Grounded Theory
Hierarchical structure developed in the final study
The following hierarchical structure was derived during the open and axial stages of the final study. The categories and subcategories displayed in the structure were used to assist in coding data obtained in the research around the core category identified in the phenomenon, 'the quality of learning'. Where possible variables have been assigned dimensions (a range of values).
Core category
1.0 The quality of learning
MAIN CATEGORIES
1.2
The learning materials1.3
The learning environmentThe main stakeholders in the phenomenon were identified as:
The learner
The tutor
The educational system
The following sets out the relationship between categories, sub-categories and variables developed in the final study.
Core category
1.0 The quality of learning
MAIN CATEGORIES
1.1 The student model
1.2 The learning materials
1.3 The learning environment
The main stakeholders in the phenomenon were identified as:
The learner
The tutor
The educational system
The following sets out the relationship between categories, subcategories and variables developed in the final study.
1.1 THE STUDENT MODEL
1.1.1 PERFORMANCE / RESULTS
Pretest/Posttest scores
(Baseline measure)
(High score Low score)
(Improvement measures)
On/Off computer tests
Comparison (same, equal, better)
On/Off computer tasks
Comparison (same, equal, better)
1.1.2 COMPONENTS OF THE STUDENT MODEL
Language
Level (High or Low)
Cognitive style
Verbaliser Bimodal Imager
Task level
Levels 1,2,3
Question level
Levels 1,2,3
Scaffolding HELP
Levels 1,2,3
1.1.3 CONFIGURING THE STUDENT MODEL
Configuring the descriptors in the model
Tutor involvement
(Highly involved Not involved)
Target setting
Adapting
Cooperative model
Alternative models and methods
automatic adaptation
The student
Prior skills
(rich in skills poor in skills)
Learner characteristics
Age
Gender
Learning difficulty
Other personal (not relevant)
Language
(good poor)
Cognitive style
(Verbaliser bimodal imager)
Intelligence
(IQ level)
Other personal characteristics
Learning styles
Learning strategies
Learner preferences
Motivation
Intrinsic motivation
Extrinsic motivation
(motivated not motivated)
Satisfaction with learning
Factors affecting perception
Interest
Success
(pass fail)
(high low score)
Context of learning
Relevance (perceived not perceived)
Vocational (in context out of context)
Learning (in context out of context)
Preferences (in context out of context)
Locus of control
Individual control
(controlled flexible)
Tutor control
(tutor controlled student controlled)
Control preference (highly controlled no control)
Flexibility (flexible controlled)
Objectives (known unknown)
Attitude (good poor)
Personal investment ( high low effort)
1.2 THE LEARNING MATERIALS
1.2.1 SUBJECT CONTENT
Exam board considerations
Level
Performance criteria
Evidence
Accuracy
Security
1.2.2 DESIGN FEATURES
Quality
Text
Media
Script
Narrative
Content
Quality
Accuracy
Relevance
Context
Task type
Question type
Domain Level
Appropriateness
Technical features
Design
Sound
Video/animation
Interaction
Differentiation
Questions
Help/scaffolding
Task
Language
Cognitive style
Domain presentation
Screen design features
High quality poor quality
Look and feel
(appropriate not appropriate)
1.2.3 USABILITY
Robustness of application
Navigation
Orientation
Location
Ease of use
Learnability
Information hiding
Cognitive load
Relationship between learning and usability
1.2.4 LEARNING PRESENTATION STRATEGY
Collaborative working
Group work
Pair work
Working with the tutor
Individual work
Differentiation for the individual
The use of questions
related theory
The use of scaffolding
related theory
The use of tasks
related theory
Other materials involved in presentation of learning
Support material
Related materials
Other multimedia material
Quality
Availability
Integration
Theories of learning
Constructive
Cognitive influence
(Learner centred)
Instructive
Behaviourist influence
(Teacher centred)
Structure
Theory of design
Theories of instruction
Theories of learning
Support for mental models
Psychological factors aiding learning
Multimodal learning
Cognitive load
Challenge
Information feedback
Advanced organisers
Frames
Zone of proximal development
Questions and tasks used in learning
Achievement
Results
Exams
Assessments
Tests
Tasks
(pass rate)
(score)
Scaffolding and help used in learning
Individual configuration
(support challenge)
Personal achievement
Internal focus
External focus
Vocational focus
Student model in learning
Question level
challenge support
Task level
challenge support
Language support
clarity
Help/scaffolding
challenge support
Cognitive style
Verbaliser Bimodal Imager
Other cognitive or learning styles
1.3 THE MANAGEMENT OF LEARNING
1.3.1 THE TUTOR
Tutor involvement
Integration
New methods
New roles
New skills
Assessment
Configuring the student model
Target setting
Team and group working methods
Tutor characteristics
Attitude
Training
Flexibility
Objectives
Personal investment
Rewards
Organisation
(highly organised not organised)
Control of learning
Configuration
Data logging
Assessment
Accreditation
1.3.2 THE LEARNING ENVIRONMENT
1.3.2.1 The micro environment
Local provision of facilities
Network
Hardware
Software
Location
Learning centre
Library
Computer room
Classroom
Support
Technical
Learning
Direct support
Indirect support
Support staff
Support facilities
Quality of environment
Effect of environment on learning
Effect of learning on the environment
Light
Noise
Heat
Screen reflection
Space
Suitability of location
1.3.2.2 The macro environment
Strategic plan
Policy statement
ILT strategy
Central direction
Resources available
Central provision of facilities
Network
Hardware
Software
Support
Investment and allocation of resources
Competing influences
Other stakeholders
Needs analysis
Pressures
(real perceived)
Central involvement
Coordinators
Support teams
Course teams
Top-down approach
Bottom-up approach
Cost
Cost effectiveness
Cost benefit
Cost utility
Cost of falling behind
Cost efficiency
Funding opportunity
Cost of alternative strategies
Potential of commercial opportunities
Returns from increased student numbers
Returns from increased student retention
Reduction of staff replacement costs
Integration into existing systems
Flexibility
Flexible learning
Open learning
Distance learning
Effectiveness
Staff/Student Ratio
Pass rate
Retention
Recruitment
Training
Cost of training
Staff recruitment
Staff turnover
Staff satisfaction
Change
Revolution
Evolution
Managing change
Institutional objectives
Attitude
Publicity
Marketing
External influences
Inspection
Government recommendations
Funding bodies
External reports
Support organisations