Adopt and adapt: undergraduate diagnostic radiography student responses to technology enhanced collaborative assessment using online wiki and verbal MS PowerPoint presentations

MacDonald, Iain ORCID: https://orcid.org/0000-0001-6056-1801 (2019) Adopt and adapt: undergraduate diagnostic radiography student responses to technology enhanced collaborative assessment using online wiki and verbal MS PowerPoint presentations. In: United Kingdom Imaging and Oncology Congress (UKIO), 10-12 June 2019, ACC, Liverpool, UK. (Unpublished)

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Abstract

The views of diagnostic radiography students using two methods of computer supported collaborative learning (CSCL) are considered in this study. Second year students, in groups, used the the 'familiar' Microsoft (MS) PowerPoint presentation and the 'novel' wiki, a web communication and collaboration tool to explore the diagnosis of common diseases. Using an action research methodology, informed by grounded theory, outcome measures using the two group assessments are explored, particularly socio-emotional responses. The influence of learning approach on identified themes is emphasised. This study was prompted by increasing opportunities for group formative assessment afforded by the virtual learning environments provided by universities. There has been relatively little previous work on the response of students with varying learning approaches towards using CSCL. Eight 'surface' and eight 'deep' learners were identified from online questionnaire responses and a number of key themes were clarified and explored. Findings demonstrated that all students had previous experience of MS PowerPoint; however, the wiki was new to students. Learning approach influenced students' experience of these CSCL assessments, with surface learners more likely to be passive and welcoming learning from others. Deep learners more clearly identified the benefits of online working, for example, working remotely from others in the group, and were concerned about effort from others in group work. Anxiety about verbal presentations was widespread, affecting the learning of surface learners particularly; wikis caused less anxiety, and were valuable to some students. This research increases understanding of the complex responses of students adapting to computer supported group learning.

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Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Health > Medical Sciences Social Issues in Medical Imaging (SIMI)
Additional Information:	Short paper presentation N5.3.
Depositing User:	Anna Lupton
Date Deposited:	02 Jul 2019 09:48
Last Modified:	13 Jan 2024 09:01
URI:	https://insight.cumbria.ac.uk/id/eprint/4959

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