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    Revolutionising educational technology: The imperative for authentic qualitative research
    (Elsevier Ltd., 2024-08-17) Heinrich E
    The field of educational technology research has been described as dominated by quantitative approaches, superficial and lacking methodological capacity. Calls for more qualitative research and for bringing researchers from diverse backgrounds together have been made to contribute towards solving complex educational challenges. This research employed a critical methodological literature review to examine 1538 research articles published in 2021 editions of 13 top educational technology research journals and identified 168 qualitative and 231 mixed research articles. Applying a research description framework, a detailed study of these two subsets shows that only half of the articles describe their research design and even less address researcher beliefs (31.5% for qualitative, 6.5% for mixed research). Of the mixed research articles, only 20% demonstrate strong qualitative characteristics. The detailed examination of the methodological descriptions undertaken in this research highlights that prior reviews overestimate the qualitative characteristics of especially mixed research studies and that those studies in general do not have the methodological underpinning required for drawing on different perspectives. The article contributes a simplified framework for the description of research approaches which can be used by editors to outline their expectations for research descriptions in a way accessible to prospective authors from a wide variety of backgrounds. The article calls on journal editors to proactively facilitate publication of educational technology research that brings together researchers from different substantive areas and belief systems. Articles that provide authentic qualitative research that is rigorously defended will offer new conceptualizations for addressing the complex challenges educational technologies aim to address.
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    Multi-criteria based negotiation for learning content selection : submitted in partial fulfilment of the requirements for the degree of Master of Information Sciences, Massey University, New Zealand
    (Massey University, 2006) He, Jian
    With the rapid evolution of information technology and continuous expansion of all sorts of content on the internet, enormous opportunities have become available for learners to enhance their learning. Consequently, learners need effective support mechanisms that assist them in efficiently selecting the most appropriate learning content for achieving their learning goal, rather than blindly grabbing materials that are largely available on the internet. However, it is a challenging problem to provide appropriate learning content selection facilities for the learners to efficiently identify learning content that best suit their needs, due to the large varieties of the factors that influence the process of learning content selection. Previous research has presented various solutions targeting the facilitation of learning content selection. Many of them provide content selection rules by simply grouping learners into different pedagogical categories merely based on limited theories or designers' own judgments Disadvantages of these approaches are obvious: the lack of comprehensive supports of pedagogical theories reduces the preciseness and reliability of the content selection results. Based on the literature review regarding the factors that influence learning content selection, standardized educational metadata, and current computer software technologies, this project therefore proposes a web based interactive system for learning content selection by introducing a multi-criteria decision making methodology. Based on the methodology, a mechanism for matching learning content with subject matter characteristics of the learning resources and learner's preference is developed. By taking dynamic and interrelated parameters as user inputs, recommendations for the content selection are generated based on the built-in parameter dependency rules.
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    Fostering inter institutional knowledge sharing among students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy, Palmerston North, New Zealand
    (Massey University, 2006) Smestad, Øyvind
    The aim of this research was to develop a system to allow students from various tertiary educational institutions, taking similar courses, to share common discussion forums. This was seen as important to enable larger communities of learners which could help each other, encourage discussion and give exposure to a more diverse range of opinions. In general to create a system that would make it easier to find knowledge in large networks of information and people. For this purpose a special discussion forum system was developed that can easily be integrated with institutions existing software systems for course management. The system handles the inter-institutional communications transparently, and was developed to be flexible in how it can be installed on various server configurations. The special features of the system allow students to specify the type of message they are contributing, and the system then uses this information to adapt the user interface. For instance, when a question is added, the system searches for possible answers in the existing knowledge base and displays them. An evaluation of the system in three tertiary educational institutions in New Zealand showed positive feedback from students, indicating they would use a system like this if it was made available to them in their future studies. An evaluation among teachers also showed a generally positive response. In the evaluation of the system's automatic answer finding capabilities, it was identified that this functionality should be improved to increase the effectiveness of how the system identified and highlighted possible answers.
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    Development of flexible education systems for technology students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Technology in Computer Systems Engineering at Massey University
    (Massey University, 1998) Breen, Vivienne
    The pressures on educational institutions to keep pace with the changes in educational theory and technology are growing rapidly. There is now more competition between education providers, especially in the tertiary and career training sectors, this has meant that students and industry is demanding more input into the education process. As a result a more flexible approach is being taken to the delivery of courses. This thesis describes the development and implementation of a flexible learning approach applied to technology related subjects. It addresses the work carried out in relation to a specific aspect of the Bachelor of Technology degree as taught at Massey University, Palmerston North, New Zealand. Issues have been addressed in educational programme design, material presentation, and a major focus for implementation has been computer mediated assessment mechanisms. A guide has been developed to assist the educator in increasingly applying flexibility to subjects undertaken within the Bachelor of Technology degree reflecting the specific needs of the New Zealand industrial and educational sectors. Key words: Flexible education, flexible learning, computer mediated education, computer assisted learning, computer simulation is assessment, computerised marking, computer mediated assessment.
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    E-learning and e-systems to facilitate learning from marked student work : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Computer Science at Massey University
    (Massey University, 2006) Lu, Jia Yi
    Heinrich (2004a) first introduced the concept of 'electronic repositories of marked student work' and suggested an innovative approach of learning from marked student work. This research project further develops this e-learning approach. The learning approach was analyzed in the framework of modern educational theories, especially those relevant to formative assessment. Learning activities that mostly suit this new approach were identified. These activities show a large degree of variation in cognitive complexity and learning effectiveness, and according to their characteristics, can be associated with various learning styles. A range of factors that need to be considered in constructing learning processes based on these learning activities were investigated. The conceptualization of an e-learning environment to support the approach of learning from marked student work was developed. Three major objectives of developing such an e-learning environment were identified. Based on these objectives the general framework of e-learning from marked student work was outlined. There were very few applications of this approach in teaching practice and no study has been done on its effectiveness in the practical teaching before this research. An initial learning experiment using this approach was carried out. The effectiveness of this approach was evaluated and various aspects associated with this approach were investigated. To fully support this new learning approach, a web-based prototype system named E-Repositories of Marked Student Work, was developed. This research project developed opportunities for student learning and provided guidelines for teaching staff on how to reuse valuable learning resources in their teaching practice in the e-learning context.
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    The centralised development of elearning resources : a thesis presented in partial fulfilment of the requirements for the Masters of Education (Elearning) at Massey University, Manawatū, New Zealand
    (Massey University, 2016) O'Brien, Raymond John
    This thesis explores the centralisation of elearning resource development in New Zealand Institutes of Technology and Polytechnics (ITPs). There was a significant gap in existing research relating to the organisation of elearning resource development. The tertiary education sector has been subject to significant and rapid change with associated challenges. Centralisation has been mooted as contributing to a solution for these challenges. The lack of research around centralised development of resources makes it difficult to support such a claim. To address this, the thesis explored three areas: the extent to which centralised development of elearning has been adopted, the perceived advantages and disadvantages of a centralised model, and the attitudes teaching staff hold towards a centralised model. The study applied a mixed method convergent parallel research design. This drew on data from interviews with elearning managers and from a survey of teaching staff. Findings established that three categories of centralisation exist in New Zealand ITPs; decentralised, centralised and highly centralised. The typical composition and functions of the centralised teams were defined for each category. The findings supported the perceived advantages and disadvantages identified in existing research, but also identified additional advantages. These included better project management, more clarity around roles and responsibilities, that elearning resources produced by a centralised unit was more student focussed and specific cost saving information. Levels of understanding around the financial advantages of a centralised model were inconsistent. The attitudes teaching staff held towards a centralised model were seen as to some extent ambivalent. Attitudes were more positive where the staff already operated within a centralised model. The thesis makes a significant contribution where there was a gap in existing research. This new knowledge is directly relevant to current decisions around cost of development, composition of central teams, expectations when adopting a centralised model, and planning to centralise or decentralise. These findings are both timely and significant as recent mergers, qualification reviews and the expectation to innovate and adopt new models of delivery increase the need for more efficient solutions to creating elearning resources.
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    Distance education on the remote islands of Maldives : a thesis presented in partial fulfilment of the requirements for the degree of PhD in Information Systems at Massey University, Palmerston North, New Zealand
    (Massey University, 2005) Shareef, Ali Fawaz
    Maldives is a country in the Indian Ocean consisting of 200 inhabited islands. Due to the small population sizes in the rural islands infrastructure development had been a major hurdle in Maldives. This has led to the lack of secondary schools in most of the islands in the country. This research aimed at creating a distance education model that can provide access to secondary education to the students in these islands. The research looked at the existing infrastructure of Maldives and the different media used in other countries in the world to provide distance education. Based on these two sets of information a criteria was made to develop a distance education model suitable in Maldivian context. A theoretical model was then developed to suit these requirements in Maldives. The accessibility of this model was then evaluated through a field study in Maldives to find out whether the model was able to reach the students in the outer islands. A learning system was designed based on this theoretical model and implemented in different parts of the country. A questionnaire survey was then carried out to find whether the students accepted the learning system as a mode of study. The study showed that the theoretical model was able to provide access to the students in the outer islands of Maldives. Three aspects of accessibility in the outer islands were investigated, namely physical access, student learning, and student acceptance. Since the evaluation included a successful implementation of the proposed model in some of remotest inhabited islands in Maldives, physical accessibility was achieved. The study showed that the students using the proposed model were able to achieve grades similar or higher to those they obtain in normal schooling. This showed the students' ability to learn using the proposed model. Finally, the study showed that most students liked using the proposed model and were willing to use it for other courses.
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    Research as learning : the realities of action research in a New Zealand individualised learning programme : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University
    (Massey University, 1994) Poskitt, Jennifer Mary
    The thesis portrays an action research study of an individualised learning programme in a rural New Zealand secondary school. The study considers the nature of action research, individualised and cooperative learning programmes, and the role of innovation and reflection in a school undergoing change. "Achieve", the title of the programme, predominantly encompasses individualised learning although elements of cooperative learning are also included. The fundamental basis of the programme is developing student responsibility for their own learning. The gap between the theoretical and the practical domains of the programme is exposed with students requiring considerable guidance in the transition from teacher-directed to self-directed learners. Various issues arise in the concepts of learning alone and together, the provision of choices and control, and the role of reflection and innovation in schools undergoing change. Inconsistent practices in developing students as independent learners are only made explicit through considerable observation, reflection and critical discourse. Action research is the means through which teachers improve their understandings, situation and practices. However, at the outset, few teachers at this school were ready for action research. Reflective skills are activated and extended through a series of staff discussions, centring around observational and interview data. Teachers gradually become aware of inconsistent understandings and practices. With the involvement of an outside researcher their reflective capacities are developed, research comes to be valued and the quest for data stimulates the development of teachers' own research skills, and changes in the school culture. A three part developmental sequence is proposed for the involvement of outside researchers. It entails a progression from practical to theoretical phases. Various principles and procedures of action research are questioned, among which are: that teachers are ready to and are sufficiently skilled to conduct action research projects, that all teachers are reflective on their practice, and that school cultures are conducive to action research. A tentative theory of readiness is proposed for schools not formerly exposed to action research. The three phases incorporate involvement in a second-order action research study. This enables participants to discern the value and relevance of research, to stimulate interest in and development of reflective research skills, and to develop a questioning inquiry for greater involvement in the research. Thus, a second-order study can be transformed into a first-order action research study, enabling the development of teachers-as-researchers.
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    From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2011) Elliot, Anne-Grete Nøhr
    This thesis investigates the conditions that may help or hinder beginning primary teachers in using information and communications technology (ICT) in the classroom. A dearth of research exists on beginning teachers’ experience and sense of readiness to use ICT for teaching and learning (and administration). Thus, there is limited knowledge of the challenges beginning teachers face and support they may benefit from to take advantage of the possibilities of ICT. The thesis sought to address this gap in the literature. It seeks to understand the experiences of eight beginning teachers from one New Zealand preservice teacher education institution during their first year of teaching. An interpretative, qualitative methodology is employed to answer the overarching research question, which considers the nature of beginning teachers’ experiences when they incorporate ICT into the teaching and learning process. Data were collected in 2005 using two main methods: a written questionnaire and two interviews—one a photo-interview. The findings suggest the meaningful use of ICT requires beginning teachers to possess a high level of complex knowledge, including pedagogical content knowledge. They also highlight the importance of a supportive school culture, strong leadership and induction systems for beginning teachers’ development. Notably, participants report relatively fragile conceptions of the potential of ICT for learning and lack knowledge of national and school policies in this area. Most of the beginning teachers were unable to make connections between their work as teachers and the broader policy goals for education. Although participants report they had limited opportunities to learn about ICT during their preservice teacher education, they all wished they had been better prepared to utilise the potential of technology in schools. Overall the study offers valuable insights into the experiences of a group of beginning teachers over their first year of teaching, which has implications for tutor teachers, principals, teacher educators and policy makers. Through a new line of research, the thesis reveals the complexity of learning to be an ICT-using teacher and the type of factors that contribute to teacher development. Although the thesis identifies a number of possible future initiatives, it concludes that more substantial research is needed from which generalisable findings may then be applied to beginning teachers, schools and the teacher education sector as a whole. A postscript describes developments in the field since the fieldwork was carried out. It addresses the currency and contribution of this study to the field in light of the timeframe in which the original data were collected with reference to the stakeholders.