eLearning for Quality Teaching in Higher Education (eBook)

Acknowledgements 5
Contents 7
Acronyms 11
1 Introduction 12
1.1 eLearning as an Umbrella Term 12
1.1.1 Terminologies Discussion 12
1.1.2 The Scope of eLearning in This Book 16
1.2 Quality: A Complex Issue in Higher Education 17
1.2.1 Quality Culture 17
1.2.2 Dimensions of Evaluation 18
1.3 Conflicting Voices on eLearning for Quality University Teaching 19
1.4 Structure of the Book 20
References 20
2 Key Concepts 24
2.1 Quality Teaching in Higher Education 24
2.1.1 Characteristics and Approaches 24
2.1.2 Quality Teaching as the Mediation for Learning 25
2.1.3 Quality Teaching for the Learning Content 25
2.2 Learning for Understanding 26
2.2.1 Understanding as a Learning Process 27
2.2.2 Understanding as a Learning Outcome 28
2.3 Large Class Teaching 29
2.3.1 Challenges in Large Class Teaching 29
2.3.2 Potential Benefits in Large Class Teaching 30
2.3.3 Strategies for Large Class Teaching 31
2.4 Collaborative Learning 33
2.4.1 Potential Benefits for Teaching and Learning 34
2.4.2 Challenges for Effective Collaboration 35
2.4.3 Design Principles for Effective Collaboration 36
References 37
3 Stage 1: Exploration on University Teachers' Perception and Practice for Quality Teaching 45
3.1 Research Questions 45
3.2 Related Studies 46
3.2.1 Teachers' Conception of Teaching, Espoused Theories Versus Theories-in-Use in Teaching Practice 47
3.2.2 Teachers' Conception of eLearning and Their Adoption of eLearning in Practice 47
3.3 Methodology 48
3.3.1 The Rationale for Adopting Case Study 49
3.3.2 Unit of Analysis and a Multiple-Case Study 49
3.3.3 Sampling and Recruitment 50
3.3.4 Instrument 50
3.4 Data Collection 50
3.5 Data Analysis 51
3.5.1 Within-Case Analysis 52
3.5.2 Across-Case Analysis 53
3.5.3 Epistemic Network Analysis 56
3.6 Research Results 56
3.6.1 Perception of Quality Teaching 56
3.6.2 Problems for Quality Teaching in Practice 63
3.6.3 Strategies for Quality Teaching in Practice 71
3.6.4 eLearning for Quality Teaching 78
3.7 Discussion 86
3.7.1 Perception of Quality Teaching: Practitioners Versus Researchers 86
3.7.2 Quality Teaching: Perception Versus Practice 86
3.7.3 eLearning for Quality Teaching in Large University Classes 87
References 87
4 Stage 2: Exploration on Computer-Supported Collaborative Learning in Large Class Teaching 91
4.1 Research Questions 91
4.2 Related Studies 92
4.3 Methodology 93
4.3.1 Rationale for Adopting Case Study 94
4.3.2 Unit of Analysis and Multiple-Case Study 94
4.3.3 Sampling and Recruitment 95
4.3.4 Instrument 95
4.4 Data Collection 95
4.5 Data Analysis 96
4.5.1 Embedded Unit Analysis 96
4.5.2 Within-Case Analysis 97
4.5.3 Across-Case Analysis 98
4.6 Research Results 99
4.6.1 University Teachers' Perception of Class Size Effect 100
4.6.2 CSCL for Large Class Teaching 102
4.6.3 Strategies in Large Class Teaching 105
4.6.4 Comparison Between Case A and Case B 107
4.7 Discussion 108
4.7.1 Class Size Effect: Quality Teaching in Large University Classes 108
4.7.2 Large Class Teaching: Experiments Versus Practices 108
References 109
5 Stage 3: Implementation of Computer-Supported Collaborative Learning for Quality Teaching in Large Classes 112
5.1 Research Questions 112
5.2 Related Studies 113
5.3 Methodology 114
5.3.1 Rationale for Adopting Design-Based Research 114
5.3.2 Impacts of CSCL on Quality Teaching in Large Classes 115
5.3.3 Defining the Levels of Understanding 116
5.3.4 An Authentic Learning Context 116
5.3.5 Design of CSCL Activities 118
5.3.6 Instruments 120
5.4 Data Collection 122
5.4.1 Activity 1 and Activity 2 122
5.4.2 Survey 123
5.4.3 In-Depth Interview 123
5.4.4 Forum Logs 123
5.4.5 Exam Scores 124
5.5 Data Analysis 124
5.5.1 Descriptive Statistics 124
5.5.2 Inferential Statistics 125
5.5.3 Thematic Analysis 126
5.6 Research Results 128
5.6.1 The Impact of CSCL on Large Class Teaching 128
5.6.2 Blended Learning for Quality Enhancement 130
5.6.3 Forms of CSCL for Quality Teaching 132
5.7 Discussion 133
5.7.1 Social Loafing: Disadvantage Versus Advantage 133
5.7.2 CSCL for Deep Understanding 134
5.7.3 The Importance of Quality Lecturing 134
References 135
6 Evaluation and Ethical Considerations 138
6.1 Validity, Reliability and Generalisability 138
6.1.1 Comparison Between Qualitative and Quantitative Research 138
6.1.2 Strategies for Validity, Reliability, and Generalisability 139
6.2 Ethical Consideration 141
6.2.1 The Ethical Appraisal Framework 141
6.2.2 Reflections on the Ethical Considerations 141
References 144
7 Reflection on eLearning for Quality Teaching in Higher Education 146
7.1 Open Dialogue for Quality Teaching 146
7.2 Guidance for Implementing CSCL in Practice 147
7.2.1 Clear Statements for the Learning Outcome 147
7.2.2 Positive Interdependence for Group Members 148
7.2.3 Necessary Cultivation Strategies 149
7.2.4 Indispensable Instructors' Intervention 149
7.2.5 Effective Assessment for Quality Learning Experience 150
7.3 Dialectical View of eLearning's Impact 150
References 151
Appendix A Financial Support on Pedagogic Research in Case B 154
Appendix B Topics and Learning Materials for Activity 2 156
Appendix C Guideline for Peer Assessment in Activity 2 157
Appendix D Survey of the Stage 3 158
Appendix E Activity Design 161
Appendix F Informed Consent Form 163