Approaches to Studying and the Perception of E-Seminars
Dr Jacqueline Taylor, Bournemouth University, UK
Computer-Mediated Communication (CMC) is increasingly being used to
support the administration of coursework and as a mechanism to deliver distance education
(Mason & Bacsich, 1998). This paper discusses issues related to the adoption and
implementation of a computer conferencing system to mediate seminar discussions
(e-seminars). The focus here is on asynchronous electronic discussion, which
although not directly equivalent to traditional forms of (synchronous) seminar discussion,
enable flexibility of attendance (an important issue with many students now undertaking
paid work during
traditional teaching hours) and encourage critical reflection. An important question
arising from a review of previous research is whether all students benefit equally when
traditional seminars are converted to e-seminars (Wilson, 2000). Many ambitious claims
have been made regarding the use of CMC to explore new models for student learning
(Pickering, 1995), however
this assumes that all students are self-motivated and willing to accept responsibility for
their learning. Clearly, there are a number of individual differences involved in learning
styles, and communication and groupworking skills which need to be considered. This paper
reports an evaluation conducted to explore the relationship between approaches to studying
and
students' perception of e-seminars.
The pedagogical aims of the e-seminars were given to students as: to encourage reflection
on the learning process at the same time as learning about the key topics of the Unit
(communication and group processes) in an experiential way. Students were required to
participate in a series of five e-seminars, each lasting approximately two weeks. They
were divided into groups of five and each student was allocated a two-week session in
which they would present a seminar paper on a given topic and lead the resulting
discussion. In the remaining four e-seminars, students were required to respond to the
seminar paper and to participate in the discussion. The seminar paper and participation
were assessed. An evaluation questionnaire was produced to collect data regarding their
perceptions of the e-seminars, compared to traditional seminars. The shortened version of
the Approaches to Study Inventory (Gibbs, 1992) was also used as it is quick and easy to
complete. This comprises six items per sub-scale: meaning orientation, reproducing
orientation and achieving orientation. The evaluation questionnaire and the Approaches to
Study Inventory were distributed on completion of the last e-seminar and were completed by
29 students (63%). A correlational analysis of the data was conducted to investigate
the relationship between the perception of e-seminars and a range of individual
differences, however this paper will focus on approaches to studying.
The analysis revealed a number of significant correlations. Levels of
satisfaction were negatively correlated with scores on the reproducing orientation
sub-scale: such that students with high scores on this sub-scale perceived the e-seminars
as not satisfying. Students with higher scores on the meaning orientation sub-scale
perceived the most benefit from the e-seminars, in terms of finding them more stimulating
and gaining more understanding of the key topics of the Unit. There was a nearly
significant correlation between high scores on the achieving orientation sub-scale and a
reported increase in using literature sources to support points of view expressed during
the e-seminar. In conclusion, e-seminars were perceived as a positive support to learning
for students scoring high on achieving and meaning orientation but were perceived more
negatively by those scoring high on reproducing orientation. The results have implications
for the widespread use of e-seminars - clearly more research is required to investigate
whether the same student characteristics lead to academic success using CMC as with
traditional methods of teaching and learning.