CHAPTER ONE
INTRODUCTION
1.1
Background
of the Study
A Virtual Learning
Environment (VLE) is a web based software system designed to facilitate
learning and teaching with the use of tools and activities (Joint Information
System Committee, JISC, 2009a). Students using a VLE can be given a ‘task’ to
complete in class or at their own pace, time and location, they can contribute
to synchronous and asynchronous discussions to help them develop their learning
(JISC, 2009b).
The way academic
practices respond to the influence of computer networks and technology is
central to immediate and future role of educators in creating a viable teaching
and learning environment. Fuller and Soderlund (2002) argue that the process of
legitimising knowledge is a social process. Whereas knowledge is related to
social action, information is conceived as a flow of messages enabling the
creation of knowledge, therefore learning mathematics is adopted as way of
better livelihood rather than a necessary burden for survival. The driver of
academic practices through virtual learning is that of the creation of one’s
own knowledge which amplifies the process of creating meta-conceptual
understanding. Today, technology resources are vital to creating an environment
that is interactive and personalised. Web-based information systems including
online data resources have continued to be more prevalent in our educational
activities. Greenwood (2010) states that students, teachers and school
administrators face the growing challenge of accessing data from a variety of
sources.
A
VLE has many benefits and functions that would support students’ progression in
their courses, particularly the special educational needs students in areas
such as out-of schools learning, personalised, immediate in-class and out of
school assessment (Becta, 2007). A Virtual Learning Environment is a set of
teaching and learning tools designed to enhance a student’s learning experience
by including computers and the internet in the learning process. The use of e-bulletin
boards and blogs for information sharing among lecturers and students increases
communication. Live slides transmission in the course of lectures with
incorporated live questioning and answers preview to be used alongside
traditional teaching method of mathematics. Video chat and call or
e-conferencing between lecturers and students is incorporable with live slides
via WebPages or other dedicated software, therefore, face to face communication
is not left out.
Mathematics
topics in complex functions, cyber mathematics, geometry, vectors, longitude
and latitude, spaces, matrices, milling and curvature, rotations and linear
motions are visualized due the presences of 3-D features graphs plotters,
equation calculators, and automated table generator.
A VLE provides
components in which learners and tutors participate in several on-line
interactions, including on-line learning (Silva, Costa, Rogerson, & Prior,
2007). Remote or online utility software such as online calculators, graph
plotters are easily accessible. Students learning from different sources
increase acquaintance with the subject matter and develop different possible
methods of attempting mathematical problems. Interactive blackboards are easy
to setup in VLE. The principal components of a VLE package include curriculum
mapping (breaking curriculum into sections that can be assigned and assessed),
student tracking, online support for both teacher and student, electronic
communication (e-mail, threaded discussions, chat, Web publishing), and internet
links to outside curriculum resources (TechTarget, 2009). The VLEs offer the
ability to schedule a range of learning activities and make tools available
rather than just manage content (Sclater, 2009). Attendance to lectures is fast
tracked, so students absent from the course of a lecture can easily retrieve
materials of the past lecture such as lecture notes or recorded contents. Lecturers
could post lecture contents for future lectures if unavoidable absent, so there
is no excuse of non-follow up by students and non-coverage of syllabus by the
lecturer. Furthermore, different teaching methods could be adopted to include
lecture method, traditional teaching method, individualized learning and
programmed learning. The adaptation of different teaching methods helps
acquaintance of students in mathematics courses.
Closely related to the VLE are other e-learning
platforms such as the PLE (Personal Learning Environment), the LMS (Learning
Management System) and the VU (Virtual University). The Virtual University is a term used to
describe courses flexibly designed to meet individual requirements without
lecture halls, classrooms, labs or a campus run by a management office (Ryan, B
Scott, H. Freeman & D. Patel, 2000:3) describe a virtual university as: (a)
“an institution which is involved as a direct provider of learning
opportunities to students and uses information and communication technologies
to deliver its programmes and courses and provide tuition support; and (b) An
organization that has been created through alliances/partnerships to facilitate
teaching and learning to occur without itself being involved as a direct
provider of instructions”.
Users are able to
explore social situations and “try out” different behaviour responses for a
variety of simulated social interactions (Kerr, Neale, & Cobb, 2002). There
is increased interaction among students with their lecturers because peer
phobia is eliminated, so therefore, all students have equal ability
irrespective of ego or psychological stress which could possibly be manifested
in the traditional learning environment.
Uploading of files or
multimedia to be downloaded by students in the form of text, videos, audio
files, images, animations, interactive programs writing in flash and java
applets, PowerPoint slides, web-based programs in JavaScript or Dynamic
Hypertext Makeup Language (DHTML), Computer Aided Designs software (CAD) files,
word processing files, CorelDraw and spread sheet and Statistical Package for
Social Sciences (SPSS) documents. For mathematics students the most important
computer software of the current generation is Matrix Laboratory (MATLAB) which
has features that covers a lot of subject matter in mathematics. Therefore, a
VLE is the most important platform for the use of MATLAB.
A number of VLE
software packages are available including Blackboard, Fronter, WebCT, Lotus
Learning Space, Moodle and (Common Open Software Environment) COSE. The virtual
learning environment which serves as supportive tool in education can enable
appropriate modification in curriculum, teaching methods, personalised
assessment, educational resource, medium of communication or the learning
environment, thereby catering for individual differences in learning (Ministry
of Education, 2009).
Embedded
Computer based testing features for quick assessments/examinations with almost
automatic and immediate feedback and documentation, summative evaluation is
made easy. Virtual marking of theory examination give reliable backup of feed
to non-multiple choice examination, therefore, scanning and processing units
are easily setup in a VLE for examination booklet for the storage of soft
copies of examination answer booklet for security reasons, virtual marking on
portable electronic devices and computerized compilation and processing of
result, quick retrieval accessibility for remark and inspection, and for
accreditation by educational bodies, institutional use and otherwise.
Students/Lecturers
cloud storage systems and databank for storing relevant files containing
calculations, formula to reduce storage of hard materials and increased
accessibility, therefore information backup is a one click procedure.
Students/lecturers profile is easily accessible for easy contact. Student’s
access to the universities e-library is made easier and its importance is
greatly emphasized. Students web dairy and timetable for self planning. Alarm
notification and reminder systems on mobile devices enhance time management and
keeping to activities, these could be built in to the VLE.
In this 21st century,
the convergence between computers and communications has created ‘virtual’
communities and organisations in all fields and that have resulted in the
reduction of the barriers of time and distance. These barriers were preventing
collaboration on a wide range of tasks and activities. Because of these new
developments, “it is now technologically feasible for students and teachers
from all over the world to ‘meet’, collaborate, and exchange views” (Quinton,
2010, p. 331).
New information technologies help to improve the
design and production of resources and educational environments but often lead
to a permanent demand for professional updating. Online courses can address
these needs producing results beyond expectations but if a VLE is well setup with
appropriate Learning Management Systems (LMS) or Content Management Systems (CMS), the VLE could easily be modified and errors
be fixed from anytime or place by remote connections with no delay.
1.2
Statement
of the Problem
Within
the African context, the use Information and Communication Technology (ICT) is
most predominant in the area of business and only few application and
innovation of ICT in Education. For this reason students especially of the
tertiary institutions see modern technology as distraction to their academic
pursuit rather than an added advantage. This is because our students are very
less motivated and informed in the use of technology in education due to the
fact that the use of Virtual Learning Environment as an integral tool in the
teaching and learning process in the higher institutions is seen as to
expensive or too advanced for undergraduate level of education.
Feedback
is integral to teaching and learning process, therefore, mathematics as field
of study requires a step by step learning process or procedural acquisition of
knowledge require feedback as quick as possible, in other words immediate
feedback from mathematics students will help their lecturers in preparing for
the next lecture in improvising teaching methods and restructure of lecture
content to be adopted and appropriate teaching aids for instructing. For the
mathematics students, feedback from the lecturer in the form result of test or
examination has a negative impact in their study if not released with the
shortest possible time frame. Mathematics needs a lot of practice to get
acquainted with by a learner, so therefore, adequate resources are to be put in
place to ensure that students are monitored both in school and outside the wall
of the school.
1.3 Purpose
of the Study
The
main purpose of this study is to ascertain the efficacy of using VLE on
Mathematics Education Students’ achievement and interest in mathematics related
courses in Federal University of Agriculture, Makurdi. Specifically the study
will;
1. determine
whether mathematics students improve on their mathematics achievement due to
the use of VLE.
2. determine
whether mathematics students improve on their mathematics interest due to the
use of VLE.
3. determine
which gender improves more in their mathematics achievement due to the use of
VLE.
4. determine
which gender improves more in their mathematics achievement due to the use of
VLE.
1.4 Research
question
The
following questions were raised for the study
1. What
are the mean achievement scores of
Mathematics Education students taught mathematics using VLE and those
taught using conventional method?
2. What
are the mean interest ratings of Mathematics Education students taught
mathematics using VLE and those taught using conventional method?
3. What
are the mean achievement scores of male and female Mathematics Education
students taught mathematics using VLE?
4. What
are the mean interest ratings of male and female Mathematics Education students
taught mathematics using VLE?
1.5 Research hypothesis
For
the experiment and study, the following hypothesis have been formulated
1. H0: There is no
significant difference in the mean achievement scores of Mathematics Education
students taught mathematics using Virtual Learning Environment and those taught
using conventional method.
2. H0: There is no
significant difference in the mean interest ratings of Mathematics Education
students taught mathematics using Virtual Learning Environment and those taught
using conventional method.
3. H0: There is no
significant difference in the mean achievement scores of male and female
Mathematics Education students taught mathematics using Virtual Learning
Environment.
4. H0: There is no
significant difference in the mean interest ratings of male and female
Mathematics Education students taught mathematics using Virtual Learning
Environment.
1.6 Significance
of the Study
The outcome of this
study may serve as a source of enlightenment for guardians and parents of
students, other discipline of the institution, organizations and cooperate
bodies on the importance, uses, features, outline for the implementation and
testing of the Virtual Learning Environment.
It will also serve as a
reference material for curriculum developers, mathematics associations and
cooperate bodies and stakeholders of higher education in mathematics basically
for interrelating traditional learning environments with the virtual learning
environment.
Finally, it will serve
as a proper documentation for Virtual Learning Environment developers and a
source of guide for implementation. The research details will be made available
in the school libraries and if possibly published for easy access for other
future research, innovation and reference in print or on the approved internet
websites.
1.7 Scope of the Study
The
study is concerned itself with determining, the efficacy of Virtual Learning
Environment on Mathematics Education students’ outcome in their achievement and
interest in mathematics.
The Department of
Science Education Mathematics Education students comprise of students with the
following degree options:
·
Mathematics/Statistics
·
Mathematics/Computer
and
·
Statistics
/Computer.
The
Study will be at University of Agriculture, Makurdi, Benue State Nigeria.
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Format: MS-Word
Pages: 68
Chapters: 1-5
1 comments:
Well done Job
Kudos
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