Modelling and analysing a computer-mediated learning infrastructure

Abstract

Keywords: ICT, E-Iearning, Internet, Pedagogy, Content Calibrator, Content Representation Model, Scenarios, Instructional Design, Modelling. The convergence of technologies of telecommunications, computing, microelectronics and the Internet into what is commonly referred to as information and communication technologies (ICTs) has had profound impact on the way we teach and learn. This has created an information revolution within an optimistic global society that has embraced virtual learning environments in the provision of courseware. This notion presents opportunities and challenges to universities and colleges of higher learning worldwide. In response, most of such institutions have embarked on both on-campus and off-campus online education in one form or another to extend their services to greater number of students within what could be described as the Socrates' Athens great school of modern times. In this research, one such instructional infrastructure has been developed and it has been used to design and develop an e-lcarning system that aims to enhance flexible learning opportunities within the context of a university setting. The system comprises two main modules: a back-end module, which supports server functionalities and houses the representation model and the front-end module for learner interaction with the system and upon which the score calibrator model is a substratum. These two models - the representation model and the score calibrator model- rely on input from a self-learning subsystem within the e-Iearning system that in turn captures its input from cookies and dynamic learner variables such as pace of learning, durations of continuous use, post-test scores; together with static variables such as learner-entry behaviour and learner goals and background. Whereas the score calibrator is a computer-based model that maps a score to a specific content representation hence being able to associate learning objectives with the level of mastery of content using the post-test scores, the representation model, at any given time t, supports a finite but dynamic number of content representation and presentation scenarios which characterize the persona of a specific homogenous learner groupg. Unified Modelling Language together with the Object Orientation approach was applied in designing the system while the web application was designed using hierarchical hypertext organization model for the overall site with 'linear with options and side trips' for the various modules. A variety of programming tools were used for the implementation. The system has been subjected to a three-stage pilot implementation process in which learners were asked to evaluate the various aspects of the e-learning system. Two cohorts of students comprising Introductory students doing a diploma in a humanities program and another comprising Bachelors students doing a Computer Science course, were used for the experiment. Purposeful sampling technique was used to select participants from the introductory group of students while random sampling method was used to select the advanced students who participated in the e-learning experiments. Each of the two cohorts were divided into two groups. Paired groups - comprising a group from either cohort - went though the e-learning course while the other pair took the face-to-face option. Quantitative as well as qualitative data were collected and analysed.