Abstract
This case-study highlights the results of an empirical research, whose purpose was to identify and analyze the curricular preferences towards computer-based instruction and evaluation of students studying in the field of Primary and Preschool Pedagogy specialization, from the University of Craiova, Faculty of Letters, Department of Communication, Journalism and Education Sciences. We elaborated a questionnaire in order to identify the curricular preferences of the above mentioned students (n=92), aiming in the same time to analyze the relationship between two major variables: students’ interest regarding the attractiveness of disciplines as part of the educational curriculum and students’ perceptions concerning academic subjects’ utility with regard to the professional training curriculum. The results have confirmed the conclusions of several previous surveys regarding the curricular preferences and have opened, in the same time, new perspectives, for further research and development in the field of professional training curriculum, from the perspective of the new information and communication technologies.
Keywords: Computer-assisted evaluationcomputer-based instructionnew information and communication technologiesdistance educationvirtual learning communities
Introduction
The idea for this paper started with the study of the primary and preschool pedagogy students’
curriculum preferences, on one hand, and on the other hand in the analysis of the importance that virtual
learning communities have in developing a wide range of professional competences and identity. It is
very easy to observe, from our experience as educators, that computers are increasingly used by students in educational activities to the point that they are almost ubiquitous in our life, generating strong specific
interactions (Vlăduțescu, 2012; Strungă, 2015). However, although there is considerable evidence to
support the idea that the use of the new information and communication technologies (NICT) has positive
effects for students’ attainment, the integration of computer based-instruction and evaluation in university
curriculum seems challenging and sometimes even difficult. It is very important to also highlight that the
potential to harness the NICTs in educational activities exists, because there are almost 10 million users
of internet in Romania and the internet penetration was 56.3% in 2015 (Eurostat, 2015). There are, of
course, a variety of reasons for the insufficient integration of computer based-instruction and evaluation
in university curriculum, starting, in our opinion, with: the underfunding of education and related NICT
infrastructure, a perceived ambiguity of terms such as computer-based instruction and evaluation (CBIE)
in pedagogical literature, few studies in the field of curriculum needs analysis (including students’
curriculum preferences), the absence of a robust digital national agenda for university education,
underdeveloped digital competences of both students and educators and so on. Interactive CBE implies
the existence of a partnership between educational agents, which is based on collaboration and
negotiation processes and which targeting the empowering trainee and mobilization of its initiatives in
evaluation and learning processes.
In order to develop the integration of CBIE in the university curriculum, it is essential to take into
account, in the needs analysis process, students preferences and attitudes towards curriculum (Bunăiaşu,
2011). Starting from this approach, aiming to increase students’ attainment and develop the curriculum,
we have constructed the following research questions: a) How many students are interested in taking part
of CBIE activities, integrated in the preschool and primary education specialization curriculum? b) What
is the relationship between students’ interest regarding the attractiveness of disciplines as part of the
educational curriculum and students’ perceptions concerning academic subjects’ utility with regard to the
educational curriculum?
Paper Theoretical Foundation and Related Literature
The main theoretical foundations of this paper are threefold. First, in the context of activity theory,
in order to identify the ‘zone of proximal development’ (Vygotsky, 1980), teachers and professors need to
first understand students’ learning preferences and needs. Through this process, we can plan on how to
maximize students’ educational potential by using computer-based instruction and evaluation. Second,
the e-learning theory developed by Mayer and Moreno was extremely useful in designing previous
computer-based instruction programs for preschool and primary education specialization from our
university. Many principles such as contiguity, segmenting, signaling, personalization, learner, pre-
training, redundancy (Moreno & Mayer, 2007) were actively used in developing the learning
management systems we used (Strungă, 2015). In this context, we also successfully tested similar
research instruments with high school students (Strungă, 2008) and university students (Strungă &
Bunăiașu, 2013). Third, we used Harasim’s online collaborative learning theory in order to construct
virtual learning communities and determine if there are any improvements in students’ performance
(Harasim, 2012). A major theoretical foundation related to students’ curricular preferences is based in
studies focused on the ‘pupil voice’ (Keys & Fernandes, 1993; Blatchford, 1996; Rudduck & Flutter, 2000). Rudduck and Flutter state that ‘we need to tune in to what pupils can tell us about their
experiences and what they think will make a difference to their commitment to learning and, in turn, to
their progress’ (p. 75). Other authors also mention that recent research on pupils’ perspectives in the UK
has been correlated either to the development of school-based strategies based on consultation with pupils
on effective classroom practice, or to aspects of curricular evaluation (Deaney et al., 2003).
Many specialists observed that the absence of a clear, consistent definition of CBIE makes the task
of analyzing the effects of these technology-based interventions very difficult (Archer, 2014). For
instance, the type of solution or “technology” used, the purpose of implementation, and the method of
intervention can be very different across the studies previously carried out. It was proposed a model
analyzing three roles for technology in education: technology as a tutor, technology as a teaching aid, and
technology as a learning tool, that can be used in CBIE (Archer, 2014). In the context of our paper, we
used the second understanding for CBIE, technology that includes (but it is not limited to) the use of rich
media formats, games, virtual learning communities, mobile applications, etc. Computer-based
instruction (CBI) was understood in our research as an instructional paradigm, which uses computer
technology to deliver training and educational materials to students. The main purposes of the interactive
assessment are: to stimulate self-evaluation capacity of the subject involved in this process, of its
awareness required and to increase the self-confidence of the trainer.
The study of computer-based instruction and evaluation is an interdisciplinary research field with
an extraordinary development in recent years. One of the best ways to highlight the impact NICT have in
education is, in our opinion, to study the tertiary meta-analyses, that include several meta-analyses and
many more individual studies.
First, the tertiary meta-analysis done by Archer et al. revealed initially that “Results from previous
meta-analyses show very little evidence in support of NICT for literacy interventions. There is so much
variation in the types of ICT interventions such as the technology used and the software programs used”
(Archer et al, 2014, p. 141). However, trying to explain the inconsistent outcomes among previous meta-
analyses, Archer et al. proposes a new approach that takes into account the training and support of those
conducting interventions and attention to the fidelity of the intervention program as moderator variables.
Overall, these two variables are positively correlated with the success of the program implementation.
According to the authors, “This review demonstrates that NICT interventions can prove to be more
effective when implementation factors such as support and training are employed, measured, and clearly
reported” (Archer et al, 2014, p. 146). The study took into account four previous meta-analyses: 1) the
first meta-analysis studied the use of computer-assisted instruction (CAI) on reading in middle and high
school students. Eight studies met the inclusion criteria. The researchers reported a mean effect size of
+0.10; 2) the second meta-analysis found similar results concluding that the supplementary CAI programs
studied are not producing significant effects in upper elementary reading; 3) the third meta-analysis was
conducted on the use of ICT in the field of literacy learning. Of the 20 included studies that were included
in the study, only four studies to be statistically relevant, with one of these having a negative effect size;
4) A fourth meta-analysis examined if information and communication technologies were effective in
teaching English. They concluded that the studies were too heterogeneous, in both the written
composition and the ICTs used, to conduct a meta-analysis.
Second, another study conducted by the Scottish Government in 2015 entitled “Literature Review
on the Impact of Digital Technology on Learning and Teaching” reviewed the 5 meta-analyses. The
researchers concluded there is: a) conclusive evidence that digital technologies can support educational
attainment in general (in math and science particularly); b) Indicative evidence that it can support
educational attainment in literacy and help close the gap in attainment between groups of learners and c)
Promising evidence that digital technologies can provide assistance for many issues including
overcoming challenges by learners, development of employability skills and career pathways, improved
communication with parents and increasing time efficiencies for teachers (APS Group Scotland, 2015).
Third, a research report by the United States Department of Education from entitled “Evaluation of
Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies”
from 2009, presented a meta-analysis of 50 study effects, 43 of which were drawn from research with
older learners and found that students in online conditions performed modestly better, on average, than
the students learning the same material by traditional face-to-face instruction, with an average effect size
of +0.20 favoring online conditions (Means et al, 2009). The research team added that the online learning
is effective for both undergraduates (mean effect of +0.30, p < .001) and graduate students or
professionals (+0.10, p < .05).
Fourth, a recent tertiary meta-analysis by Al Zahrani and Laxman concerning the impact of mobile
learning in higher education reviews 8 meta-analyses. The authors concluded that “This study shows
there is a significant absence of attention being paid to pedagogical details in conceptualizing m-learning
research”, adding that “Without reference to theoretical and pedagogical issues, studies of m-learning will
not necessarily further our understanding of how m-learning can contribute to successful learning
outcomes globally” (Al Zahrani & Laxman, 2015, p. 86).
All these studies highlight the idea that CBIE can have a very important impact in the university
curriculum but only if adequate training and support are offered (both at the beginning and during the
implementation), if there is a constant attention to the fidelity of the intervention and careful integration
in the larger knowledge management model of the university.
Methodology
3.1.Sample
Since our case-study is an approach to optimize the digital curriculum for Primary and Preschool
Pedagogy specialization, we applied the research instrument to a sample of undergraduate students
enrolled in the study program organized by University of Craiova (at both Craiova and Drobeta Turnu-
Severin) - 240 students, of which participated in the investigation a total of 92 subjects, 46 from the first
year and 46 from the second year. Consequently, the survey’s results are representative to students of
Primary and Preschool Pedagogy specialization from the University of Craiova. The average age of
subjects participating in research was 26 years, median age was 25 years, 98% of the subjects were
female and 2% male, 59 resided in urban areas and 41% in rural areas.
3.2.Procedure
The survey was carried out between February and May 2016 with the permission of University of
Craiova’s rectorate. We included in this study students from the first and second year of their
undergraduate training (primary and preschool specialization) using systematic random sampling. The
research instrument was applied during the seminar activities for the subject “Methodology of
Educational Research” and “Theory and Methodology of Curriculum”.
3.3.Instrument
For the purpose of this study, we constructed a questionnaire with 10 items entitled “Students’
Digital Curriculum Preferences Inventory” (SDCPI). The first item (I1) included a list with all the
subjects from the preschool and primary education specialization’s curriculum and the students were
asked to specify how useful and interesting would be to include CBIE for each discipline. All the answers
from the first two items were codified on a Likert scale from 1-5 (1 - not useful at all and 5 – very useful,
respectively 1 - not interesting at all and 5 – very interesting). The next two items (I2 and I3) asked
students what subjects they think should be added or removed from the curriculum. Items I4, I5 and I6
included questions regarding the access to various electronic devices (smartphones, laptops, tablet
computers, smart TV, desktop), how useful these devices are for their professional development and how
much they use them. The last items (I7, I8, I9 and I10) gathered factual data concerning the year of study,
age, gender, family and residence. Overall, the questionnaire included 8 closed questions (I1, I2, I5-I10)
and 2 open questions (I3, I4) and was based on previous studies in the field of curriculum preferences
(Strungă & Bunăiașu, 2013). The research instrument was pretested in the framework of our seminar
“Methodology of Educational Research” and students’ observations were included in the revised version.
The research instrument was also reviewed by three other colleagues from the Department of Communication, Journalism and Education Sciences and their feedback was added in the last version of
the questionnaire. Before using the questionnaire, we conducted a reliability test in IBM SPSS 24 for
SDCPI, and the Cronbach’s alpha coefficient was equal to .993.
3.4.Objectives and Hypotheses
The main objectives of this study were: a) to identify the current digital curricular preferences
which could be the basis of a needs analysis profile for our specialization; b) to make use of current
digital infrastructure in order to improve the digital curriculum; c) to recommend new ways for using
CBIE in our classes. We elaborated the following hypothetic statements: first, if we apply the SDCPI, the
CBIE preferences are different for mandatory subjects than the preferences for specialty subjects and
second, if we apply the SDCPI, the CBIE preferences of first year students are different from the second
year students. In the context of this paper, we will use the concept of “hypotheses” when referring to the
hypothetic statements mentioned above.
3.5.Data Analysis Procedure
We calculated the means for the 47 subjects included in the curriculum for preschool and primary
education specialization (3 years) from the University of Craiova and also a general mean (MG) for all the subjects. For each subject we calculated the means regarding the grade of utility and interest associated
with CBI and CBE. The means were then ranked in both ascending and descending order, with the aim of
understanding the curriculum preferences for the general sample. Additionally, in order to analyze the
difference between the two groups (first year students and second year students), we conducted the Mann-
Whitney U test with IBM SPSS 24, adequate for measuring Likert-type ordinal scales such as those we
used in the study. The
ascending and descending order.
Results
The students from the preschool and primary education specialization considered that the
following subjects are adequate for computer based instruction and evaluation activities: physical
education (2.2), philosophy of education (2.6), intercultural education (2.8), educational alternatives (2.8),
sociology of education (2.8), comparative pedagogy (2.9). The students from the preschool and primary
education specialization considered that the following subjects are less adequate for computer based
instruction and evaluation activities: psychopedagogy of game (3.9), theory and methodology of
instruction (3.9), planning and implementation of educational projects (3.7), theory and methodology of
curriculum (3.7), didactics of extracurricular activities (3.6), inclusive education (3.5). The general mean
(MG) for all subjects and both years was 3.2. A surprising result was that the preferences for CBE was higher than expected.
The students from the first and second year gave very different answers for the following subjects:
Didactics of mathematics in primary school (
methodology of instruction (
and primary education (
p=0.00), especially evaluation. We observed significant differences between the answers from first year
students and second year students for most of the variables studied in our paper.
Discussions
First, the results of the study highlighted the fact that the students from preschool and primary
education specialization from the University of Craiova are moderately interested to take part in CBIE
activities (MG=3.2). It is worth mentioning that many of the subjects that ranked very high in students’ preferences - intercultural education (2.8), educational alternatives (2.8), sociology of education (2.8),
comparative pedagogy (2.9) - are disciplines with great potential of openness toward the community and
social environment. This is a great advantage from the standpoint of CBIE because NICTs have the
potential to build bridges at local, regional, national and European levels. However, there was no
difference between mandatory and specialty subjects, in terms of CBIE preferences. Thus, the first
hypothesis was not confirmed. The analysis also suggested that students are more interested in face-to-
face instruction for disciplines such as psychopedagogy of game (3.9), theory and methodology of
instruction (3.9), planning and implementation of educational projects (3.7), theory and methodology of
curriculum (3.7), didactics of extracurricular activities (3.6), inclusive education (3.5), that are highly
related to direct experience and pedagogical practicum. The awareness concerning this issue was
observed especially in the answers of the second year students.
Second, the Mann-Whitney U test confirmed the differences between the two groups for the
majority of subjects included in the curriculum of preschool and primary education specialization. Very
high differences were found for disciplines such theory and methodology of instruction (
respectively
respectively Z=-7.11, p=0.00), Romanian literature (
which suggests that sometimes the preferences can be polarized and a monolithic approach to curriculum
could not be the best solution when addressing the students’ needs, preferences and representations. The
dynamics of students’ preferences can be used in the curriculum development and needs analysis process.
In conclusion, the second hypothesis was confirmed.
Conclusions
One of the most important conclusions of this study was the need for a better integration of CBIE
in the curriculum for preschool and primary education specialization from the University of Craiova; the
analyses carried out so far highlighted which subjects should include more CBIE activities from the
perspective of the students. The openness of the students towards the NTIC can create new opportunities
to creatively use virtual learning communities and other instruments especially in transnational study
programs (Aristovnik, 2012; Strungă, & Florea, 2014; Sava & Danciu, 2015; Stoian, A.C., 2016), as other
studies have shown. We agree with Al Zahrani and Laxman that “M-learning can only bring about an
improvement in learner outcomes when it is matched by the application of pedagogical practices that take
into account the characteristics and opportunities presented by m-learning and recognize the demands of
the differentiated educational and cultural contexts it will be used in” (Al Zahrani & Laxman, 2015, p.86).
And this observation should not necessarily be limited to m-learning, insofar is relevant even for the
larger field of CBIE especially in relationship to adult and distance education programs (Strungă &
Martin, 2012; Sava & Danciu, 2015). In delivering educational programs that integrate CBIE, studies
have clearly demonstrated that training, support and fidelity of implementation are highly correlated with
greater attainment (Archer et al, 2014). However, more studies are necessary in order to understand better
the dynamics of students’ preferences, that take into account not only the dimensions analyzed in this
study (interest and utility) but also other factors that can have a greater impact in the overall attitude. At
the level of recommendations, in addition to the previous observations, we propose the following: the
development of virtual research and study of the learning behavior of students, the development of a
virtual curriculum at preschool and primary education specialization, elaborating a new virtual evaluation
and assessment model, creating new constructivist virtual learning strategies, building international
virtual learning communities, linking virtual learning communities with virtual professional development
communities, innovating virtual pedagogical practicum, integrating e-mentorship and e-internship as new
methods complementary to CBIE, innovating the virtual relationships, interactions and norms established
between the members of the virtual learning community (Strungă, 2015).
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Cite this article as:
Strungă, A., & Stoian, A. C. (2017). Students’ Curricular Preferences for Computer-Based Instruction and Evaluation. In E. Soare, & C. Langa (Eds.), Education Facing Contemporary World Issues, vol 23. European Proceedings of Social and Behavioural Sciences (pp. 1075-1082). Future Academy. https://doi.org/10.15405/epsbs.2017.05.02.132