Qualitative research


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Qualitative research

  1. 1. QUALITATIVE RESEARCH ARTICLES Presenter Muhammad Mujtaba Asad FPTV Universiti Tun Hussein Onn Malaysia.
  2. 2. ASSIGNMENT#1 Area of Interest: Teaching and Learning in Technical and Vocational Education (TVE). Technology Integration in TVE
  3. 3. ARTICLE#1 Mobile Learning in Malaysian Technical and Vocational Education (TVE): A Qualitative Case Study Rossyahida Abd Rahman, Mohamad Hisyam Mohd Hashim Faculty of Technical Education, University of Tun Hussein Onn Malaysia Summary of Article:  In this paper researcher discuss that, the mobile learning is not learning through mobile phones or learning over a wireless connection even though the capabilities of running multimedia features has increased in recent years.  But mobile learning is the evolution of e-learning, which completes the missing component of an e-learning solution.  Mobile learning most suits for those mobile parties in education institutes. So, utilizing mobile devices in education is mainly considered as enhanced tools. Innovations in mobile learning can lead to a change paradigm in education which mobile technologies are believed to have the potential to be used in teaching and learning in schools.  This paper discusses the feasibility of employing mobile phones for mainstream schooling in Malaysian Technical and Vocational Education and Training (TVET). In this article researcher describe the various perceptions of the use of mobile phones for learning by reflecting on the positive opinion from educational researchers around the world, including Malaysia. Current initiatives in the use of mobile phones for teaching and learning are explored.  Beside discuss about the advantages, disadvantages and tools for mobile learning this paper also explore about the possibilities using mobile learning in technical and vocational mainstream.
  4. 4. Proposed Data Collections/Instruments  This is a qualitative research. Data collection methods to be used is an unstructured interview conducted in-depth, writing in the note field, document analysis and observations. Interviews were conducted by face-to-face, either individually or grouping.  The participants for this study were students taking the technical and vocational education and training, the teachers, the administrator, the company of m-learning and e-learning expertise, the lecturers and the director of department of technical and vocational education and training. Data Analysis  Data will be analyzed based on the concept of qualitative data collected will be compiled on a systematic basis, such as arranging data in tubular form.  The detain this study will be made on the recommendations of Merriam (1998). The analysis made in two stages, namely analysis, during and after data collection. After collecting data, Nvivo 8 software will be use to organize data.
  5. 5. ARTICLE#2 Towards a model for m-learning in Africa International Journal on E-Learning ISSN 1537-2456 Volume 4, Issue 3, 2005 Association for the Advancement of Computing in Education (AACE) Norfolk, VA Summary of Article:  In this article Researcher try to explain that mobile learning (m-learning) is a natural extension of electronic learning (e-learning) and has the potential to make learning even more widely available and accessible than we are used to in existing e-learning environments.  The role that communication and interaction plays in the learning process is a critical success factor. It is within this context that m-learning can contribute to the quality of education.  It offers opportunities the optimization of interaction between lecturers and learners, among learners, and among members of communities of practice (COPs).  Wireless and mobile technologies also make it possible to provide learning opportunities to learners that are either without infrastructure for access (example rural learners) or continually on the move (example business professionals).  This article shares the latest developments regarding a m-learning project in Africa and proposes a model for the implementation of m-learning in higher education in developing countries.
  6. 6. ARTICLE#3 Mobile Learning In Wireless Classrooms Malaysian Online Journal of Instructional Technology (MOJIT) Vol. 3, No.2, pp 26-42 August 2006 ISSN 1823:1144 Summary of Article:  This article describes the educational opportunities of teaching in a real time wireless classroom using mobile devices.  Conventional classroom learning has certain weaknesses. Open ended discussion hundred undergraduate students on the problems faced in conventional classrooms.  From the discussion results, specific mobile learning applications are being developed for students and instructors. These applications could be used on a Pocket PC, notebook and mobile phone. They provide a variety of instructional application such as classroom chat room, collaborative text editor, synchronization of power point slides, accessing on line courseware on a mobile device, sending and receiving feedback, email and accessing to remote computing resources.  The system allows the instructor to give on line assessments in class, which are graded instantly. Learning objects are proposed to keep track of learning activity effectively.
  7. 7. ARTICLE#4 Research on Educational Technology: Challenges to Implementation and Impact of Scientifically Based Research Lynne Schrum Kelly f. Glassett The University of Utah Summary of Article:  In this paper researcher describe that Presently the research on educational technology exists in an environment that demands accountability and evidence based performance.  In the area of educational technology, hardware and software have been in our schools in substantial concentration for almost two decades, and considering the financial investment required to put them into schools, it is important to base its implementation and use on demonstrated best practices. However, the body of usable research currently available is scant and scattered (Cradler, 2003).  To date there have been few documented systemic increases in student achievement and learning that are directly attributable to technological innovations. In some ways the expectations have been extremely high due to hype, hope, and massive continuing costs incurred in providing a low computerto-student ratio and connectivity to the Internet.  The potential for educational technology to revolutionize education has been described over and over, and yet its promise has not been delivered (Conlon & Simpson, 2003; Cuban, 2001; Sandholtz, 2001).
  8. 8. Methods  In an effort to ascertain how the new climate of research is affecting the body of educational technology research, we sought to gather data from educational technology researchers.  researcher conducted a pilot survey with members of the Special Interest Group of Teacher Educators (SIG/TE) of the International Society for Technology in Education (ISTE) and the Special Interest Group, Technology as an Agent of Change for Teaching and Learning (TACTL) of the American Educational Research Association (AERA).  The pilot study resulted in 57 responses and provided a glimpse into educational researchers’ perspectives on the impact of SBR (Schrum & Glassett, 2006). These individuals teach a wide variety of courses and most of them (89.1%) indicated they were aware of the U.S. Dept of Education’s call for SBR in education.  Most of the respondents (86.1%) indicated that they have followed the conversation in journals, Requests for Proposals, and educational media regarding the new directions of research.
  9. 9. ARTICLE#5 Learning to Teach with Technology: A Comparison of Teacher Development Programs Journal of Technology and Teacher Education ISSN 1059-7069 Volume 9, Issue 3, 2001 Summary of Article:  This research uses comparative case methodology to examine the teacher development programs of two different organizations: a private computer company and a public school district. Both programs are considered effective when judged by participants' evaluations, gain in skills, and plans for classroom technology use.  Differences in outcomes appear when we look beyond the program itself and analyze teachers' abilities to implement what they learned in their classrooms.  In the article, two programs are identified and the differing ways in which they implemented these features are described. Then the program outcomes are compared along five dimensions: access to equipment, administrative support, technical support, collegial support, and classroom implementation. Finally, implications for teacher development programs are discussed. 
  10. 10. ARTICLE#6 New technologies for teaching and learning: Challenges for higher learning institutions in developing countries A. S. Sife, E.T. Lwoga and C. Sanga Sokoine University of Agriculture, Tanzania Summary of Article:  The application of Information and Communication Technologies (ICTs) is already changing the organization and delivery of higher education.  The pedagogical and socio-economic forces that have driven the higher learning institutions to adopt and incorporate ICTs in teaching and learning include greater information access; greater communication, synchronous and asynchronous learning; increased cooperation and collaboration, cost-effectiveness and pedagogical improvement.  However, ICTs have not permeated to a great extent in many higher learning institutions in most developing countries due to many socio-economic and technological circumstances.  This research discusses new learning and training technologies considering their pedagogical, cost and technical implications.  It also discusses challenges for integrating these technologies in higher learning institutions with examples from Tanzania, and giving best practice approaches for addressing each of the challenges.
  11. 11. ARTICLE#7 Teachers’ Belief and Use of Interactive Whiteboards for Teaching and Learning Yalın Kılıç Türel and Tristan E. Johnson Sokoine University of Agriculture, Tanzania Summary of Article:  Interactive whiteboards (IWB) are regarded as one of the most revolutionary instructional technologies for various educational levels. While the impacts of IWBs in classroom settings have been examined recently in a number of studies, this study not only looks at the perception but also examines the actual usage and behaviors associated with promising IWB features in practical settings.  The main goal of this paper is to evaluate both teachers’ perceptions and their use of IWBs. A questionnaire was developed based on an extensive literature review as well as related instructional theories and models.  The questionnaire consisted of questions about demographics, usage, and teachers’ perceptions related to IWBs. For this study, 174 teacher-participants, who have actively used IWBs for instruction, were selected from various educational levels (from grade 6 to 12).  The results show that teachers believe that IWBs can be used for different subject domains. Also, teachers believe that IWBs can be used to facilitate learning and instruction under the following conditions, 1) collaboration with colleagues, 2) training about effective instructional strategies using IWB, and 3) more frequent teacher use of IWBs to improve IWB competency.
  12. 12. Method  For this study, a quantitative descriptive research method was employed to investigate the perceptions of teachers regarding the current state of IWB use in schools.  Descriptive research methods are one of the most preferred and effective methods to depict and interpret the understanding of participants’ beliefs about a certain issue orphenomenon (Gall, Gall, & Borg, 2003). Results Results for the study are presented in three parts: 1) statistical results of teachers’ IWB use, skills, and training, 2)descriptive results of teachers’ responses to the questionnaire items, 3) results focusing on individual differences between IWB usages and perceptions.
  13. 13. ARTICLE #8 E-Learning and Its Effects on Teaching and Learning in a Global Age International Journal of Academic Research in Business and Social Sciences January 2012, Vol. 2, No. 1 ISSN: 2222-6990 Summary of Article:  E-learning presents an entirely new learning environment for students, thus requiring a different skill set to be successful (Romiszowski, 2004). Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through (New Media Consortium, 2007).  Also, particularly in courses that are entirely electronic, students are much more independent than in the traditional setting. This requires that they be highly motivated and committed to learning (Huynh et al., 2003), with less social interaction with peers or an instructor.  Students in online courses tend to do as well as those in classrooms, but there is higher incidence of withdrawal or incomplete grades (Zhang, Zhou and Briggs, 2006).  E- learning can be viewed as computer assisted learning, and as pedagogy for student-centered and collaborative learning. Early developments in e-learning focused on computer assisted learning, where part or all of the learning content is delivered digitally.  More recently the pedagogical dimension of e-learning has become prominent. E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process.
  14. 14. ARTICLE #9 The use of computer technology in university teaching and learning: a critical perspective N. Selwyn Cardiff School of Social Sciences, Cardiff, UK Summary of Article:   Despite huge efforts to position information and communication technology (ICT) as a central tenet of university teaching and learning, the fact remains that many university students and faculty make only limited formal academic use of computer technology. Whilst this is usually attributed to a variety of operational deficits on the part of students, faculty, and universities, this paper considers the wider social relations underpinning the relatively modest use of technology in higher education.  The paper explores how university use of computer technology is shaped into marginalized and curtailed positions by a variety of actors. From the ‘writing’ of ICT at a national policy level through to the marginalization of ICT within the lived ‘student experience’, a consistent theme emerges where computer technology use is constructed in limited, linear, and rigid terms far removed from the creative, productive, and empowering uses which are often celebrated by educational technologists.  In the light of such constraints, the paper considers how these dominant constructions of a peripheral and limited use of ICT may be challenged by the higher education community. In particular, it concludes by reflecting on current critical thinking about how educational technologists can foster a more expansive and empowered use of computer technology within university settings.
  15. 15. ARTICLE #10 Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching and Learning Challenges and Dilemmas Summary of Article: Early Childhood teacher educators at Queensland University of Technology (QUT) have been engaging with online teaching and learning since the mid 1990s. • On campus students have lectures and tutorials supported by information and communication technologies via QUT’s home grown learning management system, Online Learning and Teaching (OLT). We surveyed academic staff to identify their perceptions of online provision. Of significance were issues around transmission, constructivism, and interactivity, especially for external students, with a perceived preference amongst all students for knowledge transmission. There are also constraints for staff, specifically the technological limitations of the learning management system and our own limitations as online curriculum developers. The findings of this study suggest a need to develop staff capacity to work more effectively in an online environment and to consider the efficacy of blended approaches to teaching and learning.
  16. 16. Method  Most staff members in the School of Early Childhood would subscribe to, and practice, constructivist approaches to teaching in their face-to-face classes.  This has been evidenced by discussions in teaching and learning committee meetings and general staff meetings, and by examination of the materials provided by staff for students on their teaching and learning websites.  However, to varying degrees, staff members have experienced difficulties and challenges in replicating these approaches in an online environment. The Online Learning and Teaching (OLT) system has been used in the delivery of teacher education programs for almost a decade.  Open discussion between school staff and teachers.