative questioning strategies possess the
potential of illuminating the invisible world of every day life, that is, to
explore more fundamental details of events of our daily life and make familiar
strange and, in the end, make the strange more familiar and clearer (Erickson,
1990). The use of LearningSpace in this study is
considered as a case, or a single entity in a “bounded system” (Merriam, 1998,
p. 27). This study will attempt to anatomize this case and theoretically
analyze it qualitatively.
This research is an exploratory case study on the users’ attitude towards using Lotus LearningSpace in educational setting. The main approaches that are adopted to gather data in this research are semi-structured interview, observation, and open-ended survey. These approaches are most commonly used in the qualitative research (Reinard, 1998; Anderson, 1998). The researcher in this study attempts to explore the meaning of events and processes through interactive understanding and naturalistic observation (Bogdan & Biklen, 1992), gain entry into the conceptual world of the participants who are using LearningSpace, and tap into an understanding of human perceptions and behaviors in this case.
Participants of the study
The participants in this study are students in class HES 3002
(Contemporary Issues in Human Environment Science) in the Department of Human
Environment Science taught by Dr. Lona Robertson. Dr.
Lona Robertson is recommended by Rita Gearheart, the school network administrator in charge of
Lotus LearningSpace in
Context of the study
This study is conducted in a large land
grant university in the midwestern
Significance of the Study
This research will contribute to the literature of networked distance education. The research on the users’ attitude towards using Lotus LearningSpace will provide the designers, administrators, instructors, and learners a better understanding of the effectiveness of Lotus LearningSpace and how to best use this tool to improve the quality of distance learning through networked learning interactivity and the new format of the instructional tools. It will serve as a feedback to the producers and help them make better decisions on developing, administrating and manipulating internal networks like Lotus LearningSpace for educational purposes. The findings which yield from this research may engender further study of Intranet-based learning under similar conditions and enrich the social learning implications. In addition, it could precipitate reforming networked technology and technology-based pedagogy.
Limitation of the Study
This study is confined within two courses with about 40 participants in
a large land grant university in the
Definition of
terms
The following terms are defined in this study: qualitative case study, distance learning, World Wide Web (WWW), TCP/IP, network, internet, Intranet, groupware, LearningSpace, collaborative software, video-conferencing, listserv, cooperative learning, computer-assisted instruction (CAI),
Qualitative case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident (Yin, 1994, p. 13). And Stake defines (1994, 1995) a case study is an intensive, holistic description and analysis of a single instance, phenomenon, or social unit (Merriam, 1998, p. 27).
Distance learning is defined as the “linking of a teacher and students in several geographic locations via technology that allows for interaction” (The U.S. Congress Office of Technology Assessment, 1989). It is also defined as “Any instructional situation in which the learner is separated in time or space from the point of origination, characterized by limited access to the teacher and other learners” (Heinich, et al., 1996, p.408).
World Wide Web (WWW) is a graphical environment on computer nerworks that allows you to access, view, and maintain documents that can include text, data, graphics, sound, and video (Heinich, et al., 1996, p. 417).
TCP/IP is the abbreviation of Transfer Control Protocol/Internet Protocol. A group of protocols for network communications routing and data transfer developed for the precursor to the Internet. It is the accepted standard for UNIX-based operating systems and for the Internet (Kleinedler, et al., 1998).
Network is a computer system linking two or more computers (Heinich,
et al., 1996, p. 413).
Intranet is a collaborative software, an internal network that is
based on the internet’s TCP/IP protocol. It uses World Wide Web (WWW or Web)
tools such as Hypertext Markup Language (HTML) to give users all the features
of the Internet on a private network. Intranet emerges as a groupware to deliver
information and facilitate communication and collaboration within a group of
people, a business organization, a school, or a group of organizations (Hills,
1997).
Groupware is a software that helps organize the activities of users in a network (Kleinedler, et al.,1998, p. 121). Hills and his colleagues defined groupware as a tool that helps people work together more easily or more effectively within or between companies. It typically allows them to communicate, coordinate, and collaborate (Hills, 1997).
LearningSpace is a newly developed groupware that facilitates
learners and instructors to communicate, collaborate, disseminate information
to achieve common learning objectives.
Collaborative software is Intranet software packages or groupware like
Lotus Notes, Microsoft Exchange, or LearningSpace
that enhance communication and dissemination of information within or between
companies or classes.
Listserv is a
system that maintains electronic mail distribution lists related to specific
subjects or within certain group(s) (Kleinedler, et
al., 1998).
Internet is a matrix of networks that interconnects millions of supercomputers, mainframes, workstations, personal computers, laptops. The networks use a standard set of communications protocols, thus allowing computers with distinctive software and hardware to communicate. Some of the most popular features of the Internet are e-mail, file transfer, and remote login (Kleinedler, et al., 1998, p. 140).
Cooperative learning stands for an instructional technique whereby students work together in heterogeneous groups on a structured task to help each other learn rather than competing as individuals. (Cooper, 1995; Gamson, 1994; Slavin, 1989, Strother, 1990; Heinich, et al., 1996). In this study, we sometimes use cooperative learning and collaborative learning interchangeably.
Computer-assisted instruction (CAI) is instruction delivered directly to learners by allowing them to interact with lessons programmed into computer systems or communicate around structured curriculum through online networks (Heinich, et al., 1996).
Conclusion
In this chapter, we discussed the overall concepts of the research design. As it is a qualitative exploratory case study, the researcher in this study will immerse into the new technology-assisted learning environment to perform careful data collection and thoughtful analysis to reach insight.
In education, there is a large gap between research findings and their applications in day-to-day practice (U.S. Congress, 1995, p. 6).
This study is intended to gear the educational
research to practical issues through the qualitative paradigm, use the powerful
qualitative data to discuss and evaluate the networked learning environment,
and then inform action, enhance decision making, and apply new findings to
solve human and societal problems (Patton, 1990). The research will also
combine the theory of learning in the process of the analysis of the data.
Chapter Two
Literature
Review
When we talk about online learning, we generally discuss network-based learning activities. Since the network came into being, it has displayed its vital potential to convey information and support interaction, leading people to try to develop versatile tools and explore its full use in order to make it work most effectively and efficiently (Harasim, et al., 1995).
Communication over computer networks appeared as early as the 1960s with electronic mail on time-sharing mainframe computers (Hills, 1997; Harasim, et al., 1995). In 1969, Advanced Research Projects Agency Network was developed as a U.S. government experiment in multisite packet switching to link researchers with remote computer sites for the sharing of hardware and software resources and databases. Users realized the advantage of this network in sending each other messages about the process of their shared projects (Quarterman, 1993; LaQuey, 1993). In 1970s, the e-mail function has been integrated into the network to support group work and team collaboration. In the early 1980s, the network developed into a more multiple connected web-work that constituted the basic format of today’s Internet (Harasim, et al., 1995). In its early stages, the network was used mainly in military, government and business organizations. Academics and educators had limited access to computer networks. The USENET (User’s Network) and UUCP (a UNIX communication network) were launched in the 1970s to serve university communities and later for commercial organizations. BITNET (Because It’s Time Network) and CSNET (Computer Science Network) appeared in the early 1980s to provide nationwide networking services to academic and research communities (Harasim, et al., 1995). In the mid-1980s, the American NSFNet (National Science Foundation Network) was created to link researchers and academics across the United States with five supercomputer centers. It later developed into today’s global network, the Internet (Hills, 1997; Harasim, et al., 1995). The development of network, and the later Internet, enabled the development of Intranet, or groupeware.
Groupware Enhanced Learning
What is an Intranet?
An Intranet is a private computer network that uses Internet standards and protocols to enable members of an organization to communicate and collaborate more efficiently with one another, thereby increasing productivity (Greer, 1998, p. 2).
What is Intranet Groupware?
According to Hills, an Intranet is “a private Internet inside an organization,” and “an internal network that is based on the Internet’s TCP/IP protocol. It uses World Wide Web (WWW or Web) tools such as HTML (Hypertext Markup Language) to give you all the features of the Internet on your own private network” (1997, p. 4). An Intranet is built to enable business organizations to share information so the employees can make better decisions about serving their customers. As Hills observes, an Intranet is considered as groupware which allows a business organization or community members to communicate; thus groupware is also called Intranet groupware (Hills, 1997). Groupware, actually a kind of network software package based on interactive information technologies, is used for business collaboration and coordination within or between companies, and enables teams of people to work together efficiently (Chaffey, 1998; Bikson, 1996). Lotus Notes, Novell Groupwise and Microsoft Exchange are examples of groupware. With networked synchronous and asynchronous technologies, Groupware capacitates teamwork to communicate asynchronously or synchronously at a global level, when the team members are separated by time and space. Because employees can continue to communicate and collaborate on joint projects when face-to-face contact is impossible, groupware is also called worldwide collaborative software (Ciborra, 1996).
What Can Groupware Do?
Hills explains that
Groupware
consists of hardware and software on a network. It does many of the following
things:
·
Helps two or more
people work together
·
Lets them share
knowledge and expertise
·
Automates their
activities
·
Bridges geography and
time
Groupware
generally serves three purposes:
1.
Communication. Helps people share
information.
2.
Coordination. Helps people
coordinate their individual roles with each other.
3.
Collaboration. Helps people work
together (1997, p. 47).
Hills abbreviates the function of groupware as “share, discuss, and present”(1997). Chaffey defines the function of the groupware as
·
E-mail
·
Group discussions
(threaded text-based conferences)
·
Document-sharing for
joint authoring of reports
·
Electronic meetings
software, such as video-conferencing
·
Group decision
support
·
Group-coordination
software for time management and scheduling (1998, p. 4)
The informational tools incorporated into groupware include e-mail, calendaring and scheduling tools, voice conferencing, videoconferencing, electronic meeting systems, whiteboards or data conferencing, chat rooms, etc. They can be categorized as
1. Discussion and conferencing tools that allow participants to have conversations and share ideas and knowledge in close to real time or at vastly different times, such as e-mail, newsgroups, forums, threaded discussions, and discussion databases;
2. Knowledge repository tools, which include public folders, document management systems, and internal webs, all of which allow participants to place documents, demos, and reports in a location where others can access them when they wish to;
3. Group writing or shared document-editing tools, which allow two or more contributors to collaborate by individually working on a document whenever it is convenient for them; these tools may even help resolve discrepancies where there are simultaneous changes to the same passages, and they enhance individual productivity by turning it into interpersonal productivity;
4. Workflow tools, which allows participants to work with a form or application, do part of the process, and forward it to the next person who should continue working with it. Workflow applications incorporate e-mail messaging or document management databases (Hills, 1997).
The Current Application of Groupware
An Intranet groupware is designed mainly for business organizations and for organizational administrations as an internal communication tool (Hills, 1997; Ciborra, 1996; Chaffey, 1998; Lloyd, 1994). It is considered a new class of information technology known variously as groupware, Intranet groupware, coordination technologies, software for teamwork, etc. “The intent with groupware is to provide support for coordination and collaboration through shared access to technological capabilities such as common repositories, discussion forums, and communication facilities” (Orlikowski, 1996, p. 23).
To sustain competition in today’s world, people need to understand how to harness the collective genius of the people in their organization; thereby not only empowering workers to carry out their respective jobs, but also facilitating their access to knowledge, which should, in turn, allow integrative thinking and creativity to permeate the organizations (Senge, 1990). The ability for organizational learning could be regarded as the only means of maintaining a competitive advantage, and is a fundamental requirement for sustaining existence in the face of market competition (Mason, 1994). The Intranet groupware has been referred to as a wisdom bank that can empower the employees at the front line to understand core business processes. In Johnson and Paper’s (1998) study of eight business organizations, they found that the organizations utilized collaborative groupware such as Lotus Notes to empower employees to solve business problems. The groupware provided for multiple, simultaneous, and anonymous inputs from meeting participants. Anonymity neutralizes the effects of personality, positions, classes, and ranks, which might otherwise intimidate those who do not feel comfortable openly criticizing the ideas of authority or dominant figures (Johnson & Paper, 1998). Johnson and Paper called for quality memory and empowerment-supporting systems, but warned that we need to be careful to avoid the pitfall of relying exclusively on trendy information systems to solve business problems.
A number of nationally known companies incorporate groupware applications; among these is the Siemens Company, which uses Intranet groupware to pool ideas in business innovation and motivate employees to think about aspects of the innovation process that might have been previously unfamiliar to them. Effective teamwork was realized by increasing motivation, communication, and cooperation with the aid of Intranet groupware (Schepers, et al., 1999).
Issues of time-effectiveness are prominent reasons for utilizing Intranet groupware. The Supply Chain Value Assessment Framework, a global customized software based on Lotus Notes, is an effective supply-chain management solution to tough tasks, enabling the diagnostic process to be cut from months to less than four weeks (Anonymous, 1999). To achieve organizational excellence, Goh advocates a practice of learning organization (Goh, 1998). A learning organization is an organization skilled at creating, acquiring, and transferring knowledge and at modifying its behavior to reflect new knowledge and insight (Garvin, 1993). Lotus Notes was a recommendation for sharing best practices as an intervention to improve knowledge transfer in a learning organization (Goh, 1998).
In Atlanta, the ICG communications is another corporation using Intranet groupware; its Human Resource Department employs the Intranet system to assess and screen job candidates in order to make better decisions about hiring competitive technicians and administrative personnel for the company (Morgan, 1999).
A third organization, Philips Petroleum Company, established an internal network system as a remote computing environment to ease the tension and hardship faced by audit staff during travel. This company has subcompanies all over America, England, Norway, Asia, and Africa; its auditing staff members spend approximately 35% of their time traveling to other sites. The company determined that a remote computing environment would best suit the needs of the staff. The computing environment is based on the company’s Intranet; staff use computers or laptops at home to communicate with different sites for the effect of maximizing remote productivity while minimizing overall complexity and expenses (Crowell, 1997). Rangaswamy and Lilien (1997) indicated that groupware has played a role in the development of new products. Companies are embracing new concepts and technologies to support changes in the new product development process. Group software tools are used for developing new products, generating creative ideas, designing products, and evaluating new products. Groupware falls into two categories in this company: packages for managing workflow between project members, such as Group Works, and packages for coordinating communication between members, maintaining a record of activities, and analyzing and evaluating project progress, such as Lotus Notes. The employment of these packages helps the organizations meet such process goals as speeding to market, reducing the costs of development, improving the quality of the product, and minimizing rework (Rangaswamy & Lilien, 1997). The ABA Bank compliance and regulatory information are now housed in the bank internal Intranet databases. The ABA Bank uses the Intranet database to mediate financial operation within its banking system or between banks, and takes advantages of the full multimedia training options to train their tellers. The Intranet works effectively and flexibly; its only real limitations are budget and bandwidth, which associate much with the speed issues (Bedsole, 1999).
What is Lotus LearningSpace?
Lotus LearningSpace is advanced educational groupware that facilitates group learning online. It is learner-centered and has been adopted by schools and businesses (Syrett, 1998). Lotus LearningSpace is a product of the Lotus Development Corporation (Technology Notes, 1999; Penalosa, 1998). It provides an integrated learning environment using computing and online network technology and it is attached to the Notes database. Lotus LearningSpace consists of five interactive learning modules that support team-based, instructor-facilitated learning; these modules are schedule, media center, course room, profile, and assessment manager. LearningSpace uses the web browser to facilitate learning communication and collaboration and it provides capabilities and possibilities for network-based interactive learning.
Intranet as Groupware
An Intranet is considered a collaborative software, an internal network that is based on the internet’s TCP/IP protocol. It uses World Wide Web (WWW or Web) tools such as Hypertext Markup Language (HTML) to give users all the features of the Internet on a private network. Intranet emerges as a groupware to facilitate communication and deliver information within a group of people, a business organization, a school, or a group of organizations (Hills, 1997). The network-based learning environment differs from the traditional classroom. In this new learning environment, the roles of the teacher and the learners are changing, teaching styles and learning styles are challenged, and new needs have to be met (Moore, 1990; Mason, 1998).
The Current Application of LearningSpace
Unlike other groupware products such as Lotus Notes and Microsoft exchange, LearningSpace is still in its infancy (Kurch, 1998). With the rapid development of distance education, an urgent need and a large marketplace for LearningSpace has risen. People are trying to understand and are learning to explore how to use LearningSpace to achieve their educational goal through collaborative software products like LearningSpace (Gardner & Scannell, 1998; Blumenstyk, 1999; Kursh, 1998; Masie, 1999). In some cases, LearningSpace is used in school settings as well as in professional workplace training.
The Risk and Insurance Management Society adapted two training courses to a distance learning format. The courses are taught through LearningSpace. This educational experience reflected a flexible, cost-effective way to augment employees’ professional skills without taking time from work. The trainees were intimidated by the new Learning software package at first. After they got into the program, they found LearningSpace is a helpful tool for keeping pace with the class schedule, assignments, teamwork, and discussions with both peers and instructors (Anonymous, 1998). In Atlanta, MCI’s Systemhouse developed a virtual learning environment by using the LearningSpace groupware package. This program is aimed at quickly educating people about new company policies, sales programs, and products through the company’s outsourcing, development, and management programs. This virtual-learning effort resulted in a windfall for an increase of value-added training engagement (Torode, 1999). Meanwhile, IBM is currently linking sixty of its managers on a Pan-European MBA course through distance learning. Both the company and its employees are trying to avoid having personnel take a break from employment while taking a course. This distance learning system adopted LearningSpace as a communication tool, giving students greater control over their learning preferences and learning styles. Students benefit from this software by making imaginative links between different topics and also by being enabled to have regular access to fellow students through discussion databases. If this proves a success, IBM will make a big leap forward by expanding its inservice training online (Syrett, 1998).
Fisher conducted an action research project on a staff training program by using LearningSpace (Version 2.50) as a communication media in her technology literacy course at Marquette University to train inservice high school faculty. Her study indicates that LearningSpace built a cohesive student-centered collaborative environment that maximized cooperative learning while adapting to different learning styles of the learners. The students’ active participation in LearningSpace-assisted interaction demonstrated an ability to generate a greater diversity of ideas, more reflective thinking, and an increased creativity in learning to adopt new technology in classroom instruction (Fisher, 1998). Thus far, there is no research conducted on the effectiveness of LearningSpace used for the college student distance learning environment.
Learning Theories in the Networked Context
The learning network provides an environment that can foster learners’ academic intellectual growth. The pioneers who contributed to the wealth of learning theories also benefited the electronic networked learning paradigm. Skinner’s behaviorism has led to the drill-and-practice training software that helped students learn with the earlier educational computer programs (Heinich, et al., 1996). With the development of these new technologies, network appeared and more advanced learning network products created a flexible, adaptable, and convenient environment that is conducive to constructivist learning (Hinrichs, 1997; Greer, 1998; Baker, 1997). Piaget (1977) claims that what is more important is that educational programs should give rise to the active manipulation and discovery by the child themselves. Furthermore, he emphasizes that “basic operational structures of intelligence are not acquired through instruction but must be invented by the child” (Spencer, 1988, p. 153). His assertion leads to the active method, discovery learning, and constructivism in today’s education that most apply to electronic networked distance education. Piagetians claim that by taking active roles, the learners construct their own understanding predominantly by discovering, in a sense of creative learning module, while teachers no longer act as information providers, but as guides to educational experiences by encouraging cooperative learning activities (Spencer, 1988).
Vygotsky, a Soviet socialist educational psychologiest, contributes to the constructivist theory from another viewpoint. According to Vygotsky (1962), children’s early thoughts and language are independent of each other. The vehicle to gear thought with language is a “socially situated interaction” (Lucia, 1976, p. 52). The social learning is the foundation of the mental development of the human being (Vygotsky, 1962; Slavin, 1990; Bandura, 1977). It applies to interactive learning on the network (such as Internet, Intranet, or groupware, and Extranet,) (Spencer, 1988). The advocators of social learning take the position that cooperative learning is both more effective and more socially beneficial (Vygotsky, 1962; Slavin, 1990; Bandura, 1977). Vygotsky’s social transaction theory tells us that a child can learn more from an activity or experience if an adult is present or if a more experienced playmate is in the learning process with him. The “Zone of Proximal Development” (Vygotsky, 1962) is the range where a child can learn to complete tasks with the help from others; these tasks are usually completed independently by children two to four years old. The social influence can tap the students’ ability to a level two to four years senior of their potential (Spencer, 1988). The Neo-Vygotskian Pontecorvo and Zucchermaglio (1990) have shown that even peers with similar knowledge or ability cause reorganization of concepts as students argue and negotiate their solutions to various problems. Yet concept conflict does create a higher-order thinking process (Pressley & McCormick, 1995). The current online discussion group, threaded discussion, e-mail, listserv, chatroom, and video conferencing are stages where mediated class discussions and debates stimulate and spark higher order thinking and train the students to be more mature mentally. This fact refutes the claim of Heinich and his colleagues that educational technology currently only supports lower-level knowledge and comprehension (Heinich, et al., 1996).
Bruner developed a theory regarding the process of education, the three modes of internal representation (1983). Bruner was concerned with the techniques and technologies that aided the growing human need to cope with the complex world. He followed Washburne and Howell’s cognitive “implement” system (1960, p. 49) and suggested that the “implement” system should be associated with three components in the process of education:
1.
Amplifiers of human
motor capacities;
2.
Amplifiers of human
sensory capacities;
3.
Amplifiers of human
ratiocinative (logical thought) capacities. (Spencer, 1988, p. 173)
Bruner transformed these “implement systems” into three modes that represent the process of information processing:
1.
Through action
………………………………………………...Enactive
2.
Through imagery
………………………….…………………...Iconic
3.
Through symbols and
language ……………………………..Symbolic
(Spencer, 1988, p. 173)
For learning with informational media, Dale developed a model of a “Cone of Experience,” which represents a hierarchy of information-processing levels associated with media or experience formats (Dale, 1946, 1954, 1969). His basic level is Enactive, then Iconic, and finally, Abstract (See Figure-1 below):
Figure-1
(Figure from Heinich, et al., 1996, p. 16)
At its basic level, Enactive, the associated formats are concrete experiences with exhibits, field trips, demonstrations, dramatized experiences, contrived experiences, and direct, purposeful experiences; in the next higher level, Iconic, are recordings, radio, still pictures, motion pictures, and television; in the highest level, Abstract, are verbal symbols and visual symbols (Heinich, et al., 1996).
Dale’s Cone of Experience coincide with Bruner’s three modes. These learning formats and theories are active in today's technology-based learning when we talk about the instructional design and electronic pedagogy, which handle various kinds of simulated situations, vicarious experiences, cognitively enhanced instructional strategies, and cooperative learning with the aid of technology (Heinich, 1996).
Other studies have explored the technology-supported learning, including Paivio’s dual coding (Paivio, 1986; Clark & Paivio, 1991) and Salomon’s theory of media and symbol system (Salomon, 1994), both of which discuss the relationship between imagery system and the cognitive functioning, having theoretically added to the wealth of cognitive theories in the format of technology-and-multimedia-assisted learning.
In the recently developed technology-assisted learning context, interactivity has been considered essential to the distance learning in terms of the emphasis of socialized learning activities (Moore, 1990; Muirhead, 1999). It captures the attention and challenges the educators in the new learning context of Information Age. Moore’s perspective on interaction is learner-centered, and his three types of interaction are: learner-content, learner-instructor, and learner-learner (Moore, 1989); Muirhead (1999). defines the interaction as three components: communication, participation, and feedback. He affirms that students hope to consistently communicate with their instructors, but the level of interactivity varies between students and their instructor. He indicates that instructor plays a vital role in promoting class interaction, yet students must develop their self-directed learning skills and adapt their communication habits to be effectively involved in the online learning environment.
Researches on Social Dimension of Group learning
The social dimension of group learning has been emphasized by Lave and Wenger in terms of legitimate peripheral participation in communities of practice. They mention that learning is an integral and inseparable aspect of social practice. The learners, such as apprentices, must first get sponsored before they can gain legitimate access to participation in the community's productive activities---Learners move from legitimate peripheral participation to centrality (Lave & Wenger, 1991). Tuckman indicates the importance of developmental sequence in small group learning. His sequence falls into four stages: stage one---orientation to the task; stage two---intragroup conflict; stage three---development of group cohesion; stage four---functional role-relatedness. The interpersonal relationship is referred to as a group structure in conducting group learning activities (Tuckman, 1965). Wegerif's research on TLO course performed on asynchronous learning network finds that there is a "threshold" before the learners when they try to get into the learning community. The threshold is the first barrier for the learners to gain membership into the community. Learners need to cross this barrier to be effective to learn in a new learning milieu (Wegerif, 1998).
Issues Leading to
the Study
Groupware, as a tool to enhance online interaction, has become a big industry and its market is increasing. Ian Campbell, Director of Collaborative Technologies at International Data Corporation (IDC), describes how IDC’s Collaborative Computing Market Review and Forecast shows that the installed base of collaborative software users increased 33% for 1995, reaching almost 54 million users. The number would grow 39% each year in 1996 and 1997, to almost 75 million users and 104 million users, respectively. By the year of 2000, the expected number of users will reach 241 million, representing a compound annual growth rate of 35 % (Campbell, 1997).
As the distance learning format increases exponentially (Hartzell, 1998), educators need more and more effective groupware. There is an increasing interest in the network-assisted learning format. It is necessary to understand the impact of the network software like LearningSpace being used in academic institutes. In May of 1997, the University of Nebraska hosted a LearnShop program to train the regional universities’ faculty representatives of GP/IDEA (Iowa State University, Kansas State University, University of Nebraska, North Dakota State University, Oklahoma State University, and Texas Tech University) to be prepared for the instructional design of the Web-based instruction. LearningSpace is part of the training content. Faculty are learning to use distance education technology with strong pedagogy and to explore the transfer of a class-seat learning format to a constructivist learning format by using online network tools. Faculty who attended the LearnShop all positively evaluated this program for its contribution to the development of distance learning (Draper, et al., 1999). After that, Oklahoma State University adopted LearningSpace as a learner-centered groupware for the communication of online instruction. By the spring semester of 2000, 27 courses used LearningSpace as online interactive tools for the facilitation of instruction. Until now, however, very little formal research has been conducted on the impact of LearningSpace used in school settings. The scope of this study is to promote a better understanding of how LearningSpace is used in the distance education context and what impact it imposes upon distance education as in terms of its designed purpose. This research will make an in-depth investigation and evaluation about how LearningSpace used in two courses in College of Education and College of Engineering of Oklahoma State University.
Conclusion
Some studies argue that Lotus LearningSpace was intended to succeed in corporate training programs rather than in teaching (Besser & Bronn, 1996). Yet, the challenge is that technology is changing the format people are working and also changing the format people are learnng (Rhinesmith, 1994). This study, on behalf of millions of learners, expect that Lotus LearningSpace can not only succeed in training in the context of business organizations, but can also succeed in the area of distance learning in education-based institutes. The door of LearningSpace is opening to new applications, such as online distance learning; thus, we need to understand the format of learning with this new tool, reengineer the new cutting-edge technology to our day-to-day practice, and reconceptualize teaching and learning in the electronic setting. Can what succeed in corporate training also succeed in school learning?
Chapter
Three
Methodology
Rationale for a Qualitative Study
Basically, there are two major research paradigms, quantitative and qualitative (Creswell, 1994; Gay & Airasian, 1996). The quantitative research paradigm, which has often been referred to as “traditional” or “scientific,” (Kim, 1989, p. 1) is based on numbers to interpret phenomenon under study. It rests its evidence on the logic of mathematics, the principle of numbers, and the methods of statistical analysis and resorts to the statistical variables for interpretation (Meyer, 1988). Whereas, the qualitative paradigm tries to preserve the form and essence of human behavior and to analyze its qualities, rather than subject it to mathematical or other transformations (Lindlof, 1995). Anderson and Meyer (1988) also note, “Qualitative research methods are distinguished from quantitative methods in that they do not rest their evidence on the logic of mathematics, the principle of numbers, or the methods of statistical analysis” (p. 247). Many quantitative research perspectives hold that there is a single, objective reality---the world out there, that we can observe, know, and is measurable through deductive procedures (Merriam, 1988), while the qualitative research is based on the assumption that the world is not an objective one, but, exists in a multiple realities, or multiple facets. The world is a highly subjective phenomenon in need of interpretation rather than mathematical measurement. It exists as a result of human interaction and perceptions which can only be explored and discovered through meaningful description and interpretation. The research is achieved through exploratory, inductive procedures and emphasizes processes instead of ends (Merriam, 1988).
The quantitative approach has been criticized for its lack of focus or meaning, context, and the interaction between researchers and subjects. When Eisner argues for the use of the artistic and other qualitative modes in research, he indicates that no concepts can be formed without internal or external stimulation (Eisner, 1981). And, “The forms concepts take are as diverse as our sensory capacities and the abilities we have developed to use them”(Eisner, 1981, p. 49). Qualitative research is based on the information gained through watching, listening, touching, feeling, smelling, tasting and interacting. “The sources of knowledge are at least as diverse as the range of information provided by the senses. Each of the senses provides a unique content that is not replicable by other sense modalities” (Eisner, 1979, p. 14).
To explore the learning under the impact of Lotus LearningSpace
would entail many students’ perspectives, their social behaviors and events in
the classrooms. Qualitative research uses a naturalistic approach to explore
the data, which can better serve the needs of this research with IT-based
learning psychology and educational pedagogy than quantitative research which
emphasizes using numbers and statistical data. Eisner described the process of
the qualitative research as “casting a net into the sea” (1979, p. 14). By
exploring the qualitative aspect of the learners’ experience with the new
informational tool, LearningSpace, it is expected
that the researcher not only casts the net into the sea and gets the fish out of
water, but also plunges himself along with the net into the sea so that the he
could know what environment the fish live in, what the fish’s life is like
under water, how the fish behave, what socialization and culture the fish
share, and how they interact with each other to survive. Stake stated, “…Truth
in the fields of human affairs is better approximated by statements that are
rich withpg of human encounter: to speak not of
underlying attributes, objective observables, and universal forces, but of perceptions
and understanding that come from immersion in and holistic regard for the
phenomena” (Stake, 1978, p. 6).
Case Study
A qualitative case study is particularistic because it focuses on a particular, specific situation, event or phenomenon. A case study is descriptive and provides insight into the phenomenon under the study (Merriam, 1988). Guba and Lincoln stated that the purpose of a case study is “to reveal the properties of the class to which the instance being studied belongs” (1981, p. 371). Shaw described the case study as “interpretation in context” (1978, p. 13). Cozby (1989) argued, “Case studies are valuable in informing us of conditions that are rare or unusual and thus not easily studied in any other manner. Insights gained through the case study may also lead to the development of hypotheses that can be tested using other methods” (p. 119). Becker defines the purpose of a case study as twofold: “to arrive at a comprehensive understanding of the groups under study” and “to develop general theoretical statements about regularities in social structure and process” (1968, p. 233). Merriam stated that “one selects a case study approach because of an interest in understanding the phenomenon in a holistic manner”(1988, p. 153). LearningSpace assisted learning is a new phenomenon in the distance education arena. People need to know about it, understand it and explore its capabilities. A case study is appropriate for this research.
Yin states that case studies fall into three categories: explanatory, descriptive, and exploratory (1989). The exploratory case study is usually used to find the phenomenon that is blank in the research literature.
As Lotus LearningSpace is a new product for group learning, it has its special context, community culture, technological base and involves people’s perspectives and attitudes, it has not been researched thus far, and there is no existing theory generated regarding this area. This study on learning with Lotus LearningSpace is of exploratory nature.
Even though meanings drawn from this case study are limited to this specific context, they could help “alert researchers to themes or events which might be common to similar phenomena under different conditions” (LeCompte & Preissle, 1993, p. 119).
Approaches for data collection
Interview
The interview is a most commonly used approach of data collection in qualitative research. A qualitative interview is an interaction between the researcher and the interviewees through conversation, which is a basic mode of human interaction. When people talk to each other, they interact, get to know each other and understand each other’s experiences, feelings, expectations, and the world they live in (Kvale, 1996). Through interview, the researcher could enter into the other people’s perspectives, and understand how people make sense of their world and experiences (Restine, 1999). The Interviewing is a metaphor of hearing data and sharing experiences. Through it, the researcher can extend his or her intellectual and emotional reach across time, class, race, gender, and geographical divisions (Rubin & Rubin, 1995). The words of the interviewees can give a picture of the life changing experience similar to the real world events and how the interviewees make sense of their learning experiences via Lotus LearningSpace.
Interview will constitute a major part of data collection in this research. The interviews conducted in this study will be designed as semi-structured interviews. In the semi-structured interview, the interviewer asks predefined questions but also tries to leave more freedom for the interviewee to talk. The lived experience and insights of the interviewees are released through the interview, and the interviewer tries to gain access to the world of the subject and his/her perspective (Kvale, 1996; Rubin & Rubin, 1995). In this case, the participants have varied experiences and attitudes toward using LearningSpace, and the researcher wants these detailed depictions of their experiences. A semi-structured interview, rather than a structured interview, would be better for this research.
Another method of interview that will be used is telephone interviewing (Liu, 1996). Telephone interviewing is a way that uses the telephone communication to conduct interviews. As there are so many interviews in this research, telephone interview could save time and cost, and make convenient and flexibly-timed appointment for the interview.
Interviewee Selection
The participants in this study are students in class HES 3002 (Contemporary Issues in Human Environment Science) in the Department of Human Environment Science, taught by Dr. Lona Robertson. Dr. Lona Robertson is recommended by Rita Gearheart, the school network administrator in charge of Lotus LearningSpace in Oklahoma State University. She has a rich experience in integrating LearningSpace into instructional communication. Her class has a diversified student population with different background and perspectives, which can help enrich the data resources of this study. There are approximately forty student participants, one teacher participant from the this courses, and three LearningSpace-related network administrators for this study, There are about ten interviewees from the forty students, one interviewee from the faculty, and three interviewees from the LearningSpace-related network administrators. The interviewees from the students are chosen from the “focused group” (Morgan, 1997, p. 7) or “targeted population,” that is, “the interviewees should represent the range of points of view” (Rubin & Rubin, 1995, p. 66). The student interviewees are chosen according to their level of their representation in the area of cultural background, technology background, experience background, and their interest in the LearningSpace assisted educational format. Both the teacher of the course and all the three network administrators will be interviewed.
Participant and Non-Participant Observation
Reinard points out that in the research settings, qualitative researchers often become “active participants” (Reinard, 1998, p. 192). Researchers immerse themselves into the research setting, and gain membership and close relationship with their participants, and obtain insight from within the participant groups (Wax, 1986; Gay & Airasian, 1996).
Non-participant observation, on the other hand, tries to avoid intruding on the settings, and having a relationship with the subjects. This kind of researchers are less emotionally involved with the participants and try to gain an understanding of the process and events with the eye of an outsider. The less the researcher’s physical participation, the less the likely “observer effect” (Gay & Airasian, 1996, p. 224). Non-participant observation is convenient in researching on the network based learning activities as most of these activities are observable through online database and World Wide Web. And the researcher would also sit in the classroom of different distance learning sites to observe how assignments in LearningSpace related to the classroom instruction. These details of experiences will be recorded and analyzed systematically for meaningful explanation and analysis. The non-participant observation will constitute an important part of this research.
Documents and Visual Data Review
Mason (1996) points out that the analysis of documentary resources is a favored method in qualitative researches. It is considered as meaningful and appropriate in terms of research strategy. And visual data, the other form of documents, is equally important in qualitative research. Documents are mainly text-based archives, while visual data are graphics, photos, film, video, television, graphic presentation, sculpture, drawings and artifacts. As this research will perform some observations of online document data and downloaded data, documents and visual data will constitute a large part of data of this research.
Open-Ended Survey
Open-ended survey can save time and focus the questions on the research topic. It is also the most commonly used descriptive methods in educational research (Garcia, 1989; Cohen & Manion, 1994; Kvale, 1996). An open-ended survey is a self-report measurement technique, to gather data about people’s attitudes, perspectives, behaviors, personality, and demographics. An open-ended survey is an empirical study that uses questionnaires to discover descriptive characteristics of phenomenon (Reinard, 1998; Garcia, 1989). The open-ended survey is “most useful when the researcher needs to know what people are thinking and how they naturally understand their world” (Cozby, et al, 1989). The researcher in this study holds the belief that the open-ended survey is an effective method in this research since it is time-effective and applicable for the college students in this study to express their view points.
Validity Issues
Validity is of primary importance in a research (Glesne, 1999; Merriam, 1998). Internal validity refers to the fact that the research findings are congruent with reality, and reflect what is intended to measure (Merriam, 1998). Merriam argues that “one of the assumptions underlying qualitative research is that reality is holistic, multidimensional, and ever-changing; it is not a single, fixed, objective phenomenon waiting to be discovered, observed, and measured as in quantitative research” (1998, p. 202). Qualitative researchers must try to protect the research integrity, use words, or pictures faithfully, and interpret what really happened objectively to the readers to overcome bias. To ensure the internal validity the following techniques are assumed:
1. Triangulation. Denzin (1978) recommends incorporating the techniques of using multiple data sources, multiple investigators, multiple theoretical perspectives and multiple methodologies to carry out triangulation. Exclusively relying on one method may bias or distort the research picture of the holistic view of reality being researched. The more methods contrast with each other, the greater the researcher’s confidence about the findings (Lin, 1976). The use of multiple data-collection methods could ensure the trustworthiness of the data. This practice of relying on multiple methods is called triangulation (Cohen & Manion, 1994). The purpose for methods triangulation is not “the simple combination of different kinds of data, but the attempt to relate them so as to counteract the threats to validity identified in each”(Berg, 1995, p. 5).
On the other hand, Mathison asserts that the purpose of triangulation is to uncover the complexity and divergence of reality. It could result in an inconsistent, and contradictory finding that could help the researcher to see the complexity of the gleaned data from various research resources, make sense of the reality, and draw correct propositions, or construct plausible explanations about the phenomenon being studied (Mathison, 1988). The researcher in this study will use multiple methods such as semi-structured interview, telephone interview, non-participant observation, open-ended survey as triangulation strategy to ensure validity of this study.
2. Cross Case Analysis. Cross case analysis (Multiple site analysis) involves collecting and analyzing data from several sites. Multiple case analysis can “lead to categories, themes, or typologies that conceptualize the data from all the cases; or it can result in building substantive theory offering an integrated framework covering multiple cases”(Merriam, 1998, p. 195). In this study, two sites are selected for data collection. Looking at two different cases would increase the trustworthiness of common themes.
3. Multiple Session Interviews. Keeping
interviewing at changed sessions can reduce the threat to the accuracy of the
participants’ testimonies, allows interviewees enough time to think more deeply
about their own feelings, reactions, and beliefs, and helps develop rapport
between the researcher and interviewees so as to increases validity of the
interviews (Glesne, 1999).
4. Member Checking. Taking the data and
the tentative interpretation back to the informants to check up if the data
collected are objective and representing
them or their ideas accurately (Glesne, 1999).
5. Peer Viewing and Debriefing. Two
doctoral students in the same department of the researcher are invited to
review and verify the data and interpretation of the notes to ensure a
realistic record of the data in the process of treatment of data materials (Glesne, 1999).
6. Thick Description. A detailed description
of the research data so that the readers are allowed to enter the research
context (Glesne, 1999).
7. Nonparticipant Observation. The researcher’s personal
participation in field observation could produce “observer effect” (Gay & Airasian, 1996, p. 224). Perform nonparticipant
observation is a way to avoid observer effect.
Subjectivity of the Study
In qualitative research, the researcher himself/herself is an instrument (Glesne, 1999). I, the researcher in this study, am a doctoral student majoring in educational technology. I am from China, with a different educational background and culture. The information technology-assisted learning is my interest. I have taken one course which used Lotus LearningSpace as an online group communication vehicle. The experience helped me to reflect on the potential of the future learner-centered Intranet groupware in enhancing distance learning. LearningSpace is among the first few of the learner-centered groupware and is still in its infancy. Research on LearningSpace could provide people a better understanding of this groupware and contribute to the development of better ones.
Since I am from China, my research could give a view on LearningSpace from a different cultural perspective. This could enrich the meaning and implication of this study. On the other hand, as I have limited English proficiency, I may have difficulty in interviewing as well as in understanding and analyzing the data. That could jeopardize the validity of this research. To minimize this jeopardy, I will try to implement the techniques increase validity mentioned in the Validity Issues.
Conclusion
This chapter gives a view of methodology that is to be adopted in this research. The reasoning and analysis of the qualitative case study have been presented for the sake of an understanding of qualitative research methodology and its related case in this study. Issues like qualitative methodology, defining of the case, selecting of participants, validity, and definition of terms are delineated.
