Monthienvichienchai, Rachada; (2004) Computer support for vicarious learning. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

Previous research has demonstrated that vicarious learning is an effective pedagogic tool. The focus of this thesis is how computer support for vicarious learning (CSVL) can be implemented in the real world. A requirements specification for a CSVL system that enables educational practitioners to produce vicarious learning materials that meet students' needs has not yet been established and justified within a pedagogic framework. This research presents a requirements specification constructed using a principled approach to selecting and combining different media to capture dialogues that take place during learning activities. It adopts the concept of CSVL as conceived and implemented by Mayes and Fowler (1999) and the Laurillard Conversational Framework (2002) as approaches to understanding processes and structures of learning activities. The main goal is to create vicarious learning materials of appropriate pedagogic and production quality, whilst minimising cost of producing such materials. It applies multimedia and television production principles to aid production of high quality vicarious learning materials for computer supported learning of system diagram construction in the field of computer science. The principal contribution of this research is a requirements specification for a CSVL system that can efficiently support the creation of pedagogically effective vicarious learning material, expressed and justified within the context of Laurillard's Conversational Framework. An effective CSVL system should allow creation of materials that capture both the discursive process and the interactive process of learning activities. The practical implications of this finding are presented as real-world design requirements that take into consideration socio-cultural factors that have been found to influence the successful implementation of CSVL in higher education. Additionally, the data collection methodology employed during this study demonstrates how human-computer interaction (HCI) evaluation methods can be adapted to effectively gather data for analysing student's learning strategy.

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