Month: December 2019

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On the Surface

The modern world integrates advanced technology to improve efficiency and productivity, which is also the same in improving education. Technology in the education industry enhances teaching and learning among instructors and students, respectively. The application of appropriate technological tools and processes in the quest to improve student’s performance is referred to as educational technology. The education trends, processes, and operations keep changing due to the advancement of technology, which necessitates educational technology (Libarkin, 2016). Different technologies improve the learning experience of students and teachers, increases class participation and student engagement, and, most importantly, improve the entire educational system. It is for these reasons that the education sector, as well as other industries, are adopting technological adoption models to improve, increase, and sustain performance and productivity.
Technological adoption models are numerous and applicable in any setting or environment. However, the paper focuses on the Surface Pro, a 2-in-1 detachable tablet and software, and its relevance when integrated into a K-12 setting or environment. Primarily, K-12 is a popular term used in the education sector to refer to the kindergarten grades (K) from the first to the twelve levels (1-12). Communities that use this term are providing recent information and integrating technological models to facilitate learning and teaching at K-12 levels. Therefore, Surface Pro is one of the technological models these communities are incorporating in their K-12 educational systems (Microsoft, 2019). Surface pro, as seen above, is a 2-in-1 detachable tablet (hardware) and software designed by Microsoft Company of the Microsoft Surface series. It offers excellent value, products, and services, ranging from hardware software, apps, among others. Surface Pro is quantified and described as a cost saving as it reduces the costs spent in IT support, purchases of paper, textbooks, and even printing among students and teachers. In addition, Surface Pro increases productivity among teachers as well as student’s engagement levels and performance.
In that case, this paper focuses on the integration of Surface Pro devices in a K-12 setting or environment. The paper analyzes the success and failure factors that Surface Pro brings in the K-12 setting through detailed research of other works, researchers, and theories. In addition, the paper uses a case study that enables further analysis and discussion of the paper’s primary objective. Finally, the paper concludes the discussion with a summary of the critical findings while identifying strengths, weaknesses, and challenges experienced when integrating Surface Pro in a K-12 setting.
Literature Review: Key Implications for Instructional Design
Every learning institution seeks to create a learning experience and adopt excellent resources to ensure effective and maximized students’ acquisition, retention, and transfer or application of skills and knowledge. The components of an instructional design include analysis of student’s needs, the designing of instructional materials and resources, and evaluating the success rates of the learning process and instructions. Integrating a new technology such as Surface Pro would have significant implications on these components (Libarkin, 2016). The Surface Pro devices have both positive and negative impacts when incorporated in a K-12 setting. According to an infographic presented by Microsoft, integrating Surface Pro creates smarter schools, instructors are empowered, and students are more engaged. More importantly, Surface Pro is a cost-saving device whereby a school can save up to $820,000 in three years. This figure is attained from 58% reductions in printing, which is equivalent to $239,000 on papers and textbooks. Secondly, the school saves $247,000 on the productivity of teachers, whereby 25% is saved daily on prep time and 30 minutes added on the regular teaching time daily. Finally, the school can save up to $333,000 in its Information Technology budget and time (Microsoft, 2019).
Teachers remain empowered and students engaged as they can use Surface Pro for all educational needs such as notes, assignments, and even homework. Parents also feel relieved as the device saves on physical textbooks, which are $70 each, and through the device, one can purchase an e-book half the price, which is $35. The surface Pro devices make schools better in many ways. It integrates and standardizes all learning and teaching functions. Standardizing reduces operating costs in the school and simplifies the management of IT and learning (Owens, 2017). The features of Surface Pro contribute significantly to the improvement of student learning as being a tablet, and a personal computer maximizes focus among instructors and students.
Surface Pro products have been described as essential solutions in the learning process among students in the kindergarten. They have brought the learning process to life, as the devices are intuitive and high-performance tools. Besides, they maximize portability among students and instructors, where they have the power to work securely anywhere and anytime. Many teachers in the K-12 setting state that Surface Pro devices with Surface Pans have been time-saving and made previous impossible teaching possible (Owens, 2017). Time is saved when developing curriculums and instructors have found the device authentic to improve personal student-teacher engagement. More importantly, when teaching students, bringing ideas to life has led to exciting teaching experience that has resulted in better student reception and participation (Claydon, 2015).
Despite the tremendous benefits experienced when integrating Surface Pro in K-12 schools, stakeholders in the schools have reported many challenges. Some of these challenges include missed opportunities among instructors, a multitude of difficulties with the devices and systems, and time consumption while locating assignments or notes. Primarily, instructors felt that they did not provide adequate opportunities for students to learn and appreciate the expectations of this new technology (Owens, 2017). More importantly, incorporating Surface Pro resulted in instructors developing new systems and new devices to facilitate class research and tracking student progress. These new systems have resulted in many challenges among students, as they have to log in different systems and devices; thus, complications in accessing notes, assignments, and projects. The complications thus lead to time consumption instead of saving time (Claydon, 2015).
In a research conducted, scaling up the classroom and integrating technological models such as Surface Pro does not necessarily enhance the performance or student productivity compared to the traditional way of learning and teaching. The research involved outlining how student performance and productivity are affected in a conventional classroom setting and a SCALE-UP classroom type. The study concludes that no significant changes and differences are seen when students are engaged in the two environments (Libarkin, 2016). The main aspects under study included students’ performance and perception of technological implications. Student’s performance survey involved measurement of classroom effort, participation, and pre-post content knowledge (Claydon, 2015). The results of the survey indicated no difference in classroom effort between individual and group efforts in the two settings, as students performed equally.
Measuring the pre-post content knowledge resulted in similar results indicating that students had identical content at the beginning of the course in both settings. Finally, the perceptions of students on incorporating Surface Pro and other technologies were similar to those that preferred traditional setting. This is because the students stated that the level of interaction with the instructor in the two settings was identical. However, the students noted that Surface Pro devices were exemplary helpful when facilitating group activities and team performance in assignments (Libarkin, 2016). They were useful for drawing scientific models and other freehand drawings. Despite the relevance found in the use of the Surface Pro devices among students in the SCALE-UP setting, the study concluded that adding technological models such as Surface Pro in the traditional environment might not have significant changes in student performance, content knowledge, and student participation.
Case Overview
Surface Pro devices have been incorporated in the education systems of many K-12 schools over the years. Hillcrest Christian College, an independent day school, located in Queensland, Australia, is one of these schools. The school serves over 1,400 students aged between 3-18 years and runs a daycare program for children aged between 3-5 years, which directly aligns with the K-12 setting. This case overview is the most appropriate when analyzing the successes and failures of integrating the Surface Pro in a K-12 setting. Hillcrest provides the K-12 program, which aligns with the primary objective of the paper, and uses Surface Pro in the IRL program (Microsoft, 2019). The college incorporates Microsoft Surface devices such as Surface Pro and Pen in preparing the children for the digital world. Besides, the school uses Surface Pro and Pen in developing the reading and writing skills of the children. The college is an award-winning school of the most innovative school globally as it integrates these devices in designing its curriculum and delivery process. Teachers in the classrooms incorporate the Surface Pro devices, learning and collaborative applications, and Microsoft Office 365 to ensure effective instructional design.
Hillcrest College has developed the I Love Reading (IRL) program to enable IRL students to decode texts and English phonetic codes. They incorporate Surface Pro devices in addition to applications and classroom instructions to develop reading and writing skills among these children (Microsoft, 2019). Through the Surface Pro devices, students can view the color codes, phonetic texts, and together with Surface Pen and apps, they can read and write words and sounds. Surface Pro has reduced and eliminated various costs in Hillcrest, whereby it saves up to $4,300 (AUD 6,000) per academic year. The eliminated costs include those on the printing of calendars used for assignment and date tracking among students. Teachers do not print worksheets for their lesson plans, as students can access e-books and Surface Books through the device. Hillcrest is faced with challenges when integrating Surface Pro devices in the IRL program and digital education (Microsoft, 2019). The challenge is described as “Two-Fold,” where the school tries to accelerate literacy among children while ensuring they acquire the best learning tools necessary for them to succeed in class and the world. In addition, writing among students is low and challenging; thus, the school has developed an ILR writing app to address the challenge.
Case Analysis
The integration of Surface Pro in Hillcrest College among children aged between 3-18 years shows both positive and negative results and implications. Primarily, according to Microsoft, Surface Pro reduces operational costs incurred while printing notes, assignments, and book purchases. Hillcrest shows a reduction in operational expenses, whereby in an academic year, the school saves up to $4,300 (AUD 6,000) from the printing of calendars used for assignment and date tracking among students (Libarkin, 2016). Teachers do not print worksheets for their lesson plans, as students can access e-books and Surface Books through the device. This shows that Surface Pro devices are essential and successful in reducing or eliminating operational costs in K-12 schools.
Secondly, Surface Pro is successful in improving productivity and student engagement. In Hillcrest College, early learners or children develop the writing and reading skills earlier than expected and stipulated with 12 months. Besides, students use the devices to view the color codes, phonetic texts, and together with Surface Pen and apps, they can read and write words and sounds. This has resulted in faster acquisition of knowledge and skills among children. However, Surface Pro devices seem ineffective when integrated alone (Owens, 2017). For instance, in Hillcrest, writing among students is low and challenging, but reading is efficiently conducted. Thus, the school has developed an ILR writing app to address the challenge, whereby when incorporated with the Surface Pro and Surface Pen; children easily develop the writing skills. Concisely, Surface Pro limits and fails to provide full expectations of an instructional design. Thus, it requires additional and complementary tools and devices such as apps and other Surface devices (Claydon, 2015).
Thirdly, Surface Pro devices are said to affect the productivity, engagement, and performance of both students and teachers. One study argues for the hypothesis, while the other claims against the theory. When analyzing the validity of the thesis using the Hillcrest case study, the study arguing for the hypothesis seems more valid. In the case study, students, teachers, and administrators in Hillcrest use Surface Pro, among other devices, to facilitate their duties. For instance, teachers use the device to develop curriculums; students have accelerated performance if they learn faster with 12 months, increased collaboration in the classroom and learning has become smoother and more standardized (Libarkin, 2016). Finally, according to the case study, teachers recorded learning difficulties, teaching issues, and frustrations among students, since they could not access learning materials, notes, and assignments on time. However, through Surface Pro devices, children can easily access the same notes, and at the same time, due to learning standardization, which has smoothened learning and teaching processes in Hillcrest.
Summary
The Surface Pro devices have both positive and negative implications, which form some of the success stories and factors of Surface Pro devices have when integrated into a K-12 setting. Surface Pro creates smarter schools; instructors are empowered; students are more engaged and cuts operational costs. Schools save operational costs incurred when printing worksheets, notes, assignments, and calendars for date tracking, as seen in the Hillcrest case study. Moreover, the costs incurred while purchasing books are saved, as Surface Pro has access to cheaper e-books and Surface Books. Teachers remain empowered and students engaged as they can use Surface Pro for all educational needs such as notes, assignments, and even homework. Surface Pro brings the learning process to life, as the devices are intuitive and high-performance tools. Besides, they maximize portability among students and instructors, where they have the power to work securely anywhere and anytime. These
On the other hand, integrating Surface Pro devices is faced with many challenges, which outline some of the main failures and limitations in a K-12 Setting. These challenges include missed opportunities among instructors, a multitude of problems with the devices and systems, and time consumption while locating assignments or notes. Moreover, some scholars argue that Surface Pro does not necessarily enhance performance or student productivity compared to the traditional way of learning and teaching. This argument can be both true and false; however, when analyzing the Hillcrest case study, the statement is false. This is because; students, teachers, and administrators in Hillcrest use Surface Pro, among other devices, to facilitate their duties. This has resulted in teachers using the device to develop curriculums, acceleration of students’ performance as they learn faster with 12 months, increased collaboration in the classroom, and learning has become smoother and more standardized.
The main strengths highlighted form the case study is that it affirms on the successes of Surface Pro devices through qualitative and quantitative data and information. On the other hand, the weakness identified is that only one program in Hillcrest uses Surface Pro devices, thus narrowing the research and analysis. The Case should have at least two programs, one of the children and the other for younger teenagers that show the successes and failures to enable effective analysis of the effectiveness of integrating Surface Pro in a K-12 setting.
References
Claydon, J. P. (2015). A Study of Student and Instructor Perceptions of Tablet PCs in Higher Education Contexts. Higher Education in Transformation Conference, pp.250-264.
Libarkin, J. R. (2016). Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces. CBE Life Sciences Education, Vol 15(4): pp: 68-72.
Microsoft. (2019, January 17). Hillcrest students learn to read 12 months faster with digital education tools. Retrieved from https://customers.microsoft.com/en-US/story/hillcrest-christian-college-primary-secondary-education-surface
Microsoft. (2019). Surface: Prepare classrooms for tomorrow. Retrieved from Microsoft: https://www.microsoft.com/en-us/surface/business/education
Owens, S. (2017). The Total Economic Impact™ Of Microsoft Surface Pro For Primary And Secondary Education: Cost Savings And Business Benefits Enabled By Surface Pro. A Forrester Total Economic Impact™.

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E-LEARNING AND ADULT LEARNERS

Abstract

The need for lifelong learning has extended outside of traditional learning institutions and universities.  Since long-learned information can become obsolete, organizations in all industries have adapted learning and development departments to provide training and new information on a continuous basis.  To that end, “Local universities are now competing to offer long distance courses using e-learning as a medium for all working adults to further their studies. E-learning is considered the most suitable medium for working adult to further their studies considering the fact that time and location will always be the main limitation for them.” (Bakar, Wook, Ashaari, 2017, p.1). This study is borne out of the concern of the alarming amount of people who do not complete MOOC courses despite being designed with adult users in mind. The study focused on adult learners between the ages of 22 and 55 who work full-time while continuing their education online. This paper will explore the motivations, user engagement and results of e-learning with the adult learner population.

Keywords:  e-learning, adult learning, adult learners, MOOC, online learning, self-directed learning, motivation

Throughout the world, e-learning is becoming an increasingly attractive option with the adult working population.  Many adult learners, however, have not been completing courses they have for which they voluntarily signed up. The reasons could be as varied as the learners. One reason might be  “according to Sauer (2001), E-learning can both be highly interactive and simultaneously isolating because of the inherent difficulties of developing cohesiveness and true connectedness among students. Nonetheless the experiences in this field are varied and ever increasing. This is clearly evidenced by its growing visibility and significance in the three key sectors; Academia, Business and Government.” (Hamada, 2013, p.2 ).
         This study by Bakar, Wook and Ashaari sought to explore some of the reasons why there is such a huge disparity in e-learning sign-up and completion, particularly in the free MOOC format.  User engagement practices was of particular interest.

Literature Review and Key Implications for Instructional Design

Bakar et al. (2017) provide a framework which outlines some of the relevant factors when designing for the adult learner population. They presented the theory based on the learning needs of traditional students vs. non-traditional online students.  The study showed that user engagement is a critical component when designing for the adult learner. In this instance, the adult learner is typically defined has students ages 22 to 55 who work full-time and desire to continue their education through online learning. This population is generally motivated by different factors than traditional students who are often still dependents and of typical college age.

Key implications for instructional design are understanding the e-learning needs, motivation and user engagement of adult learners, particularly in the workplace. Understanding what motivates adult learners can inform instructional designers when designing and developing learning experiences for the adult learner in various industries. Principles of motivation, self-regulation, volition, learner-centered design, self-directed learning are among some of the factors that must be considered in e-learning design with the adult e-learner in mind.

Case  Overview

The methodology used by Bakar et. al conducted a literature search to identify instances of  adult engagement in a general web category and a search of  user engagement  in e-learning. From their findings they produced a framework for ease of use.  The proposed framework is in effort to help organizations understand the general psyche of the adult learner to decrease obstacles and  increase success rates in e-learning. “These factors can be a foundation of understanding users before the development of e-learning system,” (Bakar et al, 2017, p.3). The factors are categorized into seven themes highlighting the needs of  adult learners. These themes were observed in adult e-learners who have goals of creating success in the form of online course completion and using the new knowledge for increased career opportunity and success.  The themes include the effects of Emotion on the adult learner. Stress, tiredness, pleasure or general interest in subject matter are relevant. The Cognitive Ability of the learner measures curiosity about the subject, willingness to learn something new and educational background or learned knowledge brought to the e-learning experience.  The Learning Style based on the age of the learner and different learning preferences when acquiring new knowledge. The Perceived Time to complete workload. Performance Expectancy is usually tied to what is in it for the learner. The Motivation is often prompted by job promotion, how the new knowledge will increase earnings and having a competitive edge in the marketplace. Lastly, the Technology theme must offer flexibility and ease of use. Adult learners can often be resistant to acquiring new knowledge so ease of use is a motivating factor.

The framework presents four stages of the user engagement process. The stages are Point of Engagement, Period of Engagement, Disengagement and Re-engagement. Previous study produced six attributes in user engagement, Perceived Usability, Aesthetics, Focused Attention, Felt Involvement, Novelty and Endurability. Further study concluded that each factor required its own engagement as web applications have individual functions (Bakar et al., 2017).

A search was done to find literature which identify factors pertaining to user engagement in e-learning.  Through the search, two domains were established. The first domain used a general web search prompting user engagement, while the second focused on e-learning. From these two domains, seven themes were derived from the two domains which served in developing a framework. The seven themes influenced the four stages of user engagement termed Point of Engagement, Period of Engagement, Disengagement and Re-engagement. The four stages produced overall individual user engagement with e-learning. Furthermore, the seven themes were further broken down into two categories, the Internal and External Factors, which gauged the behavior of the user (Bakar et al. 2017).

Case Analysis

This case study emphasizes the special characteristics of the adult learner. Those characteristics must be considered when designing MOOCs or any e-learning courses for the adult learner. As mentioned in the article, the adult learner comes from various backgrounds [Bakar et al, p.1] but typically fall outside the definition of a traditional student. It is imperative that there is understanding of the lifestyles, motivation and cognitive abilities of the adult learner and use it in the design and development of learning opportunities geared toward them. Through the process of lifelong learning, adult learners tend toward self-direction in their online learning. “In line with the emergence of MOOCs, the expectations of students’ ability to conduct their own learning processes emerged emphasising the advantages of flexibility in time and space; a promise of meeting the needs of the adult learner,” (Buhl & Birch Andreasen,2017, p.98). The varied lives of the adult learner make flexibility hallmark in e-learning for adult learners. Whether by a synchronous or asynchronous format, adult e-learners must use self-motivation, volition (self-regulation) and self-direction to successfully complete e-learning courses.  The cognitive ability of the student will be heavily employed in the process.

The concept of self-directed learning (SDL) is an important tool for adult learners.  SDL is “defined by (Knowles, 1975, p.18) as learner processes that involve diagnosing their learning needs, formulating goals, identifying human and material resourcing, choosing and implementing appropriate learning strategies and evaluating learning outcomes,” (Reiser & Dempsey, 2018, p.288).  Since much of the workload will be performed without an instructor-as-guide, adult learners will draw on much of their own cognitive abilities to complete assignments.  Self-motivation is another important tool in the skills needed by adult learners. Motivation is fueled when learners feel that they can succeed (Reiser, 81).

As previously stated, the instructional designer must bear in mind the unique needs of the adult learner to effectively design and develop courses that will engage their need for flexibility, self-directed learning and maintaining motivation.  Motivation among this population must be closely observed as the performance on e-learning materials can be influenced by intrinsic and extrinsic factors. Findings by Yoo & Huang on an entry survey to adult online learners indicated that real or perceived rewards for completion of e-courses are or can be gauged by the personal or professional ambitions of the learner. For adult learners “two levels of extrinsic motivational factors (short-term performance and long-term performance) that could impact online adult learners’ intrinsic motivations, which further suggests a need to consider factors beyond the online degree programs, such as workplace performance and career development, in order to sustain online adult learners’ continuous learning behaviors,”  (Yoo & Huang, p.157).

Summary/Lessons Learned

Results of the case study by Bakar et al have shown that it is virtually impossible to design MOOCs or any other e-learning course without analyzing the needs, background and cognitive ability of the population you are serving. The adult learner population has needs that traditional students do not with work, family and other responsibilities. Time constraints, cognitive load and motivation are three main drivers that must be factored into learning designs for the adult learner.

Further research indicates the importance of considering user engagement with the e-learning material. As adult learner engagement with online material will be largely self-directed, ease of use is critical. Learning fatigue must be accounted for and alleviation of such fatigue must be built into the course design. Ease of use should help to alleviate fatigue and adequate scaffolding. It helps to understand what motivates students of that population for which the design benefits.  Relevance to the learner’s life, needs and ambitions must also be considered to encourage user engagement.  Yoo and Huang state that “Successful engagement with adult learners must be a collaborative effort between the administration, faculty, academic, and student service staff, as well as counselors, and staff in charge of supporting programs, and curricula” (Yoo & Huang, 2013, p.158). E-Learning is here to stay. It has only become more sophisticated in design since its early days.  As the trend continues to grow, instructional designers will continue to be tasked with finding innovative ways to design and develop learning experiences that challenge, instruct and keep learners of all ages engaged.  As the adult learner increasingly gravitates to the e-learning format, instructional designers must bear in mind their unique needs pertaining to life, family and career to attract, encourage and retain their engagement with learning material. As with the study highlighted in this paper, educational research as well as design undergo constant iterations. Iterations are necessary for finding the best solutions available. Further research can only help in continuing to serve the adult e-learner.

  

References

Bakar, Wook, Ashaari (2017). The development of E-learning user engagement framework for adult learners. IEEE, P 1-6.

Buhl, Andreasen (2017). MOOCs: The Promise of Meeting the Need of Flexibility for the Adult Learner? Proceedings of the European Conference on e-Learning: p. 98 -104

Yoo, Sun Joo; Huang, Wenhao David. Engaging Online Adult Learners in Higher Education: Motivational Factors Impacted by Gender, Age, and Prior Experiences. Journal of Continuing  Higher Education; Sep-Dec2013, Vol. 61 Issue 3, p151-164, 14p

Hamada, M. (2013). E-learning : New Technology, Applications and Future Trends. Hauppauge, New York: Nova Science Publishers, Inc.

Reiser, R.A. & Dempsey, J.V. (2018). Trends and Issues in Instructional Design and Technology. (4th ed). Boston, MA: Pearson Education, Inc.