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Web Based Teaching and Learning:
Action Cases in Two Different University Contexts
Budi Darmawan
Information Systems Institute
The University of Salford
Salford – United Kingdom
Supervised by
Frances Bell
Dissertation Submitted in Partial Fulfilment of the Requirements for
the Degree of MSc in Information Systems
at the University of Salford
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Abstract
Web based teaching and learning offers some advantages in deliberating teaching in
higher education, although it has also some disadvantages. However the usage of
Web based teaching and learning technology to support teaching in organisation
context need to be explored to identify the advantages. The research at Salford
University, which has used Web based teaching and learning technology to support
teaching in some modules, was considered valuable to explore the usefulness and the
support offered by this technology considering the inhibiting and enabling
characteristic. The result of the first research was used to conduct research on the
usefulness and the support of this technology in deliberating teaching at Sanata
Dharma University. Action case research was chosen to conduct both of the research
using interpretative and qualitative complemented with quantitative analysis. Result
indicated that Web based teaching and learning might support improvement of
deliberating teaching in Salford University considering provided facility and support
from lecturer. With similar support, Web based teaching and learning technology
might also be used to support in deliberating teaching at Sanata Dharma University.
Asynchronous recorded online discussion supported by Web based teaching and
learning environment may be used to support team work for students at Sanata
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Table of Content
Abstract i
Table of Contents ii
List of Figures vi
List of Tables vii
Acknowledgement viii
Chapter 1 Introduction
11.1. Scope of Research 1
1.2. Intellectual framework 3
1.3. The Contribution of Research 3
1.4. Research Question 4
1.5. Research Objective 4
1.6. The Assumption of Research 5
1.7. The Thesis Structure 5
Chapter 2 Literature Review
62.1. Virtual Team 6
2.1.1. Independent Members 8
2.1.2. Shared Leadership 8
2.1.3. Integrated Levels 9
2.1.4. Cooperative Goals 9
2.1.5. Interdependent Tasks 9
2.1.6. Concrete Results 9
2.1.7. Multiple Media 10
2.1.8. Boundary-Crossing Interactions 10
2.1.9. Trusting relationships 10
2.2. The Need of Effective University 10
2.3. Web Based Teaching and Learning 12
2.4. A Unified Conceptual Framework 14
2.4.1. Cultural Habits of Mind 17
2.4.2. Aptitude and Individual Differences 17
2.4.3. Origin of Motivation 17
2.4.4. Opportunity to Construct Learning 18
2.4.5. Collaborative Support 18
2.4.6. Task ownership 19
2.4.7. Sense of Audience 19
2.4.8. Teacher Support 19
2.4.9. Metacognitive Support 20
2.4.10. Knowledge and Skills 20
2.4.11. Mental Models 21
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Chapter 3 Research Methodology
223.1. IS Research Methodology 22
3.2. IS Research Approach 22
3.2.1. IS Research Approaches for the Organisational Laboratory 24
3.2.2. Case Study 25
3.2.2.1. Hard Case Study 25
3.2.2.2. Soft Case Study 26
3.2.2.3. Field experiments and quasi-experiments 26
3.2.2.4. Action Research 27
3.2.2.5. Action Case 29
3.3. Justification of Research Methodology 33
3.3.1. Salford University Context 33
3.3.2. Sanata Dharma University Context 35
3.4. Research Design 37
3.4.1. Research Approaches for the Research 37
3.4.2. Research Methods for the Research 40
Chapter 4 Result and Data Analysis
in Salford University Context
434.1. Course Background at Salford University 43
4.2. Action Case Research in Salford University Context 44 4.3. Analysis of the Action Case Research in Salford University Context 45 4.3.1. Analysis Based on Categories on Conceptual Frameworks 45
4.3.1.1. Cultural Habits of Mind 45
4.3.1.2. Aptitude and Individual Differences 45
4.3.1.3. Origin of Motivation 46
4.3.1.4. Opportunity to Construct Learning 47
4.3.1.5. Collaborative Support 47
4.3.1.5.1. Independent member 47
4.3.1.5.2. Shared leadership 48
4.3.1.5.3. Integrated Level 48
4.3.1.5.4. Cooperative goals 49
4.3.1.5.5. Interdependent task 49
4.3.1.5.6. Concrete result 50
4.3.1.5.7. Multiple media 50
4.3.1.5.8. Boundary-Crossing Interaction 51
4.3.1.5.9. Trusting Relationship 51
4.3.1.6. Task Ownership 51
4.3.1.7. Teacher Support 52
4.3.1.7.1. Discursive level 52
4.3.1.7.2. Interactive level 55
4.3.1.8. Metacognitive Support 56
4.3.1.9. Knowledge and Skills 56
4.3.1.10. Mental Models 57
4.3.1.11. Higher Order Outcomes 57
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Chapter 5 Result and Data Analysis
in Sanata Dharma
University Context
635.1. Course Background at Sanata Dharma University 63
5.2. Considering Finding and Guideline from the First Action Case Research in Salford University Context into the Second Action Case
Research in Sanata Dharma University Context 65
5.3. Action Case Research in Sanata Dharma University Context 67 5.4. Analysis of the Action Case Research in Sanata Dharma
University Context 70
5.4.1. Analysis Based on Categories on Unified Conceptual Frameworks 71
5.4.1.1. Cultural Habits of Mind 71
5.4.1.2. Aptitude and Individual Differences 71
5.4.1.3. Origin of Motivation 72
5.4.1.4. Opportunity to Construct Learning 72
5.4.1.5. Collaborative Support 72
5.4.1.5.1. Independent member 73
5.4.1.5.2. Shared leadership 73
5.4.1.5.3. Integrated Level 73
5.4.1.5.4. Co-operative goals 74
5.4.1.5.5. Interdependent task 74
5.4.1.5.6. Concrete result 74
5.4.1.5.7. Multiple media 74
5.4.1.5.8. Boundary-Crossing Interaction 75
5.4.1.5.9. Trusting relationship 75
5.4.1.6. Task ownership 75
5.4.1.7. Teacher Support 76
5.4.1.7.1. Discursive level 77
5.4.1.7.2. Interactive level 79
5.4.1.8. Metacognitive Support 79
5.4.1.9. Knowledge and Skills 79
5.4.1.10. Mental Models 80
5.4.1.11. Higher Order Outcomes 80
5.4.2. Suggestions for Next Implementation 80
5.4.3. Findings for Next Implementation of Web Based Teaching and Learning 81
Chapter 6 Research Summary
846.1. Revisited the Findings from Both of the Action Case Researches
in Difference Organisation Contexts 84
6.2. Research Questions and Research Objectives Examined 87
6.3. Conclusion 91
6.4. Personal Reflection 91
6.5. Recommendation 92
Appendix A Learningspace 93
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Appendix C Questionnaire and Interview Result in Action Case Research
at Salford University 99
Appendix D Questionnaire and Interview Result in Action Case Research
at Sanata Dharma University 116
Appendix E Research Chronology
in Sanata Dharma University Context 136
Appendix F Guideline for Web Based Teaching and Learning Implementation Based on the Action Case Research in Salford University Context
1 42
Appendix G Guideline for Web Based Teaching and Learning Implementation
Based on the Both Action Case Researches 145
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List of Figures
Figure 1.1 The Scope of Research 1
Figure 2.1 Virtual Team Model 7
Figure 2.2 Virtual Team System of Principles 8
Figure 2.3 Laurillard's Conversational Framework 12
Figure 2.4 A Model of WWW Based Learning 14
Figure 3.1 An IS Research Framework for the Organisational Laboratory 23
Figure 3.2 Research Approaches 24
Figure 3.3 The Cycle of Action Research 28
Figure 3.4 The Research Approaches for This Research 37
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List of Tables
Table 2.1 The Unified Conceptual Framework 15
Table 3.1 Characteristic of the Action Case Method 30
Table 3.2 Research Approaches Characteristics 32
Table 3.3 Research Approaches Characteristics for Salford University Context 34 Table 3.4 Research Approaches Characteristics for Sanata Dharma University
Context 36
Table 3.5 Characteristic of the Action Case in Salford University Context 38 Table 3.6 Characteristic of the Action Case in Sanata Dharma University
Context 39
Table 3.7 Factors Affecting the Difference Results of
the Two Actions Case Research 40
Table 5.1 The Similarity of the Facility Support from Learning Space and
Blackboard 65
Table 5.2 The numbers of Hits on Blackboard before, on, and until
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Acknowledgements
Thanks to God who always guides me in my life until I finish this dissertation. May I always worship You forever and ever. Thanks to the Blessed Virgin Mary who always prays to God for me.
I would like to express my special thanks to Frances Bell as my dissertation supervisor. Thanks for her idea, guidance and support in my research and for her patience in supporting my writing-up process. I could not finish this dissertation without her.
I would like to thank to Dr. David Allen as my course tutor who gives an opportunity for me to finish this dissertation.
I would like to thank to Dr. Jim Hughes and Professor Trevor Wood-Harper who give an opportunity for me to pursue MSc. in Information Systems course.
Thank to administration staff at Information Systems Institute especially Diana and Lynn who always help me in this course.
Thank also to Gemisis who provides Blackboard application for my research.
I would like to thank to Romo M. Sastrapratedja, SJ as president of Sanata Dharma University, Romo Priyono A. Marwan, SJ, Dr. F. Soesianto, Ir. PJ. Sudarjana, Ir. G. Harjanto and staff at Sanata Dharma University who support me to study masters degree.
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To my fellow students at Salford University, Agnes, Erick, Mazher, Kristian and Ahmed who support me in this course until I finish this dissertation, I would like to thank for their prayer and help.
Special thanks to Bu Rido, who spends her time to help me in my research. Thank also to Fr. Tito and Pak Albert who support me with computer laboratory facility at Sanata Dharma University. To Pak Bele, Mbak Kriss and Mas Danang, I want to thank for their help. I also could not forget to thank to my students especially Hartono, Hermanto and Iskandar who contribute in my research.
Finally I should like to thank to Budiman who encourages me to pursue this course, Pak Joko Sarwono who also corrects my writing in this dissertation. Thanks also to Indonesian Fellowship in Manchester, St. Philip’s Community Church at Salford, PPI Greater Manchester, and my college lecturers and my students at Sanata Dharma University, also my friends in my hometown for their support and prayer.
Chapter 1
Introduction
The World Wide Web (WWW) is increasingly being used to provide teaching, as the characteristics of Internet to deliver of a learning environment offers some advantages and of course it also has some disadvantages. The use of computer to deliver teaching also offers some new methods and media to provide a more effective balance between active learning and mere attending (Laurillard, 1996).
The WWW is just a vehicle for the design and delivery of a learning environment. WWW does not guarantee learning any more than the presence of a library on campus guarantees learning (Reeves, 1997). Actually, the Web is a resource, which must be designed to support effective instructional dimensions (Reeves et al., 1997 in Reeves, 1997). Achieving the advantages offered by implementation of Web-based teaching and learning technology is a very interesting area to be researched.
Salford University is a university in the United Kingdom, one of the developed
countries in the world. The Salford University is mature in its use of Internet technology, and offers students free access to the Internet on campus. Currently, this university is using Web-based teaching and learning technology in some subjects, to gain some of the advantages offered by this technology.
Sanata Dharma University is a university in Indonesia, which is one of the
developing countries in the world. This university also supports students to have access to the Internet with some limitations. One of the limitations is this access to Internet is not free for students.
1.8. Scope of Research
The researcher is very interested to conduct research to find the opportunity to gain the advantages offered by Web-based teaching and learning technology at Sanata Dharma University, based on research at Salford University using this technology.
Salford University, and the experience of a lecturer, who has used Web-based teaching and learning technology. Based on enabling characteristics of Web-based teaching and learning and experiences of students and a lecturer at Salford University, the researcher will try to find out what may inhibit and enable implementation of Web based teaching and learning technology at Sanata Dharma University in Indonesia. The information will be obtained from lectures and students at Sanata Dharma University in Indonesia. A simple web-based teaching module will be developed and it will be tested on some students at Sanata Dharma University, who have studied the same module using traditional methods. The result of this research will be used to explore the potential of Web-based teaching and learning technology were it to be implemented at Sanata Dharma University.
Figure 1.1. The Scope of Research
.
EVALUATING
Virtual Organising 1999/2000 - A Web based
teaching and learning module at University of Salford
EVALUATING
Introduction to Database Systems - A simple Web based
teaching and learning module at University of Sanata
Dharma
Literature Review A unified
conceptual framework
Maturity with IT
A unified conceptual framework
Maturity with IT
Findings &Guidelines
1.9. Intellectual framework
Recently, Web based teaching and learning technologies have been used in most of developed countries to gain some of the advantages offered by this technology. On the contrary, implementation of this technology in developing countries is rare and most of these implementations are restricted to Web based teaching and learning technology with HTML format.
This research will try to identify some of the advantages offered by this technology for delivering teaching at a university in a developing country. In this research, the researcher will try to examine the use of Web based teaching and learning technology at a university in a developed country and the result will be used to examine the use of Web based teaching and learning technology at a university in a developing country. To examine the use of this technology in two different countries, in different stages of development, the researcher will examine maturity with IT and, student and staff expectation. To analyse student and staff expectation, conceptual frameworks will be used. The conceptual framework used to analyse the potential use of this technology is based on a unified conceptual framework consisting of nine principles of virtual team by Lipnack and Stamps (1997), conversational framework by Laurillard (1996) and a model of WWW-based learning by Reeves (1997). These frameworks will be explained in detail in Chapter 2.
1.10. The Contribution of Research
The aim of this research is to explore the potential advantages offered by Web-based teaching and learning technology, based on research at Salford University, were this technology to be implemented at Sanata Dharma University.
1.11. Research Question
Research questions of this research are
• How does Web-based teaching and learning technology help or support to deliver teaching at Salford University?
• What are enabling and inhibiting characteristics associated with the implementation of Web-based teaching and learning technology at Salford University?
• How does Web-based teaching and learning technology help or support to deliver teaching at Sanata Dharma University?
• What are enabling and inhibiting characteristics associated with the implementation of Web-based teaching and learning technology at Sanata Dharma University?
1.12. Research Objective
Research Objectives of this research are as follow:
• To understand literature of Web based teaching and learning technology usage.
• To examine the usage of Web-based teaching and learning technology to help or support to deliver teaching at Salford University.
• To list enabling and inhibiting characteristics associated with the implementation of Web-based teaching and learning technology at Salford University.
• To try to implement Web-based teaching and learning technology at Sanata Dharma University.
• To examine the usage of Web-based teaching and learning technology to help or support to deliver teaching at Sanata Dharma University.
• To list enabling and inhibiting characteristics associated with the implementation of Web-based teaching and learning technology at Sanata Dharma University.
1.13. The Assumption of Research
This research has following assumptions:
• The advantages offered by Web based teaching and learning technology will improve the delivery of teaching in universities.
• The characteristic of Web based teaching and learning technology using Internet as medium may also help or support to deliver teaching in Indonesia, which is a developing country.
1.14. The Thesis Structure
This thesis consists of six chapters, which explored the research in order to achieve the results.
Chapter 1, Introduction, presents the chosen research area. This chapter describes the scope of research, intellectual framework, and the contribution of research. Considering the assumption of the research, research question and research objectives were presented to show the focus of the research.
Chapter 2, Literature Review, presented the concept of the study from the theory base. A definition of Web based teaching and learning was discussed. A unified conceptual framework, which was used to guide the research, was presented consisting of the three conceptual frameworks.
Chapter 3, Research Methodology, discussed the research methodology used to conduct this research, considering research at two different organisational contexts. In this chapter, research approach and research methods were justified. Research design was also presented.
Chapter 4, Result and Data Analysis in Salford University Context, discussed the analysis of the research data based on the conceptual framework and considered organisation context. The findings from the first organisational context were presented in order to provide the guidelines of implementation of the technology.
Chapter 5, Result and Data Analysis in Sanata Dharma University Context, discussed the analysis of the research data in the second organisation context to obtain the findings.
Chapter 2
Literature Review
This chapter discusses the theory base, including conceptual framework, which will be used to guide the research. "A conceptual framework is a meta-level model through which a range of concepts, models, techniques, methodologies can be
clarified, compared, categorised, evaluated or integrated." (Jayaratna, 1994, p.42). The structure of this chapter begins with the discussion of nine principles of virtual team by Lipnack and Stamps (1997) in order to provide adaptable approaches to the creation and management of virtual teams. Then Laurillard's conversational framework (1993) is discussed in the next section to explore a model of student teacher interaction. In the following section, Reeves' conceptual framework of a model of WWW based learning (1997) is discussed to provide understanding of the effective dimension of WWW as a learning environment and the potential of WWW to support learning. In the last section, the three conceptual frameworks are combined in a unified conceptual framework, which will be used to guide the research.
1.15. Virtual Team
Today, in the information age, people must no longer be in the same place and in the same time to work together. Lipnack and Stamps argue that, with virtual teams,
many people now work together transcending distance, time zones, and organisational boundaries (Lipnack et al., 1997 p.1). They provide the definition of a virtual team as follow "a virtual team, like every team, is a group of people who interact through interdependent tasks guided by common purpose" and "Unlike conventional teams, a virtual team works across space, time, and organizational boundaries with links
strengthened by webs of communication technologies" (Lipnack et al., 1997 p6-7). The virtual team becomes available with the World Wide Web (WWW) technology of the Internet as a vehicle.
members with autonomy and self-reliance. Leadership is informal, and shared as most members take a leadership role at some point in the process. The team is a human system arising from people parts. It has the level of the members and the level of the group as a whole in organisations. Teams also grow out of and are embedded in organisations. A virtual team must integrate levels both internally (sub groups and members), and externally (peer and supergroups) to be successful. Considering purpose, in order to reach concrete results, the virtual teams create cooperative goals and undertake interdependent tasks. The three principles, i.e. cooperative goals, interdependent tasks, and concrete results support virtual teams to stay focused and be productive. In the last element, they argue that the greatest different between virtual team and in-the-same-place teams is the nature and variety of the virtual team’s links. Enhanced modes of communication via the Internet provide access to a vast amount of information through multiple media, and the possibilities for boundary-crossing interaction. Communication, positive relationships and high trust in all teams are more important in virtual teams. They argue that in virtual teams, which lack daily face-to-face time, have opportunities to quickly clear things up, but in return it can heighten misunderstanding. They note “virtual teams with high trust offer this valuable social asset back to their sponsoring organisations for use in future
opportunities to cooperate” (Lipnack et al., 1997 p.14-15).
Figure 2.1 Virtual Team Model (Lipnack and Stamps, 1997 p48) People
Link
Figure. 2.2 Virtual Team System of Principles (Lipnack and Stamps , 1997 p49)
Lipnack and Stamps propose the nine principles of people, purpose, and links forming a simple systems model of input, processes, and outputs to provide an integrated framework for understanding and working in virtual teams, see Figure 2.2. They note “To start a virtual team, you need independent people, cooperative goals, and multiple media. As the team goes through its life cycle development process,
people share leadership, undertake interdependent tasks, and engage in myriad
boundary-crossing interactions. As the team’s life cycle unfolds, it produces concrete
result, integrated levels of organisation, and, if the teaming is done with integrity,
trusting relationships” (Lipnack et al., 1997 p49). The nine principles of virtual team will be described in the following section.
1.15.1.Independent Members
According to Lipnack and Stamps (1997), as a higher level of interdependence in roles is needed in virtual teams, they need higher levels of relative independence and voluntary behaviour in each member. They also argue that independence is a quality that permeates from the personal level of people as members of teams, to teams as member parts of larger organisations.
1.15.2.Shared Leadership
order to deal with complex issues and problems, virtual teams have shared leadership regardless of the titles they use for convenient.
1.15.3.Integrated Levels
Lipnack and Stamps (1997) argue that a new team can be born through a collection of individuals who interact interdependently on a task over time. They argue that the rule of about 5 is a good yardstick for team size. They then say "As a team begins to plan and perform joint tasks with diverse specialities, typically
overlapping subgroups of a few people form so that they can pursue several strands of
work concurrently" (Lipnack et al., 1997 p.129).
1.15.4.Cooperative Goals
Lipnack and Stamps (1997) argue that success or failure of virtual team begins with the relation among people and goals. According to them, group tasks promote cooperation and in return cooperation in performing tasks and reaching compatible goals brings the added benefits of helping others, feeling good, and storing goodwill for the future.
1.15.5.Interdependent Tasks
According to Lipnack and Stamps (1997) the virtual team’s goal becomes real through task. They argue that group offer advantage for tasks in which there are no obvious right or wrong answer, no convenient external authorities to validate decisions using impartial standard of truth. They say “complex tasks are the province of teams, particularly where diverse information needs to be integrated. Groups are
indispensable where tasks such as innovation depend on information sharing”
(Lipnack et al., 1997 p.154).
In virtual team, Lipnack and Stamps (1997) propose a strategy to open with friendship then respond to opportunities with cooperation and challenges with competition. In the age of information the advantages of cooperation will grow and the foundations that support competition are shifting dramatically, i.e. “from material scarcity to information plenty, from limited information to information access and
from anonymous players to trusted partners” (Lipnack et al., 1997 p.157).
Lipnack and Stamps argue that in virtual team, team must clarify and refine purpose into the process of work to accomplish result (Lipnack et al., 1997). They say
“Goal, Tasks, Result, these interrelated terms reflect the universal pattern of work: a
motivating source, a target at the end, and a sequence of steps that connects the
source and the target over time” (Lipnack et al., 1997 p.65).
1.15.7.Multiple Media
Recently computer-based communication, such as Internet, allows text, audio and video to be transmitted around the world. Lipnack and Stamps suggest that virtual teams need to maximise their usage of media in order to enable interaction and develop relationship (Lipnack et al., 1997).
1.15.8.Boundary-Crossing Interactions
Lipnack and Stamps (1997) say that what make teams become virtual are the communicating, interacting, and forming relationships across space, time, and organisations.
1.15.9.Trusting relationships
Lipnack and Stamps say “Trust is the all-purpose grease for the ongoing hard work of the team” (Lipnack et al., 1997 p. 225), not trusting people and their competence would mean not relying on them or the result of their work. Lipnack and Stamps argue that in virtual teams with boundary-crossing, teams need more trust then collocated teams, as trust is harder to attain and easy to lose in teams without daily face-to face contact (Lipnack et al., 1997). They then argue that teams with higher levels of trust would produce more easily, organise their work more quickly, and manage themselves better.
1.16. The Need of Effective University
Laurillard notes that universities always try to make academic learning more effective, known as the changing university. She states “the drivers for change have been the need to expand access, the need to cut costs, and the economical potential of
the substantive content of higher education, should be considered to be the basis for change, the changing university (Laurillard, 1996).
Laurillard's analysis of university teaching led to the development of a conversational framework, as a model student-teacher interaction (see Figure 2.3). This framework comprises of a number of key characteristics. These are drawn from Laurillard (1993, pp. 94-95).
"Discursive
• Teacher's and student's conceptions should each be accessible to the other • Teacher and students must agree learning goals for the topic and task goals • The teacher must provide an environment within which students can act on,
generate and receive feedback on descriptions appropriate to the topic goal.
Adaptive
• The teacher has the responsibility to use the relationship between their own
and the student's conception to determine the focus of the continuing dialogue.
Interactive
• The students must act to achieve the task goal
• The teacher must provide meaningful intrinsic feedback on the actions that
relate to the nature of the task goal.
Reflective
• The teacher must support the process in which students link the feedback on
their actions to the topic goal for every level of description within the topic structure".
Figure 2.3 Laurillard's Conversational Framework (Laurillard, 1993).
The usage of Information and Communication Technology (ICT) to support learners reflection through linking students' reflection and conceptualisation in order to practise external in a specific learning community of practice has been observed by Bell. She says "Reflection and conceptualisation were evident despite the apparent decontextualisation of the setting" (Bell, 2000).
Based on conversational framework for a comparative analysis of teaching media, Laurillard argues that computer-based media can produce results of a more balanced distribution across attending, practising, discussing, and articulating. These are the key types of learning activities, and it means achievement of a more effective balance between active learning and mere attending (Laurillard, 1996).
Before considering what is Web-based teaching and learning, it is important to reflect upon distance education. There are many definitions of distance education as described in the following paragraph.
Holmberg (1989) provides a definition as “The term distance education covers the various forms of study at all levels which are not under continuous, immediate
supervision of tutors present with their students in lecture rooms or on the same
premises, but which, nevertheless, benefit from the planning guidance and tuition of a
tutorial organization” (Holmberg, 1989).
Keegan (1990) defines distance education in terms of: “Separation of teacher and learner, use of media, provision of two-way communication, influence of an
educational system, and an industrial base operation”.
"Distance education is planned learning that normally occurs in a different place from teaching and as a result it requires special techniques of course design, special
instructional techniques, special methods of communication by electronic and other
technology, as well as special techniques of course design, and other technology, as
well as special organizational and administrative arrangements." (Moore, 1996 p. 2). According to Lawhead, the two important components of distance education are distance learning and distance teaching. In distance learning and teaching, student and teacher must communicate and there should be interchanges between student-student and student-teacher, where the student is given responsibility for his/her own. This type of distance education refers to the situation where student and teacher are distant in place, and then they can use Web tool for distribution and interaction (Lawhead et al, 1997). In this paper, the term Web-based teaching and learning is used as deliberate attempt to provide distance education.
Web-based teaching and learning technology offers some potential power uses to support teaching and learning. Reeves noted that some of the common uses academics are making of the Web include:
• “enriching access to course materials, • documenting course discussions,
• posting student writing, art, projects, etc. for critique,
• providing tutorials, simulations, and drills,
• facilitating group work,
• enabling reflection and metacognition” (Reeves, 1997).
Figure 2.4 A Model of WWW Based Learning (Reeves, 1997)
Reeves argues that there is a lack of understanding of the effective dimensions of WWW as a learning environment in higher education and misunderstandings among higher education personal about the potential of the WWW to support learning (Reeves, 1997). He then proposes a model, depicted in Figure 2.4, consist of input, output and outcome involved in higher education to capture the complexities involved in teaching and learning.
1.18. A Unified Conceptual Framework
offer some advantages. As stated by Reeves (1997) that learners can obtain benefit both instructionally and socially when the WWW is used to structure and guide GroupWare. The interaction between students and students and between students and a teacher may be accommodated through collaboration learning. "Collaborative Learning/Cooperative Learning describe the process of getting two or more students
to work together to learn. … In cooperative, or collaborative, learning students work
in small teams composed of students with differing ability levels and using a variety of
learning activities to master material initially developed by an instructor, or construct
knowledge on substantive issues. Each member of a team is responsible for learning
what is taught and for helping teammates learn" (ALN Magazine, 1997).
Collaborative learning can be seen as a team activity, which accommodates interaction of a group of students and teachers through interdependent tasks guided by common purpose (Lipnack et al., 1997). In Web based teaching and learning environment, Lipnack and Stamps' virtual team (1997) may accommodate the need for collaborative learning, which may have members consisting of students, teachers or external teachers/experts as guest.
The collaborative learning through virtual team (Lipnack et al., 1997) complemented with effective interaction between students and teacher through Laurillard’s conversational framework (1993) seem could not accommodate other variables which affect the effective usage of the Web based teaching and learning technology. Reeves’ model of WWW-based leaning (1997) might accommodate the variables, which needs to be considered to obtain the potential benefit from Web based teaching and learning technology.
Table 2.1 The Unified Conceptual Framework
A unified conceptual framework
(a teacher - students - students)
Reeves' a model of WWW based learning
(1997) (a teacher - students -
students)
Lipnack and Stamps' Virtual Team system of
principles (1997) (students - students)
Laurillard's conversation framework
(1993) (a teacher - a student)
Cultural Habits of Mind • Cultural Habits of Mind
Aptitude and Individual
Differences
• Aptitude and Individual Differences
Origin of Motivation • Origin of Motivation
Opportunity to Construct
Learning
• Independent Members
• Shared Leadership
• Integrated Level
• Cooperative Goals
• Interdependent Task
• Concrete Result
• Multiple Media
• Boundary-Crossing Interaction
• Trusting Relationship Collaborative support
• Independent Members
• Shared Leadership
• Integrated Level
• Cooperative Goals
• Interdependent Task
• Concrete Result
• Multiple Media
• Boundary-Crossing Interaction
• Trusting Relationship
•Interactive Level • Cooperative Goals
• Concrete Result
• Trusting Relationship
• Collaborative support
• Cooperative Goals
• Concrete Result
• Trusting Relationship
• Interactive Level
• Cooperative Goals
• Concrete Result
• Trusting Relationship
• Interactive Level Task Ownership
•Interactive Level
• Cooperative Goals
• Concrete Result
• Trusting Relationship •Independent Members
•Shared Leadership
•Interdependent Task
•Trusting Relationship
• Task Ownership
• Independent Members
• Shared Leadership
• Interdependent Task
• Trusting Relationship Sense of Audience • Sense of Audience
• Cooperative Goals
• Trusting Relationship
• Multiple Media
• Discursive Level Teacher Support
•Discursive Level
• Cooperative Goals
• Trusting Relationship • Multiple Media
•Interactive Level
• Cooperative Goals
• Concrete Result
• Trusting Relationship
• Teacher Support
• Cooperative Goals
• Concrete Result
• Trusting Relationship
• Interactive Level
Metacognitive Support
•Interactive Level
• Concrete Result
• Metacognitive Support • Concrete Result • Interactive Level
Knowledge and Skills
•Interactive Level
• Concrete Result
• Knowledge and Skills • Concrete Result • Interactive Level
Robust Mental Models • Robust Mental Models
Considering that the three conceptual frameworks seem to complement each other, the researcher proposes to combine them in a unified conceptual framework. The Reeves' model of WWW based learning (1997) will be used as the main category for the proposed unified conceptual framework and Lipnack and Stamps' virtual team system of principles (1997) and the level of Laurillard's conversational framework (1993) will be used to complement the categories. The categories based on the proposed unified conceptual framework are depicted in Table 2.1. However there are some overlaps in order to fit the principles and the level to the main categories. These overlaps are indicated with grey text in the table. The categories of the unified conceptual framework including overlaps of the principles and the levels into the categories will be explained in the following sections.
1.18.1.Cultural Habits of Mind
In recent year, there is increasing attention in higher education concerning the important of cultural influences on learning (Henderson, 1996 in Reeves, 1997). Reeves notes one perceptive that cultural diversity and pluralism is a ‘meta-value’, which may influence virtually every aspect of human activity, including the design and implementation of interactive learning environments (Reeves, 1997).
1.18.2.Aptitude and Individual Differences
Instead of just considering Carroll’s definition of aptitude in terms of the time a student requires to learn a task (Carroll, 1963, 1989 in Reeves, 1997), Reeves (1997) argues that the individual difference variables can be accommodated by improving instructional designs for Web-based interactive learning environments. A few of the individual different variables are locus of control, learning styles, anxiety, tolerance for ambiguity, prior experience, interest, attitudes, and disabilities.
1.18.3.Origin of Motivation
the learner is inevitably an important variable in explaining the processes and effects
of Web-based learning” (Reeves, 1997).
1.18.4.Opportunity to Construct Learning
The learners learn from opportunities to construct their own learning (Jonassen et al., 1996; Kafai et al., 1996 in Reeves, 1997). According to Reeves (1997) the Web might be a more powerful vehicle for constructivist pedagogy because it emphasises the primacy of the learner’s intentions, experience, and cognitive strategies. Constructivism creates learning opportunities around tasks to be accomplished or problems to be solved, that have personal relevance for learners by construct different cognitive structure for investigating and representing based upon their previous knowledge and interest. The Web could become the cognitive tool (Reeves, 1997).
1.18.5.Collaborative Support
Reeves says "Collaborative learning refers to instructional strategies whereby learners work together in pairs, small groups, or even large groups to accomplish
shared goals" (Reeves, 1997). According to him, structuring and guiding learners in groupwork to obtain benefit both instructionally and socially using WWW make this category potentially become most powerful factors in model of interactive learning. He then argued that using an appropriate instructional design, the interactions among two or more learners working together via WWW may have more influence on their learning than the interaction between the isolated learners and the Web-based content.
The Reeves’ collaboration support category covers collaborative learning support without guidelines how to achieve it successfully. Based on Lipnack and Stamps' definition of virtual team (Lipnack et al., 1997) described in section 2.1 above, collaborative learning is a kind of virtual team. The nine principles of virtual team, which are considered useful to provide guidelines how to conduct collaboration learning successfully, have also been described in section 2.1 above.
1.18.6.Task ownership
Reeves (1997) argues that WWW offers unique opportunities to focus on authentic tasks, which might engage students in practical activity. He also argues that according to cognitive learning theory, the ways in which knowledge and skills are initially learned affect the degree of how these abilities can be used in other context. Web-based instruction can be designed to enhance the transfer of knowledge and skills through emphasising students’ authentic tasks (Khan, 1997 in Reeves, 1997).
Laurillard's interactive level explains how a teacher sets task goal, a student acts to achieve the task goal, and the teacher may provide feedback for the task goal (Laurillard, 1993) so experience of the theory in action can be obtained from their interactive activities (Laurillard, 1996). There is an opportunity to negotiate compatible goals of individual assignment between a teacher and a student, or to negotiate compatible goals of teams' assignment among a teacher and students to achieve agreed concrete result. The trust relationship between a teacher and students is considered to be very important to conduct ongoing dialog (Lipnack et al., 1997) to support constructive and meaningful feedback and to provide opportunities for student reflection (Laurillard, 1993).
In order to do individual assignment, each student should be independent members. Furthermore, in order to do teams' assignment, they should be independent members supported by voluntary behaviour in each member, supporting shared leadership, undertaking interdependent task among students, and providing trust to other members (Lipnack et al., 1997) to achieve a successful collaboration learning.
1.18.7.Sense of Audience
Reeves (1997) argues that students could feel a powerful sense of audience from using WWW as a vehicle for creating and sharing knowledge with anyone anywhere in the world, which could be harnessed in higher education.
1.18.8.Teacher Support
responsible for recognising and judging patterns of information, organising data,
constructing alternative perspectives, and representing new knowledge in meaningful
ways; the computer should perform calculations, store information, and retrieve it
upon the learner's command; and the teacher should coach or collaborate in the
knowledge construction process” (Reeves, 1997).
The Laurillard's conversational framework (1993) consisting of the discursive level, which supports the teacher’s didactic role, and the interactive level, which supports teacher’s facilitative role, guiding the interaction between a teacher and a student. Laurillard's discursive level explains how a teacher and a student describe and redescribe conception for the topic goal supported by a multiple media environment provided by the teacher to the allow student to act on, generate and receive feedback for the topic goal (1993). The trust relationship between a teacher and students is considered very important to conduct ongoing dialog to support constructive and meaningful feedback. How the teacher supports Laurillard's interactive level has been described in section 2.4.6 above.
1.18.9.Metacognitive Support
According to Flavell (1979 in Reeves, 1997), metacognition is a learner’s awareness of objectives, ability to plan and evaluate learning strategies, and capacity to monitor progress and adjust learning behaviours to accommodate needs. Reeves (1997) argues that metacognitive support to provide students in learning to learn can be designed in Web-based learning environment.
Laurillard's interactive level which provide opportunities for student reflection, which has been explained in the section 2.4.6 above, may also give metacognitive support for the students.
1.18.10. Knowledge and Skills
According to Reeves the first class of variables of academic achievement is knowledge and skills (Reeves, 1997). Winn and Snyder argue that cognitive psychology has enriched the understanding of the mental states resulting from learning through including constructs such as propositions, schema, rules, and skills (Winn et al., 1996 in Reeves, 1997).
emphasising students’ authentic tasks (Khan, 1997 in Reeves, 1997). Laurillard's interactive level, which provides opportunities for student to undertake authentic task, has also been explained in section 2.4.6 above.
1.18.11. Mental Models
Appropriate mental models can be used to interpret new information, assimilate new information back into those models, reorganise the models in light of the newly interpreted information, and use the newly aggrandised mental models to explain, interpret, or infer new knowledge (Norman, 1983 in Reeves, 1997). Winn and Snyder define mental models as “the mental structures we use to understand systems and solve problems arising from the way systems work” (Winn et al., 1996, p.123 quoted in Reeves, 1997). Reeves (1997) argues that developing robust mental models, which can be ‘run’ and ‘rehearsed’, is an important outcome in higher education.
1.18.12. Higher Order Outcomes
Chapter 3
Research Methodology
1.19. IS Research Methodology
An appropriate research methodology to conduct research in IS is very important, in order to achieve an acceptable result. According to Stamper,
methodology is the comparative and critical study of methods, and methods are specific ways of approaching and solving problems (Stamper, 1988).
This paper follows Galliers (1992) and Weick (1984) which distinguish between research approach (or strategy) as “a way of going about one’s research, embodying a particular style and employing different methods” and research method
as “a way to systemise observation, describing ways of collecting evidence and indicating the type of tools and techniques to be used during data collection”
(Galliers, 1992; Weick, 1984 in Cavaye, 1996). Based on Stamper’s definition, research approach (or strategy) and research method are methods.
Therefore, the definition of methodology by Stamper and the definitions of research approach and research method by Gallier and Weick will be used in this research. In this chapter, the research approaches and research methods, which are used to conduct the research, will be explained.
1.20. IS Research Approach
Figure 3.1 An IS Research Framework for the Organisational Laboratory (Vidgen et al., 1997)
According to Vidgen and Braa, positivism concerns with reducing the area of investigation to make reliable predictions and explanation, and interpretivism concerns with reading of history to gain understanding (Vidgen et al., 1997). They also argue that the researcher is making intervention in conducting both positivist and interpretivist approaches (observation and interpretation constitutes an intervention) and it can affect organisational context as there may be unintended consequences (Gidden, 1984 in Vidgen et al., 1997). Based on the idea of positivism (reduction), interpretivism, and intervention, Vidgen and Braa propose an IS research framework presented in Figure 3.1.
This framework is represented by a triangle comprising points, sides, and a constrained space (Vidgen et al., 1997). The points represent intended research outcomes:
• Prediction as outcome of positivist approach • Change as outcome of intervention approach
• Understanding as outcome of interpretation approach
Then they argue that the point of the triangle is viewed as ideal types in Weberian sense so these ideal approaches are not attainable in practice, which is represented by the constrained space of the triangle. The dotted lines inside the triangle represent movement towards (and away from) the ideal types (Braa et al., 1999)
reduction should give greater explanatory and predictive power. The traditional approach to gain explanation and prediction is experimental methods (Lee, 1991 in Braa et al., 1999). The understanding point is achieved through a process of interpretation to gain greater richness of insight into the role IS in organisational setting and is achieved through case studies (Boland, 1991, Orlikowski, 1993 in Braa et al., 1999). Movement toward change point is achieved through a process of intervention as typified by action research (Baskerville et al., 1996).
1.20.1.IS Research Approaches for the Organisational Laboratory
Figure 3.2 Research Approaches (Vidgen et al., 1997)
will describe the research approaches in the IS research framework for the organisational laboratory - in-context research shown in Figure 3.2.
1.20.2.Case Study
Galliers (1992) classifies the case study as a scientific method. In contrast, Iivari categories the case study as interpretivist method (Iivari, 1991 in Braa et al., 1999). In a revised taxonomy Galliers (Galliers, 1993 in Braa et al., 1999) presents IS research approaches on a spectrum ranging from traditional positivism (observation-based) to newer post-positivism (interpretations) and positions the case study nearer to the observation-based end of the spectrum. It shows the difficulty of categorising the case study as either positivist or interpretivist. According to Cavaye, case study research can be used in positivist and interpretivist methods, for testing or building theory, with a single or multiple case study design, using qualitative or mixed methods (Cavaye, 1996). In the following section, the different between two types of case studies, the positivist-informed hard case study and the interpretivist soft case study will be described.
1.20.2.1. HardCase Study
A case study is ‘an empirical enquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between
Cavaye notes that the criteria for a good research in positivism as the research should make controlled observations, should be able to be replicated, should be able to be generalised and should use formal logic (Cavaye, 1996).
Case studies allow the study to capture reality in detail and analyse many variables; problem with case study from a positivist stance include the difficulty of generalisation from individual case study, the lack of control of individual variables associated with the difficulties in distinguishing between cause and effect, and different stakeholders have different interpretations (Galliers, 1992).
1.20.2.2.SoftCase Study
Walsham describes interpretative case study approach as 'However, from an interpretive position, the validity of an extrapolation from an individual case or cases
depends not on the representativeness of such cases in a statistical sense, but on the
plausibility and cogency of the logical reasoning used in describing the results from
the cases, and in drawing conclusions from them'. (Walsham, 1993).
Orlikowski and Baroudi describe the use of case studies for information systems research concerning the interpretivist sense of generalisation as 'every particular social relation is the product of generative forces or mechanisms operating
at a more global level, and hence the interpretive analysis is an induction (guided and
couched within a theoretical framework) from the concrete situation to the social
totality beyond the individual case' (Orlikowski et al., 1989, quoted by Walsham, 1993).
Interpretative case study tries to understand the nature of a phenomenon and to elicit meaning from seemingly irrational behaviour in the social setting (Cavaye, 1996). He then argues that the aim of interpretative case study is to understand phenomena from the point of view of participants directly involved with the phenomenon in the study. According to him, interpretative research enters a social setting without a priori constructs, but allows construct to emerge in the field where the researcher try to learn about and understand the phenomenon.
1.20.3.Field experiments and quasi-experiments
identification of the precise relationship between chosen variables in a controlled environment using qualitative analytical techniques. He noted that the idea here is that field experiments try to construct an experiment in a more realistic environment than in laboratory setting.
According to Galliers (1992), the major advantage of the approach is the ability to control and isolate a small number of variables, which may then be studied intensively. The major weakness of the approach is the difficulty to identify relationships which are exist in the real world due to over-simplification of the experimental situation and the isolation of such situations from most of the variables that exist in the real world. In addition, the problem of replication as it is extremely difficult to achieve sufficient control to enable replication of the experiment with only the study variables being altered. The difficulty of finding organisations prepared to be experimented on also becomes the weakness of this approach.
In any experimental design, randomisation and experimental control become essential elements (Zmud et al., 1989 in Braa et al., 1999). Randomisation is to allocate the people or units being studied to the experimental group, or to a control group, on an entirely random basis, without taking account of their characteristics or preferences. Experimental control is to take appropriate steps to get rid of 'nuisance' variables, which are factors other than the independent variables that might be responsible for observed changes in the dependent variable. There are two types of field experiments (Cook et al., 1979; Zmud et al., 1989 in Braa et al., 1999). The first is true experimental design, which has the criteria of multiple treatments (or one treatment and a control group), randomisation, and experimental control. The second is quasi experimental design, which does not meet the three criteria rather attempt to maintain as many of the properties of true experimentation as possible, given the constraints of the research setting.
1.20.4.Action Research
interpretive assumptions about observation, intervention by researcher, participatory observation, and the study of change in the social setting.
According to Checkland (1991 in Baskerville et al., 1996), action research is a cycle of continuous inquiry concerning interaction between theory and practice. Checkland proposes a model comprising of three essential element i.e. an intellectual framework of linked ideas (F) - a theory, a methodology for using this framework (M) and area of application (A) - research question. In Figure 3.3 Checkland depicts how the model cycles the research element of F and M through A to generate reflection, action and scientific finding.
Figure 3.3 The Cycle of Action Research (Checkland, 1991)
In order to achieve scientific rigour on action research, Baskerville and Wood-Harper (1996) suggested to use Susman and Evered's (1978) cyclical five phase i.e. (1) diagnosing, (2) action planning, (3) action taking, (4) evaluating, and (5) specifying learning, which require the establishment of a client-system infrastructure or research environment. "The client-system infrastructure is the specification and agreement that constitutes the research environment. It provides the authority, or
sanctions, under which the researchers and host practitioners may specify actions and
provides the legitimation of those actions as beneficial to the client or host
organization. Considerations include the boundaries of the research domain, and the
researchers to disseminate the learning gained in the research" (Baskerville et al., 1996).
Baskerville and Wood-Harper (1996) then note that Hult and Lennung (1980) define action research concisely: "Action research simultaneously assists in practical problem-solving and expands scientific knowledge, as well as enhancing the
competencies of the respective actors, being performed collaboratively in an
immediate situation using data feed back in a cyclical process aiming at an increased
under-standing of a given social situation, primarily applicable for the understanding
of change processes in social systems and undertaken within a mutually acceptable
ethical framework".
1.20.5.Action Case
As shown in Figure 3.2. , Vidgen and Braa (1997) propose action case approach which highlight the trade-off between an outsider observer who can make interpretations (understanding) and a researcher who create change in practice. They argue that the case study approach tries to minimise changes caused by a research activity, while action research approach supports desirable change in an organisational learning setting. In practice, they note that researchers using a case study approach contribute to change by questioning events and applying new concepts. On the other hand researchers in full-scale action research sometimes meet barrier due to organisational constraint or the nature of the topic to be investigated. In balancing this dilemma they propose action case characterised by small-scale intervention with a deep contextual understanding (Vidgen et al., 1997).
this action component, they suggest to relax the change point of the research framework, typically in situations in which a strongly critical perspective is taken.
The characteristics of action case study are elaborated using the categories of suitability, interpretation, intervention, and practicability as presented in Table 3.1. According to them, the characteristics of the action case approach are as follows. First, the restricted scope of investigations such that practical knowledge of IS use is gained through small-scale interventions, at the same time as achieving a rich, albeit proscribed, understanding of the context in which change takes place. Second, associated with full-scale action research with a long duration, it has a short to medium timescale. Third, focused and deliberated intervention such that detail of the effect of the change can be studied, perhaps involving pre- and post mini-case studies. As related to the issue of scope, action case may involve a quasi-reduction of complexity. Finally, action case will based on the tradition of action research concerning to build the future through purposeful change, while maintaining an interest in the historic conditions in the research setting (Vidgen et al., 1997).
Table 3.1 Characteristic of the Action Case Method (adapted from Vidgen et al., 1997)
Factor Attribute Action case concern
Suitability Research design Declare a framework of ideas and a methodology.
Researcher skills The researcher has skills and experience to make an intervention. Interpretation Richness The context of the research is rich
enough to provide understanding. Focus The research question is sufficiently
focused.
Intervention Scale The small scale intervention, comprising scope & time (a short to medium duration), of the subject for research manageable.
Participation style Less than full participation can be expected from the organisation member.
Critical impact Requirement of a low planned level of critical approach.
Practicability Economics Sufficient financial support and researcher time is available.
Access Access can be negotiated with stakeholder.
Politics There is sufficient backing for action and case component.
With respect to participation by organisational actors in the research activity as an essential feature of interventionary research, "it is possible to conduct action case research with a lower level of participation than would be needed for successful
action research" (Braa et al., 1999). They then argue that in conducting action case it is possible to introduce new techniques without organisational participant involvement in collaborating of the design of the technique, as long as there is effective participation in the technique testing.
Considering the nature of IS deployment, Braa and Vidgen (1999) suggested
"in the fast changing IS environment small scale action case interventions focussed on
a specific technique or method are valuable, although they are not intended as a
replacement for large-scale interventions or for deep case studies".
32
1.21. Justification of Research Methodology
The research questions for this research can be divided into two groups based on the context of organisations where the researches will be conducted. The first research is in Salford University context and the second research is in Sanata Dharma University context. In the following section justification of research methodology for different organisations context will be described separately.
The researcher will use research approach characteristics proposed by Braa and Vidgen (1999) depicted in Table 3.2 to help to justify a research methodology for conducting the research. These research approach characteristics are divided into two categories, i.e. research outcomes consist of change, prediction and understanding; and research characteristics consist of duration, time, and participation.
1.21.1.Salford University Context
There are two research questions for research in Salford University context i.e. how does Web-based teaching and learning technology help or support to deliver teaching in Salford University? and what are the enabling and inhibiting characteristics associated with the implementation of Web-based teaching and learning technology in Salford University? These two research questions will be explored within one research process as both of them have a tight relationship. This research conducted at Salford University, in United Kingdom, where the researcher is studying for masters degree in Information System. In this university, the researchers will join with a module, which uses Web-based teaching and learning technology to support teaching and learning process. Based on the experience, the research will be conducted to find the answer of the two research questions.
In the learning process supported by Web-based teaching and learning technology, the researcher together with the other students intend to use the technology effectively to support the module. These will be done by conducting face-to-face meeting between students to discuss the progress and the usage of the technology supported by the lecturer. The results of the discussions will then be used to improve the usage of the technology.
understanding is obtained from conducting interpretation of the participants' (students and a lecturer) experiences.
Based on research approach characteristics proposed by Braa and Vidgen (1999) depicted in Table 3.2, the research approach appropriate to conduct this research will be justified as shown in Table 3.3.
Considering the characteristic of the research depicted in Table 3.3, action case approach is more appropriate to conduct the research than case study or action research. In the action case approach, the intention of the researcher to make intervention and understanding is facilitated. This is conducted by considering that in action case, the scope of the investigation is restricted in order that a small to medium-scale intervention can be achieved in a rich local context (Braa et al., 1999).
Table. 3.3. Research Approaches Characteristics for Salford University Context
Research outcome and characteristic
Action case characteristic
Research characteristic at Salford University Context
Change
(intervention)
Intended
Small to medium scale
The researcher intends to gain the effective usage of Web-based
teaching and learning technology together with the fellow
students guided by the lecturer through face-to-face meeting.
The scope is considering small, as it is limited on one module.
Prediction
(reduction)
Low -
Understanding
(interpretation)
Medium Understanding is considering medium as it is interpreted from
experiences of fellow students and a lecturer in one module
guided by conceptual frameworks.
Duration Short to medium The researcher participates in the usage of the technology for 3
months and the interpretation took additional 3 months.
Time orientation Contemporary and
building future
The research will affect in the effectiveness of the technology to
support teaching and learning process at the time of research and
in the next implementation.
Participation Medium The participation is considered medium as the researcher as
student together with the fellow students guided by the lecturer
trying to find the usage of the technology effectively.
1.21.2.Sanata Dharma University Context
There are also two research questions for research in Sanata Dharma University con
