text:
'Cuse rebounds, Boeheim wins 901st
Associated Press | Last updated December 30, 2012
Syracuse had a week to ponder its first loss of the season. The Orange nearly thought about it too long. C.J. Fair scored 13 points, Trevor Cooney added 12, all in the second half to key a late surge, and ninth-ranked Syracuse beat Alcorn State 57-36 on Saturday night in the final game of the Gotham Classic. ''Our defense was good. I think sometimes what happens when you lose your first game you come back and you start thinking about things,'' Orange coach Jim Boeheim said after the 901st win of his career moved him within one of Bob Knight for second place all time among Division I men's coaches. Duke's Mike Krzyzewski leads with 939 wins. ''I think we got frustrated offensively, really, most of the night.'' Especially in the second half. The fans in the Carrier Dome don't sit until Syracuse scores its first basket of each period, and they were still standing when Cooney finally drained a 3-pointer with 11:20 left after the Orange had missed nine consecutive shots and watched their 16-point halftime lead dwindle to seven. ''We're coming off a loss, coming off of a break,'' Cooney said. ''We've been practicing really well. At least we were there defensively, and we know that we're a good offensive team. We know that we've got guys who can score and who can shoot, guys who can rebound offensively. That stuff's going to come for us. We know that.'' Not on this night. James Southerland and Brandon Triche, the Orange's top two scorers at 15 points and 14.7, finished a combined 2-for-13 shooting for eight points. Syracuse finished 3-of-15 from behind the arc and 12-of-28 on free throws, a second straight lackluster performance in both, and shot 21-of-56 (37.5 percent) for the game. ''We did struggle today. I think this is one of those off days,'' Fair said. ''I don't have no excuse for it, just one of those days it's not clicking.'' Syracuse (11-1), coming off an 83-79 loss to Temple at Madison Square Garden, increased its home winning streak to 31 games, longest in the nation. Alcorn State (2-13) dropped to 0-9 on the road in losing its ninth in a row. The Braves self-destructed with 28 turnovers that led to 26 points for the Orange and were pounded on the offensive glass 21-5. ''We have a lot of new guys on the team, first time in this atmosphere, and I think they just got a little jittery,'' said Marquiz Baker, who led the Braves with 15 points. ''Just jitters, emotions.'' Point guard Michael Carter-Williams, who had only six assists against Temple, breaking a five-game streak in which he had registered at least 10, again finished with six to boost his season total to 119. His teammates only contributed four more as the Orange finished with just 10 assists. ''I think it's us. We're not clicking as a team right now,'' said Carter-Williams, who had five turnovers and five points and took only three shots. ''I'm not sure what it is. I don't have an answer. I don't know what's wrong with our offense. I guess I wasn't as aggressive as I should have been. I don't know.'' Syracuse led by 16 at halftime, and it was a struggle to get there. The Orange were 12-of-33 from the floor, including 1-of-9 as they continued their woeful long-range shooting. They were 2-of-12 in the loss to Temple. The Braves weren't much better, going 1-of-8 on 3-pointers. Alcorn State also was called for two shot-clock violations as their clock strategy backfired several times, and the Braves committed 17 turnovers as Syracuse pressed a good portion of the opening period. After Baker's baseline runner at the shot-clock buzzer gave Alcorn State a 6-4 lead, Syracuse went on a sloppy 19-4 run. Southerland hit a 3-pointer for an 11-6 lead and then committed a foul, Cooney missed a 3, and Jerami Grant missed twice. No problem. The Braves committed back-to-back turnovers and were called for a shot-clock violation. After Grant completed a three-point play to boost the lead to 19-10 midway through the period, both teams continued their bumbling play. Baker hit a 3 after the shot clock expired and the Braves were then called for two fouls and lost the ball twice. At the other end, Triche missed and Southerland was way off the mark on a 3 before the Orange lost the ball out of bounds. Dajuan Coleman's hook shot at the buzzer gave Syracuse a 32-16 lead at the break. Then the Orange went into their funk in the second half. That gave Alcorn State a chance to get back in it, and the Braves capitalized. Baker scored eight consecutive points -- a pair of 3s and a steal and layup -- and a reverse layup by Stephane Raquil moved the Braves within 36-29 with 11:58 left. When Cooney finally broke through with that 3, even that came after the ball squirted to him in the left corner off the right foot of Triche. Southerland then passed to Fair for a dunk and the Orange moved back in front by 12 points as they went on a 19-5 spurt. Cooney followed with a pair of driving layups and nailed a quick 3 from the right corner in a four-minute span to give Syracuse a 19-point cushion with 4:46 left. ''That was frustrating,'' Fair said. ''We started off the second half bad and we let the other team make a few 3s and get back in the game quick. ''Once we had our backs against the wall, that's when we started coming to play. But you can't keep switching it on and off like that.''
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Strona w budowie. Przepraszamy.
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Main page
The life in the Fortress
Panorams 360¬į
The Boyen Fortress
Gizycko's most
interesting monument of exceptional historic value and tourist appeal is the Boyen Fortress. It is a rare example of a 19th century Prussian-school fortification and is one of the best preserved monuments of defensive architecture of the 19th century in Poland. The foundation stone for the construction was laid on 4 September 1844. In honour of the services of the contemporary Prussian minister of war general Hermana von Boyen, who promoted the idea of the fortress, on 24 December 1846, the fortress was named 'ÄúFeste Boyen'ÄĚ. The estate covers an area of nearly 100 hectares. It is in the shape of an irregular hexagram with a courtyard in the centre. The shape is determined by a five-metre 2,3 km long brick-and-stone wall, called Carnot'Äôs Wall, a dry moat and inner and outer embankments. Each of the six corners of the star is a bastion. Three of them are named after the given names of General Boyen, i.e. Leopold, Ludwig and Herman, the others being the features of his coat of arms: Schwert (Sword), Recht (Law) and Licht (Light). The entrance to it is secured by two-element gates with neo-gothic details. The main gate, called GiŇľycka Gate, is the most prominent. The water entrance from the side of Lake Niegocin was once secured by The Water Gate, which has been out of use since the railway line was opened and the canal was buried. Inside there was an arsenal, exercise buildings, stables, a blacksmith'Äôs shop, workshops, two granaries and a carrier pigeon station capable of keeping up to 700 pigeons. The year 1855 is officially recognised as the date when the fortress was completed. The Boyen Fortress, which was never conquered, now serves as a summer entertainment centre, where, in the picturesque scenery of the amphitheatre, various concerts and festivals are held, such as the already renowned 'ÄúShanties in GiŇľycko'ÄĚ Sailing and Maritime Song Festival. There is also a youth hostel, a museum, a vintage motorcycle club and a diving club. The fortress is best visited with a tour guide.
Text: Stefania MaŇõlij
The town of GiŇľycko
is working on several projects to revive the area surrounding the Boyen Fortress and ensure that it can serve not only the local inhabitants but also tourists from around the world. The most recent initiatives include its participation in the 'ÄúBaltic Culture and Tourism Fortresses'Äô Route'ÄĚ project co-financed by the European Union as part of the Community Initiative Interreg III B BSR.
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11:00 11th November 2012
Striker impressed team-mates didn't let Wigan blow rock them
SHANE Long hailed his team-mates' character after they overcame their half-time disappointment at the DW Stadium to bag their first top-flight away victory of the season.
The Baggies looked like taking a comfortable two-goal lead into the break when Gary Caldwell's 43rd-minute own goal added to James Morrison's 31st-minute strike – his third of the campaign.
But Arouna Kone pulled one back for the hosts within a minute to make Albion's second-half task harder.
And Long was delighted to avoid last-gasp heartbreak on the road again after conceding a stoppage-time winner at Newcastle last time out on their travels.
"We knew with the formation Wigan play it was going to be hard to keep them out," said Long.
"They pass a lot at the back and they look good in possession but they never really threatened us in the first half until they scored.
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Intense Flame Dye
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|v1063Intense Flame Dye
|Body Slot
|Sell Value
Intense Flame Dye is an item that can be placed in the Dye Slots of a player's Inventory to alter the colors of worn Armor or Vanity Items. Dyes and Dye Slots were introduced in the 1.2 update.
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- If you have two Flame Dyes, go to a Dye Vat and equip one of the Flame Dyes via right-clicking, the Intense Flame Dye will only consume one of them instead of both.
Update Info
- Added to the game.


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text:
How can web 2.0 be used to improve cooperation between elearners?
- Stian Thorvaldsen
- 1 år siden
- Visninger:
1 How can web 2.0 be used to improve cooperation between elearners? A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF SCIENCE Aleksander Dye Reference URL: 0_be_used_to_improve_cooperation_between_elearners.pdf
2 2
3 3 About the author Aleksander Dye has worked at NKI Distance Education (NKI Nettstudier) since 2001 with several different roles. He started as a programmer moving on to system development and database modeling to more research focused on mobile learning. From 2007 he has been the project manager for the web development at NKI which includes the inhouse developed learning management system (LMS) SESAM. In 2001 he finished his Bachelor in information Technology where the thesis was Mobile Education A Glance at the Future Aleksander has been part of the research team at NKI working with the following EU supported mobile learning projects: Mlearning: From elearning to mlearning Mobile learning: The Next Generation of Learning Incorporating Mobile Learning Into Mainstream Education The role of mobile learning in European education Other publications are available on
4 4 Department of Information Systems and Computing MSc Information Systems Management (ISM) Academic Year How can web 2.0 be used to improve cooperation between elearners? Student Name: Aleksander Dye Student ID Number: A Dissertation submitted in partial fulfilment of the requirement for the degree of Master of Science Brunel University Department of Information Systems and Computing Uxbridge, Middlesex UB8 3PH United Kingdom Tel: +44 (0) Fax: +44 (0)
5 5 Abstract This thesis is about cooperation in online education, commonly known as elearning. It briefly covers the evolvement of distance education from correspondence learning to elearning as we know it today, with the added benefits and restrictions this gives the students. The possibilities the new web 2.0 gives the students creates new trends and is changing the way we create and use information (McLoughlin, Lee 2007). This is why we need to research and understand this phenomenon (McLoughlin, Lee 2007). The research question to answer in this thesis was How can web 2.0 be used to improve cooperation between elearners? For this a survey was undertaken in Norway with students at NKI Distance Education. The respondents gave their opinions on which services could enhance their learning and how they used the web to communicate. Results show that most of the students want to meet their collaborators facetoface. If this is not an option, collaboration was based on common courses and impressions from the students profiles. Another interesting observation showed a significantly higher percentage of women with learning partners compared to men. Social network services are very popular and Facebook is in a league of its own. The educational possibilities should therefore be explored further. NKI has a service for connecting students for cooperation and learning, the first step towards a learning community. This is something several of the students desire. Below in Figure 1 the thesis is summarized to give a quick overview of the contents. Figure 1: Word cloud of the thesis generated by
6 6 Acknowledgments I would like to thank Professor Morten Flate Paulsen for being a good discussion partner and always supportive in his way of being. I would like to thank NKI for giving me the opportunity to participate in the master s programme and I would like to thank my supervisors Eivind Brevik and George Ghinea for giving me excellent and supportive feedback on my work. I certify that the work presented in the dissertation is my own unless referenced Signature: Date: 07 December 2009 TOTAL NUMBER OF WORDS: 11916
7 7 Table of Contents Chapter 1: Introduction Distance education elearning, online education and web based learning Chapter 2: The research area Transparency Online communication Web Blogs Social network services Online chat IP Telephony Twitter Existing research Summary Chapter 3: Methodology Context Experiences from NKI Distance Education The learning partner service at NKI Distance Education Data collection by survey Testing and piloting Structure Distribution Summary Chapter 4: Data analysis Background information The learning partner service Online communication Blog experiences Other input Summary Chapter 5: Conclusions and recommendation for further studies References... 49
8 8 Table of Contents: Appendix Ethics Approval Letter with Signature Letter to respondents Followup letter to respondents who did not answer Conclusions for review Data from internal systems at NKI Distance Education Answers anonymized... 65
9 9 Chapter 1: Introduction We are living in an information society where information is available at our fingertips and the use of online education spreads throughout the world (Dye, Jones et al. 2006; Lura, Kissaka et al. 2007; McLoughlin, Lee 2007; Megatrends Project 2007; Shurville, Brown 2006). Using the internet for twoway interaction has become an everyday activity and can be seen in every walk of life as web 2.0 gains grounds. Therefore it should be incorporated into education as well (Kesim, A. 2007; Moore 2007, O'Reilly 2005; Wikipedia contributors 2009l). The use of the web as a platform for learning a learning management system (LMS), has evolved since its early beginnings in the late 1980 s to a source for lifelong learning and must keep evolving with the society (Dias, Dias et al. 2002; Megatrends Project 2007; Paulsen 2003; OECD 2007). But the design of engaging and meaningful learning material for the online learner is still a significant challenge in education today (Ravenscroft, McAlister 2006). This thesis focuses on the use of web 2.0 for an enhanced learning experience for the online learner by the use of communicative web 2.0 technologies to improve cooperation between the elearners. To understand the area of elearning and the use of web 2.0 technologies in education, it is important to have the evolution of learning in mind. elearning is an evolvement from distance education which can be defined as education where teacher and pupils/students are separated by space and/or time. Technical media are used to convey knowledge and to enable real twowaycommunication, supporting the process of teaching (Dye, Solstad et al. 2002; Kirke 1989). A comment to this definition is that distance education is not really dependent on technical aids in its own right (Dye, Solstad et al. 2002; Wikipedia contributors 2009b). We know that distance education has been around for a long time. In 1728, an advertisement in the Boston Gazette gave people who wished to learn short hand, the opportunity by correspondence, having lectures sent to them by post (Keegan 1996; Wikipedia contributors 2009b). 1.1 Distance education Today several institutions around the world are providing distance education courses in all areas of learning (Megatrends Project 2007; Wikipedia contributors 2009b). It is based on the idea that not everyone can attend classes at every given time, but still
10 10 need and/or want the education offered. The flexibility of distance education was (and still is) substantial, the only requirement was a place to study and a way to send and receive letters. The evolvement from correspondence courses to online courses has been a natural transformation as technology has evolved and is more commonly known as elearning, online education or web based learning (Wikipedia contributors 2009c). 1.2 elearning, online education and web based learning In the 80s an electronic revolution started the era of personal computing (Dye, Solstad et al. 2002). The world has kept evolving and the computing power has as well (Dye, Solstad et al. 2002). The price to performance ratio has increased and personal computers are today a natural part of daily life (Dye, Solstad et al. 2002). The main change from distance learning to elearning happened at this point as we introduced the computer as a necessary aid and moved into elearning (Dye, Solstad et al. 2002). Paulsen, Keegan et. al. (2002, p. 23) provide the following definition of this form of education: Online education is characterized by: The separation of teachers and learners which distinguishes it from facetoface education The influence of an educational organization which distinguishes it from selfstudy and private tutoring The use of a computer network to present or distribute some educational content The provision of twoway communication via a computer network so that students may benefit from communication with each other, teachers, and staff This thesis refers to elearning, online education and web based learning as elearning from here on. Specifically the thesis focuses on cooperation and collaboration between elearners. An elearner is a student who participates in online distance education.
11 11 Chapter 2: The research area This chapter explains terms and technologies related to cooperation between elearners. The technologies explored are well known web 2.0 technologies with focus on social interactions. The chapter finishes with identification of existing research in the field. The European Council has been working since Lisbon towards a goal of becoming the best knowledgebased economy in the world by 2010 (Rekkedal 2006). This involves extensive use and increased quality of elearning to reach this goal (Rekkedal 2006). The use of elearning has many benefits. One is to include disabled people in the community where they can use the same tools as other learners (Nikolov 2007). elearning is therefore a way of breaking down communication barriers and physical barriers that might stop some people getting a degree the traditional way (Nikolov 2007). Another important aspect of elearning is the flexibility of studying whenever and wherever one wants. This is often needed by today s students who have fulltime jobs and families to manage and therefore something distance learning also provides to the society (Paulsen 2003). The field of elearning and the use of a computer have several benefits, but also some drawbacks compared to distance education by correspondence. One of these could be the need for a power source for the computer. Some might see this as a step back in terms of flexibility since we no longer are as flexible as with correspondence learning. One of the benefits of elearning on the other hand is the speed of communication between teacher and student. This can be a challenge if it is not handled well by the institution and can become a nightmare for the online teacher as the students expect answers 24 hours a day, 7 days a week (Paulsen 2003). Another advantage over distance learning is the less likely chance of losing letters. If lost, an is most often possible to resend from the sent folder and the message will then not be lost, but only delayed. A great improvement to distance learning is the possibility to provide elearning courses worldwide by the use of a platform independent technology with the courses maintained locally (Dye, Solstad et al. 2002) The model below shows how elearning
12 12 works in this way. As Figure 2 below shows; the course content and student support services, other materials and the World Wide Web are available at the students computer screens and from there the student might communicate with tutors or other students (Dye, Solstad et al. 2002). Figure 2: Wired virtual learning environment of today, (Keegan 2002) The caption of Figure 2, given by Keegan (2002), is the wired learning environment; it is still similar today where the wired network is often changed with wireless networks and laptops (Dye, Solstad et al. 2002). elearners are extremely busy and demand the right to only do tasks that help them reach their goals due to their demanding social situation (Paulsen 2003). The possibility to collaborate with other students is one of the greatest advantages of elearning compared to distance education. This can happen directly at the computer screen of the student (Keegan 2002; Rekkedal 2006). This way the elearning paradigm can help students with a demanding life and social situation to organize their studies according to their needs (Rekkedal 2006). This is the aspect the thesis focuses on with the question in mind: How can web 2.0 be used to improve cooperation between elearners? 2.1 Transparency Transparency is about not hiding information; a synonym to transparent is visible which is what transparency in elearning is about. To be able to collaborate with other
13 13 online students they have to be aware of the possible students to cooperate with (Dalsgaard, Paulsen 2009; Paulsen 2009). This can be done by showing statuses, the number of online students at the moment or other services by showing information to everyone logged on (Dalsgaard, Paulsen 2009; Paulsen 2009). When the students are presented with this transparent information they can cooperate in groups based on interests or locations and based on the individuals needs to construct their own knowledge (Nikolov 2007). The use of transparent information is commonplace for most web 2.0 applications where for instance Facebook shows updates about your friends activities and latest actions (Aleman, Wartman 2008; O'Reilly 2005). This could also be used for educational purposes to show updates about students logging on, submitting assignments and so on. The emergence of Web 2.0 Schools is a worldwide phenomenon (Nikolov 2007, pg. 9) and the paradigm in elearning today is shifting from teacher centred to student centred learning (Kesim, A. 2007; Ulf 2009). The web 2.0 schools will most likely demand more transparent information and easier access to information about the learners; this is part of what the transparency at NKI is about. 2.2 Online communication Using the internet for communication has been possible since its beginnings and in 1972 Ray Tomlinson sent the addressed (Wikipedia contributors 2009d; Wikipedia contributors 2009f). The quickly became the killer application of the internet, then known as the ARPANET and has not evolved much from its basic form from 1971 till 2009 (Cerf, Clark et al. 2003; Wikipedia contributors 2009d). The use of is a natural part of communication today. Online communication has therefore reduced much of the costs of long distance communication and has dramatically reduced the time from sending to receiving the messages (Wikipedia contributors 2009d, Wikipedia contributors 2009f, Wikipedia contributors 2009g). The adaption of and other forms for communication in the learning management systems has given the teachers both a challenge and a benefit since they are available most of the time and students expect them to be so (Paulsen
14 ). This possibility is available to students studying online and can be very helpful for cooperation when students need answers to a question (Dias, Dias et al. 2002; Paulsen 2003; Wikipedia contributors 2009d). How this is used in the learning partner services at NKI today is interesting and the trend was clear in 2006; was the most commonly used form for communication between the learning partners (de Mora 2006). More on this in chapter The use of online communities such as Facebook, MySpace, Orkut and others have become a natural part of the daily life on the web. To try to identify which aspects of these services are interesting to use in education, the research has evolved around web 2.0 and social networking services. The following subchapters cover areas used in the survey to identify how web 2.0 can be used to improve cooperation in online education. The use of online communication and how students use the web were identified to uncover how students use the web in their daily life Web 2.0 The web is no longer static, but communicates twoway between the reader and writer of information (McLoughlin, Lee 2007; O'Reilly 2005). It is commonly known as the web 2.0, a term used to describe what is the second generation web, and offers collaboration and interaction among other services (Wikipedia contributors 2009l). Web 2.0 is often believed to be a new expression, but it is as old as 1999 when Darcy DiNucci in her article Fragmented Future wrote that the first signs of a new web was emerging. She even mentioned interaction and ubiquitous computing (DiNucci 1999; Wikipedia contributors 2009l). The web as we know it in 2009 is alive and interactive with users contributing to the cloud of knowledge at an amazing speed. Wikipedia the online open encyclopaedia, is an example of the wisdom of crowds where any user can contribute, yet the quality is as high as Britannica online (Alexander 2006; Hu, Lim et al. 2007; Wikipedia contributors 2008). Wikipedia also illustrates the attack on authority. Whether this is a danger or not is too early to tell (Ravenscroft 2009). Collaboration of peers is commonplace in the workplace and should be included in the education, not stopped. One way could be to include the social web in traditional institutions (Ravenscroft 2009). When we see the services available for interaction and cooperation and add several devices accessing the same service at the same time, it is no wonder that this is a
15 15 challenge for the developers. This is illustrated by the following statement: The web will also appear, in different guises, on your TV set (interactive content woven seamlessly into programming and commercials) your car dashboard (maps, yellow pages and other traveller info) your cell phone... (DiNucci 1999, pg. 32). The statements from DiNicci (1999) show us that the thoughts and ideas we have today are not new, but a natural evolution. The goal of the research was to identify how the emergent services can improve cooperation between online students to see what they might gain from using such services. The students choosing online education usually need or want the flexibility and freedom elearning can offer, even though they enjoy collaboration with others (Paulsen 2003). The challenge is how to best match these two. The way people learn differs from person to person, but since most of the material for gaining a degree is in written form, the ability to write and argue well is important to organize one s thoughts academically (Pachler, Daly 2009). Available on the interactive web the web 2.0, is a great toolbox to support the learner s choice and self paced study to adapt the learning to the individual (BroadyPreston 2009). It might even make it easier to study across European countries and give individuals and organizations new opportunities (BroadyPreston 2009; McLoughlin, Lee 2007). The web 2.0 learning environment presents students, teachers and other stakeholders with the option to contribute to the learning resources at any given time (Nikolov 2007). This is something NKI is trying to use to the best for their students. As a distance education facility who offers selfpaced progress and individual startup times, web 2.0 can help NKI improve even further (Megatrends Project 2007; Paulsen 2003). To better understand how students of 2009 use web 2.0 for communication the researcher wanted to give attention to this topic throughout the research Blogs One of the early uses of web 2.0 and still much in use is the web log more commonly known as the blog (Churchill 2009; O'Reilly 2005; Wikipedia contributors 2009a). The blog is an interesting phenomenon since it allows anyone to write about anything. One of the challenges of blogs is that they usually require much effort from the reader due to their chronological nature. Therefore it can be difficult to navigate in
16 16 them if the reader is not following every new entry (Churchill 2009; Pachler, Daly 2009; Wikipedia contributors 2009a). The blog can be used in a learning environment in two ways. For the students as a tool for making notes and writing around an area that interests them, and for the teacher to give hints on news on the subject he or she is teaching. The use of blogs has been tested in education, but most of the time in a closed environment within the LMS. This partly removes the interesting part of a blog where anyone can comment and discover the blog (McLoughlin, Lee 2007). But it is possible to have only registered users commenting if there is a need to control who comments the blog entries due to privacy or other concerns (Pachler, Daly 2009). Blogs have gained importance the recent years in both formal and informal learning (Pachler, Daly 2009). How the blogs can be used by students and teachers is an interesting research question and some ideas of uses are presented later in this thesis. Since blogs are available in most, if not all topics, the research focused on the use of blogs and how interested the students are in reading blogs if their teachers would write on their topic Social network services The uses of social networking services are based on people having something in common; it could be interests, schools they attended or other activities they wish to share with the community (Wikipedia contributors 2009i). The most popular social network as of January 2009 is Facebook with MySpace following as a popular number two (Wikipedia contributors 2009i). The popularity of Facebook and other social networking services are worth taking note of for educators around the world due to the popularity and possibilities it provides (Aleman, Wartman 2008; Ravenscroft 2009). It is very likely that the majority of the students at a university or a distance education institution is using Facebook and if it has the potential to enhance the learning management system it should not be seen as unimportant (Aleman, Wartman 2008; Wikipedia contributors 2009i). The use of Facebook has grown into commonplace and is a known arena for most of the coming students. They will possibly expect interaction and a learning community which supports interaction and collaboration to a larger degree than most of the LMS of The popularity of social networking sites of 2009 should be acknowledged and included in education as well as other aspects of students lives.
17 17 The research in this thesis shows that students of 2009 use the web extensively to communicate in their personal lives Online chat The use of online chat is a communicative form which is based on two or more people online at the same time, writing messages to each other in a synchronous way (Wikipedia contributors 2009h). The chat is a common way to communicate over the internet for the ygeneration, people born around the mid 1980 s to mid 1990 s, where 76% reported using it in 2007(Wikipedia contributors 2009e). The ygeneration is whom the educational facilities has to serve; very multitasking and impatient students who expect to do things their way (Giordani 2005; Wikipedia contributors 2009e). Chat as a form of communication is noted for short messages and prompt replies where the user often has more than one chat open at the same time (Wikipedia contributors 2009e, Wikipedia contributors 2009h). Chat is among the services several learning management systems have included and a service which the learning partners could be interested in using for their collaborative talks online (Paulsen 2003, de Mora 2006). Whether this still is the case will be identified by the survey which asked specifically about students use of chat. Chatting demands a different mindset than forums, due to the synchronous nature of it. If the students use chat outside of their studies they could be interested in using it in their education as well. Chat can then be added as a tool for the online students to give them quick access to other students and enhance the collaboration between learning partners IP Telephony Internet telephony known as IP telephony is used for making phone calls over the internet. You pay little or nothing for the call because the voice is sent over the internet, often referred to as voice over IP (VoIP) (Wikipedia contributors 2009k). One of the notable services is Skype which can place phone calls over the internet at a low cost to any phone line or for free to other users of Skype (Skype Technologies S.A. 2009; Wikipedia contributors 2009k). The use of Skype and other IP telephony services could be interesting for online collaboration if students are used to this service, something the survey sought to find the answer to.
18 Twitter Twitter is one of the services on the internet which has grown tremendously during 2009 only in February the micro blogging service had a growth in users of 1382% (Wikipedia contributors 2009j). As this service was rated as the fastest growing member community in February 2009, it is worth taking note of and identify if the students at NKI are using the service so far (Wikipedia contributors 2009j). Apparently Twitter is between a rock and a hard place since it gains new users quickly but most users do not actively use the service and leaves after testing it. The value of Twitter is not proved yet and to discover if the students are among the first movers in this area the survey identifies how many students are aware of and uses the service. 2.3 Existing research The research of cooperative learning services and students choosing to collaborate with others are among the hotspots of researchers today (ZhiJun Tan 2008). There has been work in the area of web 2.0 services previously, but research did not uncover any work which could improve the learning experience by improving communicative possibilities. In February 2009 the Journal of Computer Assisted Learning published a special issue on Social Software, Web 2.0 and Learning which supports the importance of research in this field (John Wiley & Sons, Inc. 2009). In the UK there have been several initiatives in the field of social software, but as of February 2009 the necessity to understand the social web and learning before trying to solve the mix is the recommendation, the answer is still open (Ravenscroft 2009). Research on the use of blogs and wikis has been done and it has been concluded that blogs are one of the new tools which can give educational benefits (Churchill 2009, Jung 2009). There has been research in the area of blogging where students and teachers used blogs as part of the education to a great success (Churchill 2009). Web 2.0 has been forecasted to be important for universities for collaboration and information sharing of educational resources. As several universities offer their courses and other educational resources for free, the context and degree decide the choice of a specific university (MIT OpenCourseWare 2008; Piedra, Chicaiza et al. 2009; Ruska 2007; Yale University 2008).
19 19 The project WebEdu in asked 113 experts in 17 European countries about features they would like to see in future learning management systems (LMS). Improved collaboration and communication are clearly among these features (Paulsen 2003). Many interviewees were concerned about the need for better and more advanced communication and collaboration tools (Paulsen 2003, pg. 303). The use of social software can be a way to address this issue if used correctly (Anderson 2005). The area of collaboration and communication to enhance learning is an interesting area in education (Churchill 2009; Dalsgaard, Paulsen 2009; Piedra, Chicaiza et al. 2009). For instance is the UK committed to lessen the digital divide, and a plan to address digital exclusion was developed in 2008, providing a focus on lifelong learning.. This shows the focus on education and technology (BroadyPreston 2009). The need to understand the new way of learning is very necessary as Ravenscroft & McAlister (2006) states in their article; new technologies used in learning might change the nature of the learning process itself. It should therefore not only be seen as a problem, but an opportunity (Ravenscroft, McAlister 2006). This thesis hopes thereby to add value to the field of online education and elearning. This thesis identifies tools and services which might enhance the learning experience for online students if added to the LMS. Web 2.0 is the focus of online services which can facilitate better collaboration and thereby improve the learning experience. One of the most important aspects of new technologies in education might be that if the focus is on the technologies itself and not the pedagogical uses and benefits, it is likely to be counterproductive (Moore 2007). 2.4 Summary This chapter has identified transparency as a key term to facilitate cooperation between the elearners and identified key technologies. The technologies covered in brief were online communication by the use of web 2.0 services, blogs, social network services, chat, IP telephony and twitter. All of the technologies in this chapter focus on social interaction between individuals.
20 20 Chapter 3: Methodology This chapter starts by describing the context for the research. Following is the data collection by use of a survey. It also covers the methodology used in the research and the development, testing, structuring and distribution phases of the survey. The existing research on the subject of web 2.0 for improved collaboration between elearners had little literature available at the time of research. There are some interesting projects and papers available, but not in the exact area this research was studying, therefore primary data was needed (Flowerdew, Martin 2005). The approach of using a selected advanced group of people is part of the Delphi technique. A technique where experts give their opinion on a theme and then the researcher comes back to the experts to validate the findings. This goes on until enough data is gathered (Merriam, Simpson 2000). The research in this thesis is not a complete Delphi technique, but an adaption of it. The conclusion was sent to the respondents whom accepted to be followed up with further questions (65 out of 69) and their comments where then considered. This way the conclusion was validated by the respondents to make sure the researcher did not make false assumptions (Maxwell 2004). 3.1 Context As an employee at NKI the researcher had access to the learning management systems, and several of the statistics referred to in this thesis are gathered from the internal systems and not previously published. The research in this thesis has focused on the use of web 2.0 technologies to improve cooperation between elearners at NKI. The findings and documentation is hopefully interesting for others as well. The following is a description of experiences from NKI and the learning partner service which is much of the foundation for this research Experiences from NKI Distance Education NKI Distance Education (in Norwegian: NKI Nettstudier ) is located in Bekkestua, Norway, and is among the largest educational institutions in Scandinavia and a mega provider of online education (Megatrends Project 2007; Paulsen 2003). In 1959 NKI was established in Norway and has at any given time active students
21 21 (NKI Nettstudier 2009). NKI provided their first online course in 1987 and has provided sustainable online education ever since (Paulsen 2003; Paulsen, Rekkedal 1990). NKI has among other research initiatives a tradition of sending one major survey to their students once a year and possibly one or more smaller more focused surveys to specific groups of students throughout the year (Paulsen 2003; Rekkedal 2009). This was done with the 92 students who had one or more learning partners in 2006, where 21 responded, a response rate of about 23% (de Mora 2006). This survey gave NKI several ideas for enhancing the service and also supported the notion that online learners often feel alone and the learning partner system might improve this feeling (Dalsgaard, Paulsen 2009; de Mora 2006). One of the interesting facts at NKI is that among the students there are only 29.35% (see table Learning partners as of 19 th of August 2009 in the appendix) who want to have a learning partner, as most of the student wish to study alone. This is a very important fact for NKI to consider when developing new services; we must not force cooperation on anyone. This freedom is among the strengths the online learning should experience. If you want to study alone you should have this possibility (Paulsen, Slaatto 2006). The research for this thesis was conducted three years after the learning partner service was introduced (de Mora 2006) and gives therefore insight on how well the students have adapted the service and how they use it after three years The learning partner service at NKI Distance Education Using social software and building web 2.0 competency should be evident in any initiative dedicated to the lifelong learners of today s society (Nikolov 2007). The theory behind the learning partner services and the transparency in the learning management system of NKI is based on the theory of cooperative freedom by Professor Paulsen (Paulsen 2003). NKI provides the students with a high degree of individual freedom by providing continuous enrolment for the courses and individual pacing (Dalsgaard, Paulsen 2009; Paulsen 2003). A common issue for online students is the perception of being alone with their studies even when studying with several others (Dalsgaard, Paulsen 2009). It is believed that the online learning community will gradually grow and the
22 22 online distance learner might not feel as alone as before (ZhiJun Tan 2008). Web 2.0 tools and services can be offered by the LMS to significantly improve this feeling and help the students reach their goals. This can be done by giving them a social presence as well as a tool for collaboration such as blogs, wikis, social bookmarking and other forms for communication (Alexander 2006; Churchill 2009; Dalsgaard, Paulsen 2009; Paulsen 2003; Ravenscroft 2009). The learning partner service at NKI tries to address some of these issues. Hopefully some key issues concerning cooperation between online students have been revealed by using the most experienced learning partners at NKI in the surveys. Some might even be of interest to the educational world. The learning partner service was introduced as a service in the LMS in The students can search for other students with whom they want to cooperate and invite them to become learning partners. If the invitation is accepted, they are connected as learning partners in the LMS and have quick access to each other s profiles and files. The learning partner service has several improvements waiting to be implemented and even more ideas. This thesis will identify areas where the learning partner can improve and give advice on how to further enhance the service. After the students at NKI have completed their personal presentation and chosen their visibility, they can search for a learning partner based on several criteria. Some of the popular methods for finding a partner are based on where they live and what they study (de Mora 2006). Professor Paulsen introduced the service as a response to previous research where he identified the wish for better cooperation between the online students (Paulsen 2009). It has resulted in several learning partnerships (Paulsen 2009) and was rewarded with the Boldic Award in A reward which is given to creative and innovative projects in the field of open and distance learning (ODL) within the Nordic and Baltic region (NADENFF 2009). Below is the student presentation (Figure 3) for the researcher displayed. It shows information about address, contact details, number of completed courses and which courses and studies the researcher is enrolled in, as well as the number of learning partners he has and the visibility chosen. The presentation is completed with
23 23 a textual description where the researcher tells everyone who he is and what his interests are. Figure 3: The personal presentation of the researcher from the LMS of NKI
24 Data collection by survey The data for this thesis was gathered by the use of a survey formulated by mostly open questions. The questions were not of a sensitive kind and therefore the chance of respondents replying untruthfully is lower than if sensitive or embarrassing information is asked for (Flowerdew, Martin 2005). The potential respondents were introduced to the research in an and explained that they were selected based on their experience with the learning partner services at NKI and therefore likely to have significant insight for the research. This was to inform the respondents that they were seen as advanced users on the subject and therefore important to the project. Then the survey started with some simple questions which were quick to fill in. This way it was more likely for the students to respond to the survey (Flowerdew, Martin 2005). The researcher wanted to use some of the expert users of the learning partner service to see how they experienced the service. The use of a survey is appropriate for gathering data which can be analyzed further and become the foundation for future studies (Maxwell 2004; Stene 1999). It was important to make sure the respondents received the same information without influencing them, as can easily be done in an interview if the researcher is not very experienced (Maxwell 2004). The prestructuring of data is also a way to cut down on the amount of information which has to be analyzed (Maxwell 2004). The choice of developing a survey and send it to the expert users is known as purposeful sampling or criterionbased selection. It is used because the selected group of students is thought to have information which is not possible to get from the inexperienced user of the service (Maxwell 2004). To obtain the most correct and valid conclusions, a survey was used instead of interviews. This was to facilitate a higher number of respondents (Maxwell 2004; Stene 1999). Interviews and openended questions are methodologically suitable for systematic observations of verbal interactions (Flowerdew, Martin 2005; Stene 1999). This is why the survey was adapted as close to an interview as possible with openended questions. Another reason for using open questions was because it is appropriate when the researcher does not have a sufficient amount of experience and data to know exactly what to ask for and which alternatives would be relevant for the respondents (Merriam, Simpson 2000; Stene 1999).
25 25 It was expected to be difficult to analyze the data due to the nature of qualitative data where the answers are unstructured and not always easy to compare (Maxwell 2004). The challenge was to find the essence from every respondent and see if there were several issues addressed and/or reoccurred and therefore interesting to analyze further Testing and piloting The survey was first tested on colleagues and two friends to see if the questions gave meaning and if the questions were easy to understand, an important part of the survey design (Flowerdew, Martin 2005). Then the survey was modified based on the responses and sent to a test group of 20 students experienced with the learning partner service. (Flowerdew, Martin 2005). The responses were evaluated, and based on those answers and a discussion with Professor Paulsen, some of the questions were excluded and reformulated and two new questions were added. The reason for removing some of them was that the answers could already be found in the LMS of NKI or from previous answers. Asking about gender and age for instance, is unnecessary since the data is in the system of NKI. Questions which had duality and could be interpreted in several ways were excluded or rewritten. Two questions were added to get a fuller impression of the respondents answers Structure The purpose of the research was to identify which web 2.0 services were in use and how the students cooperated. From this knowledge it would be possible to indentify useful services to include in the LMS for enhanced cooperation among the elearners. Based on this goal and the responses and input from the testing of the survey, the following structure emerged: Background information was included to learn about the group of students participating in the study. It was expected that both fulltime and parttime students were among the participants. It was interesting to see why the students chose online and not facetoface studies. If it was their only possibility for studying, it could affect their motivation in the course of study.
26 26 The learning partner service is the cooperation tool at NKI and how this is used is interesting to identify where and how students communicate and collaborate Online communication is the focus of this study as the goal was to identify how web 2.0 can be used to improve the cooperation between online students. The foundation for cooperation is communication and how the students communicate can indicate where NKI can improve its services. Blog experience is a part of the survey used to identify a specific part of web 2.0 which is widely used. The usage among students is not known and blogs might enhance an LMS and be used as a cooperation tool online. Finally the survey had other input as a place to give feedback to the researcher which could be relevant to the research but was not asked about specifically Distribution The survey was distributed to students at NKI who had the highest number of learning partners invited to collaborate. At the time of research (August 13 th 2009) NKI had online students and of those only 58 had invited four or more learning partners and had been accepted as such. The respondents therefore only represent a part of the student body. The selection of students are not representative for the entire student body, but are asked to answer the survey based on the fact that they are some of the most experienced users of the learning partner service at NKI, and a small selected target group (Flowerdew, Martin 2005; Stene 1999). The reason for choosing the respondents this way was because the active students with the most successful partnerships were believed to have the most interesting experiences with online communication and collaboration using the web. This was more interesting than to be able to generalize upon the entire student body (Flowerdew, Martin 2005). After evaluating the low response rate of 14% (8 of 58), the researcher concluded it was necessary to send the survey to another 44 students who had three learning partners as well as the 147 students with two learning partners. This was sent out four and five days after the first distribution.
27 Summary This chapter has explained the context of the research and the learning partner service at NKI has been elaborated on. Based on the experiences at NKI and the existing research in the field, a survey was chosen for gathering primary data. The selection group was students at NKI whom had the highest number of learning partners at the time of research. The goal was to identify how the students cooperated and which web 2.0 services were in use. This can then be used to enhance the cooperation between elearners by adapting new services into the existing LMS. The survey was tested before the final structure emerged and then it was distributed to students at NKI.
28 28 Chapter 4: Data analysis This chapter is organized according to how the survey was structured with answers grouped accordingly. The data is based on answers from 69 respondents. The survey was sent to them either on the 13 th, 17 th or 18 th of August The students in the research were studying online at NKI and had the highest number of learning partners in the student body. The potential respondents were reminded of the survey once; either on the 21 st or 23 rd of August and asked to help the researcher with the identification of issues which could be important since they were seen as expert users of the learning partner system. Of the 265 students who were asked to participate in the research, 69 responded (with an average age of 33 years), a response rate of 26%. Table 1 shows that there are more women (63%) studying at NKI than men (37%) and even a greater part of the women chose to have learning partners. Among the expert users women account for 85% of the participants! This might be due to differences between men and women or other aspects which could be interesting to look into in another study. Gender Online students Selection Responded Men 4078 / 37% 39 / 15% 10 / 14% Women 6946 / 63% 226 / 85% 59 / 86% Total / 100% 265 / 100% 69 / 100% Table 1: Share of men and women 4.1 Background information This part of the survey was constructed to give the respondents an easy start and in this way persuade more respondents to complete the survey (Flowerdew, Martin 2005). The three questions on background were: 1. How much time do you use on your studies during an average month? 2. Why did you choose elearning and not other forms of education? 3. May I contact you for possible followup questions?
29 Respondents 29 Most of the respondents were positive about being contacted again and of the 69 respondents only 4 declined. Figure 4: Time spent on studies a month show the responses to question Hours spend on studies a month Figure 4: Time spent on studies a month After analyzing the answers to question 1 and 2 it was clear that most of the students were parttime students. The range of answers was from the nonstarter, which is a common issue in distance education (Holmberg 1994), to 250 hours or more a month! The students gave different reasons for studying online, but the most common answer, from 39 students, was that they needed the flexibility. In addition 12 students mentioned having fulltime jobs and could not study any other way. This totals the flexibility to 51 74% of the respondents! Some common statements are translated below: I have a fulltime job and do not have the possibility to follow any other form of education Woman, 33 I work in a kindergarten in a full time position, so I had to find a way to combine education and work Woman, 23
30 30 There were several issues concerning life situation as the following statements illustrates: Because I have children from a previous partnership, I do not want to move far away from them Man, 29 I took the choice of online learning due to a longterm sick leave from back problems and cannot sit for longer periods of time. This way I can study when my back permits it Man, 36 I felt too old to go back to high school and study with people almost ten years younger than me Woman, 24 From the answers above it is clear that online learning is a very important aspect of lifelong learning and should be seen as an important way to include and give everyone the possibility of education. Online learning gives people who cannot attend regular classes the possibilities to obtain a higher degree or to finish the education they have previously dropped out of, as Woman (24) for instance. This indicates that the students who chose elearning do so for very different reasons and must be treated as individuals, not a homogenous group. The failure to see the individual can result in a lower completion rate which would not be favourable on a national level. At NKI the individual is in focus and every student can have his or her individual progression plan which supports this. The more commonly used LMS as It s Learning and Fronter focuse more on a common group progression. This difference can become more important as time progresses and lifelonglearning becomes the norm. 4.2 The learning partner service This part of the survey was used to discover how the respondents used the learning partner service, how they found a learning partner and how this service worked as a collaboration tool for the online students. In the research by de Mora (2006) the users of the learning partner service wanted primarily a discussion partner in their subject
31 31 to lessen the missing classroom feeling (de Mora 2006). Some of the students focused on the possibility to meet with their learning partner to minimize the feeling of studying alone,(dalsgaard, Paulsen 2009; de Mora 2006; Holmberg 1994). Students also wanted to use their learning partner to get help with assignments in the courses (de Mora 2006). Most of the learning partners wanted to find someone studying the same course or study as themselves (de Mora 2006). The goal was to indentify how the learning partner service was used and how the partner choice of was made. The reason for exploring this service was that it is a service at NKI which focuses on collaboration therefore the users are likely to wish to collaborate with others. The first question on the learning partner service was: 4. How did you find out about this service? Close to everyone found out about it on the web pages in the LMS of NKI and some mentioned the introductory course Learning to learn which is a course offered as part of every study at NKI. On questions concerning the personal profile which the students are advised to fill in, the goal was to identify what NKI can do to enhance the use of the service and what triggers the students to cooperate? The questions were: 5. How do you use your personal profile? 6. In which way do the personal profiles influence your choice of learning partners? 7. Is there information you feel should be visible on the profiles which is missing today?
32 Respondents Respondents To present myself Not much To attract learning partners Other answers How do you use your personal profile? Figure 5: How students use their presentation How the students used their profiles varied and the answers have been grouped in Figure 5: How students use their presentation above. When asked how they used the presentation of other students when searching for suitable learning partners, the answers were most of the time studying the same course (23 students) and/or living in the same area (9 students). Figure 6: Primary influences on the choice of learning partner below show the responses from question 6 where each response is counted only once. Some students mentioned all of the issues used for the grouping, but is only counted for their first response In which way do the personal profiles influence your choice of learning partners? Figure 6: Primary influences on the choice of learning partner
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