Erica McAteer | UCL Institute of Education (original) (raw)

Papers by Erica McAteer

Research paper thumbnail of Integrative evaluation: an emerging role for classroom studies of CAL

Computers & Education, 1996

A~tract--This paper reviews the work of a team over two and a half years whose remit has been to ... more A~tract--This paper reviews the work of a team over two and a half years whose remit has been to "evaluate" a diverse range of CAL--computer assisted learning--in use in a university setting. It gives an overview of the team's current method, including some of the instruments most often used, and describes some of the painful lessons from early attempts. It then offers a critical discussion of what the essential features of the method are, and of what such studies are and are not good for. One of the main conclusions, with hindsight, is that its main benefit is as integrative evaluation: to help teachers make better use of the CAL by adjusting how it is used, rather than by changing the software or informing purchasing decisions.

Research paper thumbnail of Typeface emphasis and information focus in written language

Applied Cognitive Psychology, 1992

This paper looks at the typographical resource of written emphasis (changing the typeface style o... more This paper looks at the typographical resource of written emphasis (changing the typeface style on specific words or passages within text)–for signalling information focus. Some investigations into the effects of two conventional typefaces, upper case and italic, for signalling modulatory and contrastive stress upon word content are reported, illustrating the effectiveness of strategies using this resource for economically transmitting intended content from writer to reader. At this time of heightened interest in writing competence, and the potential of electronic writing systems for providing more typographical resources to the author than were available with pen-and-paper or typewriting modes, the function of paralinguistic signalling within written language is suggested as a key issue for research.

Research paper thumbnail of Active Learning in a Large First Year Biology Class: A Collaborative Resource‐Based Study Project on AIDS in Science and Society

Innovations in Education and Teaching International, 1999

Page 1. IETI 36,1 53 Active Learning in a Large First Year Biology Class: A Collaborative Resourc... more Page 1. IETI 36,1 53 Active Learning in a Large First Year Biology Class: A Collaborative Resource-Based Study Project onAIDS in Science and Society RG Sutcliffe, B Cogdell, MH Hansell and E McAteer, University of Glasgow, UK ...

Research paper thumbnail of CHARACTERISING ON-LINE LEARNING ENVIRONMENTS

We propose a central feature of on-line learning environments as transactive communication -where... more We propose a central feature of on-line learning environments as transactive communication -where participants respond to and build on to each other's contributions, developmentally toward a mutual outcome. This differs from the more didactic, or at least tutor-controlled, dialogue that takes place in traditional learning environments. In the on-line setting, therefore, communication is particularly perceived to be an essential part of the learning process. This provides a strong motive for research to determine its characteristics and functions. The need for good systems for describing and understanding the contexts of learning activity is also crucial. Who is teaching what to whom and why -and why they are there to learn -is of course critical for the understanding and from this the prediction of good pedagogical strategy. At the micro and macro levels of analysis, then, we need to review, revise, develop and implement tools for research to inform good development of practice.

Research paper thumbnail of The effect of software type on the quality of talk

Journal of Computer Assisted Learning, 1999

Research paper thumbnail of Grounding communication skills development in practice and play

Research paper thumbnail of Schoolchildren's revision tactics

Instructional Science, 1992

Two studies are described which presented children with computer-based writing tasks. One compare... more Two studies are described which presented children with computer-based writing tasks. One compared observations of pairs and singletons within a classroom setting, with P5 children as subjects. The other video-recorded S2 learning difficulty pupils working in partnership or with a teacher and compared task performance under both dyad conditions. Focussing specifically upon evidence relating to revision during and following composition, both studies support a general observation in the field of writing research that children lack diagnostic strategies. However, there is some evidence that this finding is affected by writing task so that the problem may be in transfer, rather than lack, of skills. Developing useful teaching software to remedy this depends on an understanding of writing processes as writing competence develops; a programme for further work in this field is outlined.

Research paper thumbnail of Computer-assisted learning and groupwork: The design of an evaluation

Computers & Education, 1991

This paper describes an evaluation methodology which directly addresses the issue of process. The... more This paper describes an evaluation methodology which directly addresses the issue of process. The principal focus of the study is the effect of software variables on the patterns of interaction within pairs of users. The paper therefore explores methodological issues concerning how to describe and characterise interaction, and the various design choices faced in a study involving such analyses. Several frequently-encountered dilemmas are raised, one major one being the scope of an evaluation. This is raised in several forms; for example: the trading of depth (in the fine detail of a coding scheme for describing subject and the machine behaviour at the microanalytic level) against breadth (in terms of the maximum numbers of subjects that can be run in a study involving such detailed analyses), the sampling of cross-sectional as opposed to longitudinal data, and the fact that particular design choices, whilst facilitating the addressing of specific research questions, inevitably constrain one's ability to address other, equally pressing, issues.

Research paper thumbnail of Computer-mediated communication as a learning resource

Evaluative studies of CMC can produce misleading or even contradictory results due to an (underst... more Evaluative studies of CMC can produce misleading or even contradictory results due to an (understandable) focus on how the characteristics of the medium affect usage, ignoring the dialectic between technology and culture, of mutual adaptation over time. CMC exchanges in Higher Education take place within a broad teaching and learning system, of which most participants already have extensive experience. This system provides the context within which participants make sense of, and adapt to, the use of on-line communications. Thus interpretations of the processes shaping exchanges and their outcomes have to take into account: who participants see themselves as communicating with and why, how this serves longer-term learning goals, and what past experience of engaging with both task and audience they have had; what kinds of exchange are facilitated, both by the medium itself and how the task is organised, and how such affordances are honed over time; and also, how these interactions impact on other aspects of teaching and on learning outcomes.

Research paper thumbnail of Integrative evaluation: an emerging role for classroom studies of CAL" Computers and Education

A~tract--This paper reviews the work of a team over two and a half years whose remit has been to ... more A~tract--This paper reviews the work of a team over two and a half years whose remit has been to "evaluate" a diverse range of CAL--computer assisted learning--in use in a university setting. It gives an overview of the team's current method, including some of the instruments most often used, and describes some of the painful lessons from early attempts. It then offers a critical discussion of what the essential features of the method are, and of what such studies are and are not good for. One of the main conclusions, with hindsight, is that its main benefit is as integrative evaluation: to help teachers make better use of the CAL by adjusting how it is used, rather than by changing the software or informing purchasing decisions.

Research paper thumbnail of Observing and measuring the performance of educational technology TILT project

Research paper thumbnail of Learning networks and communication skills

Alt-j, 2000

The project work presented in this paper is funded by the Joint Information Systems Committee (JI... more The project work presented in this paper is funded by the Joint Information Systems Committee (JISC) January-December 1999. Our task has been to identify effective communicative practices for different technologies, in relation to the contexts in which they occur, and to feed back information about such practices to the educational community in a context-sensitive way. The technologies at issue are: video conferencing (one-to-one, one-to-many, many-to-many); text-based communication (email, bulletin boards, conferencing,) and audio conferencing (telephone tutoring, shared workspace plus audio link). The teaching and learning sites that agreed to take part in this research project provide courses to a variety of learners -undergraduate, postgraduate, professional, full-and part-time -in a spread of subject disciplines. The breadth and range of learning environments represented should maximize the chances of teachers in further and higher education recognizing issues and circumstances that are similar to their own and provide a rich comparative framework. The lecturers from the various teaching sites are regarded as collaborators in this research, identifying their own issues and learning needs, and providing feedback to authenticate the interpretative process. This study approach bridges the practice-theory gap. We have completed the field work and are midway through analysing and interpreting the data in collaboration with teachers and students involved in the study. This will lead to the production of a flexible resource for individual lecturing staff which can also underpin staff development courses in good practice within networked learning environments. Further details and progress updates can be gleaned from our project web site at

Research paper thumbnail of Integrative evaluation: An emerging role for classroom studies of CAL

A~tract--This paper reviews the work of a team over two and a half years whose remit has been to ... more A~tract--This paper reviews the work of a team over two and a half years whose remit has been to "evaluate" a diverse range of CAL--computer assisted learning--in use in a university setting. It gives an overview of the team's current method, including some of the instruments most often used, and describes some of the painful lessons from early attempts. It then offers a critical discussion of what the essential features of the method are, and of what such studies are and are not good for. One of the main conclusions, with hindsight, is that its main benefit is as integrative evaluation: to help teachers make better use of the CAL by adjusting how it is used, rather than by changing the software or informing purchasing decisions.

Research paper thumbnail of Computer-mediated communication as a learning resource

Journal of Computer Assisted Learning, 1997

Evaluative studies of CMC can produce misleading or even contradictory results due to an (underst... more Evaluative studies of CMC can produce misleading or even contradictory results due to an (understandable) focus on how the characteristics of the medium affect usage, ignoring the dialectic between technology and culture, of mutual adaptation over time. CMC exchanges in Higher Education take place within a broad teaching and learning system, of which most participants already have extensive experience. This system provides the context within which participants make sense of, and adapt to, the use of on-line communications. Thus interpretations of the processes shaping exchanges and their outcomes have to take into account: who participants see themselves as communicating with and why, how this serves longer-term learning goals, and what past experience of engaging with both task and audience they have had; what kinds of exchange are facilitated, both by the medium itself and how the task is organised, and how such affordances are honed over time; and also, how these interactions impact on other aspects of teaching and on learning outcomes.

Research paper thumbnail of Simulation software in a life sciences practical laboratory

Computers & Education, 1996

Research paper thumbnail of Measuring learning resource use

Computers & Education, 1996

Contact time is only part of a student's learnin8, especially in hiiOler education, and teachers ... more Contact time is only part of a student's learnin8, especially in hiiOler education, and teachers and lab classes are only two of the resources students draw upon. Despite this, there is a prevalence of studies which appear to be evaluating a piece of conreeware in imlat/on. Lcarulng gains from a CAL packalle are important, but since acquisition and retention of knowiedle is really what is ultimately important and will depend on other learning experiences in the course, an additional question in any learning situation therefore i~ what resources is a student using? And, following up on that, which are most useful, are some bett~ than others, or do they complement each other in essential ways? This paper describes the dadsn and application of the Resource Questionnaire, the instrument we are developing in an attempt to gather information on the learning resources used by students. The remurees asked about may include not only lectures, tutorials end comzeware, but books, handouts, notes and discussions with other students. Some preliminm'y results are ¢hn~'ibed and the importan~ of this information to t~ching staff in asmsing and increasing the value of the resources to students by ensuring their effective integration into a course, is discussed. Copyrisht C 1996

Research paper thumbnail of Integrative evaluation: an emerging role for classroom studies of CAL

Computers & Education, 1996

A~tract--This paper reviews the work of a team over two and a half years whose remit has been to ... more A~tract--This paper reviews the work of a team over two and a half years whose remit has been to "evaluate" a diverse range of CAL--computer assisted learning--in use in a university setting. It gives an overview of the team's current method, including some of the instruments most often used, and describes some of the painful lessons from early attempts. It then offers a critical discussion of what the essential features of the method are, and of what such studies are and are not good for. One of the main conclusions, with hindsight, is that its main benefit is as integrative evaluation: to help teachers make better use of the CAL by adjusting how it is used, rather than by changing the software or informing purchasing decisions.

Research paper thumbnail of Integrative evaluation: an emerging role for classroom studies of CAL

Computers & Education, 1996

A~tract--This paper reviews the work of a team over two and a half years whose remit has been to ... more A~tract--This paper reviews the work of a team over two and a half years whose remit has been to "evaluate" a diverse range of CAL--computer assisted learning--in use in a university setting. It gives an overview of the team's current method, including some of the instruments most often used, and describes some of the painful lessons from early attempts. It then offers a critical discussion of what the essential features of the method are, and of what such studies are and are not good for. One of the main conclusions, with hindsight, is that its main benefit is as integrative evaluation: to help teachers make better use of the CAL by adjusting how it is used, rather than by changing the software or informing purchasing decisions.

Research paper thumbnail of Typeface emphasis and information focus in written language

Applied Cognitive Psychology, 1992

This paper looks at the typographical resource of written emphasis (changing the typeface style o... more This paper looks at the typographical resource of written emphasis (changing the typeface style on specific words or passages within text)–for signalling information focus. Some investigations into the effects of two conventional typefaces, upper case and italic, for signalling modulatory and contrastive stress upon word content are reported, illustrating the effectiveness of strategies using this resource for economically transmitting intended content from writer to reader. At this time of heightened interest in writing competence, and the potential of electronic writing systems for providing more typographical resources to the author than were available with pen-and-paper or typewriting modes, the function of paralinguistic signalling within written language is suggested as a key issue for research.

Research paper thumbnail of Active Learning in a Large First Year Biology Class: A Collaborative Resource‐Based Study Project on AIDS in Science and Society

Innovations in Education and Teaching International, 1999

Page 1. IETI 36,1 53 Active Learning in a Large First Year Biology Class: A Collaborative Resourc... more Page 1. IETI 36,1 53 Active Learning in a Large First Year Biology Class: A Collaborative Resource-Based Study Project onAIDS in Science and Society RG Sutcliffe, B Cogdell, MH Hansell and E McAteer, University of Glasgow, UK ...

Research paper thumbnail of CHARACTERISING ON-LINE LEARNING ENVIRONMENTS

We propose a central feature of on-line learning environments as transactive communication -where... more We propose a central feature of on-line learning environments as transactive communication -where participants respond to and build on to each other's contributions, developmentally toward a mutual outcome. This differs from the more didactic, or at least tutor-controlled, dialogue that takes place in traditional learning environments. In the on-line setting, therefore, communication is particularly perceived to be an essential part of the learning process. This provides a strong motive for research to determine its characteristics and functions. The need for good systems for describing and understanding the contexts of learning activity is also crucial. Who is teaching what to whom and why -and why they are there to learn -is of course critical for the understanding and from this the prediction of good pedagogical strategy. At the micro and macro levels of analysis, then, we need to review, revise, develop and implement tools for research to inform good development of practice.

Research paper thumbnail of The effect of software type on the quality of talk

Journal of Computer Assisted Learning, 1999

Research paper thumbnail of Grounding communication skills development in practice and play

Research paper thumbnail of Schoolchildren's revision tactics

Instructional Science, 1992

Two studies are described which presented children with computer-based writing tasks. One compare... more Two studies are described which presented children with computer-based writing tasks. One compared observations of pairs and singletons within a classroom setting, with P5 children as subjects. The other video-recorded S2 learning difficulty pupils working in partnership or with a teacher and compared task performance under both dyad conditions. Focussing specifically upon evidence relating to revision during and following composition, both studies support a general observation in the field of writing research that children lack diagnostic strategies. However, there is some evidence that this finding is affected by writing task so that the problem may be in transfer, rather than lack, of skills. Developing useful teaching software to remedy this depends on an understanding of writing processes as writing competence develops; a programme for further work in this field is outlined.

Research paper thumbnail of Computer-assisted learning and groupwork: The design of an evaluation

Computers & Education, 1991

This paper describes an evaluation methodology which directly addresses the issue of process. The... more This paper describes an evaluation methodology which directly addresses the issue of process. The principal focus of the study is the effect of software variables on the patterns of interaction within pairs of users. The paper therefore explores methodological issues concerning how to describe and characterise interaction, and the various design choices faced in a study involving such analyses. Several frequently-encountered dilemmas are raised, one major one being the scope of an evaluation. This is raised in several forms; for example: the trading of depth (in the fine detail of a coding scheme for describing subject and the machine behaviour at the microanalytic level) against breadth (in terms of the maximum numbers of subjects that can be run in a study involving such detailed analyses), the sampling of cross-sectional as opposed to longitudinal data, and the fact that particular design choices, whilst facilitating the addressing of specific research questions, inevitably constrain one's ability to address other, equally pressing, issues.

Research paper thumbnail of Computer-mediated communication as a learning resource

Evaluative studies of CMC can produce misleading or even contradictory results due to an (underst... more Evaluative studies of CMC can produce misleading or even contradictory results due to an (understandable) focus on how the characteristics of the medium affect usage, ignoring the dialectic between technology and culture, of mutual adaptation over time. CMC exchanges in Higher Education take place within a broad teaching and learning system, of which most participants already have extensive experience. This system provides the context within which participants make sense of, and adapt to, the use of on-line communications. Thus interpretations of the processes shaping exchanges and their outcomes have to take into account: who participants see themselves as communicating with and why, how this serves longer-term learning goals, and what past experience of engaging with both task and audience they have had; what kinds of exchange are facilitated, both by the medium itself and how the task is organised, and how such affordances are honed over time; and also, how these interactions impact on other aspects of teaching and on learning outcomes.

Research paper thumbnail of Integrative evaluation: an emerging role for classroom studies of CAL" Computers and Education

A~tract--This paper reviews the work of a team over two and a half years whose remit has been to ... more A~tract--This paper reviews the work of a team over two and a half years whose remit has been to "evaluate" a diverse range of CAL--computer assisted learning--in use in a university setting. It gives an overview of the team's current method, including some of the instruments most often used, and describes some of the painful lessons from early attempts. It then offers a critical discussion of what the essential features of the method are, and of what such studies are and are not good for. One of the main conclusions, with hindsight, is that its main benefit is as integrative evaluation: to help teachers make better use of the CAL by adjusting how it is used, rather than by changing the software or informing purchasing decisions.

Research paper thumbnail of Observing and measuring the performance of educational technology TILT project

Research paper thumbnail of Learning networks and communication skills

Alt-j, 2000

The project work presented in this paper is funded by the Joint Information Systems Committee (JI... more The project work presented in this paper is funded by the Joint Information Systems Committee (JISC) January-December 1999. Our task has been to identify effective communicative practices for different technologies, in relation to the contexts in which they occur, and to feed back information about such practices to the educational community in a context-sensitive way. The technologies at issue are: video conferencing (one-to-one, one-to-many, many-to-many); text-based communication (email, bulletin boards, conferencing,) and audio conferencing (telephone tutoring, shared workspace plus audio link). The teaching and learning sites that agreed to take part in this research project provide courses to a variety of learners -undergraduate, postgraduate, professional, full-and part-time -in a spread of subject disciplines. The breadth and range of learning environments represented should maximize the chances of teachers in further and higher education recognizing issues and circumstances that are similar to their own and provide a rich comparative framework. The lecturers from the various teaching sites are regarded as collaborators in this research, identifying their own issues and learning needs, and providing feedback to authenticate the interpretative process. This study approach bridges the practice-theory gap. We have completed the field work and are midway through analysing and interpreting the data in collaboration with teachers and students involved in the study. This will lead to the production of a flexible resource for individual lecturing staff which can also underpin staff development courses in good practice within networked learning environments. Further details and progress updates can be gleaned from our project web site at

Research paper thumbnail of Integrative evaluation: An emerging role for classroom studies of CAL

A~tract--This paper reviews the work of a team over two and a half years whose remit has been to ... more A~tract--This paper reviews the work of a team over two and a half years whose remit has been to "evaluate" a diverse range of CAL--computer assisted learning--in use in a university setting. It gives an overview of the team's current method, including some of the instruments most often used, and describes some of the painful lessons from early attempts. It then offers a critical discussion of what the essential features of the method are, and of what such studies are and are not good for. One of the main conclusions, with hindsight, is that its main benefit is as integrative evaluation: to help teachers make better use of the CAL by adjusting how it is used, rather than by changing the software or informing purchasing decisions.

Research paper thumbnail of Computer-mediated communication as a learning resource

Journal of Computer Assisted Learning, 1997

Evaluative studies of CMC can produce misleading or even contradictory results due to an (underst... more Evaluative studies of CMC can produce misleading or even contradictory results due to an (understandable) focus on how the characteristics of the medium affect usage, ignoring the dialectic between technology and culture, of mutual adaptation over time. CMC exchanges in Higher Education take place within a broad teaching and learning system, of which most participants already have extensive experience. This system provides the context within which participants make sense of, and adapt to, the use of on-line communications. Thus interpretations of the processes shaping exchanges and their outcomes have to take into account: who participants see themselves as communicating with and why, how this serves longer-term learning goals, and what past experience of engaging with both task and audience they have had; what kinds of exchange are facilitated, both by the medium itself and how the task is organised, and how such affordances are honed over time; and also, how these interactions impact on other aspects of teaching and on learning outcomes.

Research paper thumbnail of Simulation software in a life sciences practical laboratory

Computers & Education, 1996

Research paper thumbnail of Measuring learning resource use

Computers & Education, 1996

Contact time is only part of a student's learnin8, especially in hiiOler education, and teachers ... more Contact time is only part of a student's learnin8, especially in hiiOler education, and teachers and lab classes are only two of the resources students draw upon. Despite this, there is a prevalence of studies which appear to be evaluating a piece of conreeware in imlat/on. Lcarulng gains from a CAL packalle are important, but since acquisition and retention of knowiedle is really what is ultimately important and will depend on other learning experiences in the course, an additional question in any learning situation therefore i~ what resources is a student using? And, following up on that, which are most useful, are some bett~ than others, or do they complement each other in essential ways? This paper describes the dadsn and application of the Resource Questionnaire, the instrument we are developing in an attempt to gather information on the learning resources used by students. The remurees asked about may include not only lectures, tutorials end comzeware, but books, handouts, notes and discussions with other students. Some preliminm'y results are ¢hn~'ibed and the importan~ of this information to t~ching staff in asmsing and increasing the value of the resources to students by ensuring their effective integration into a course, is discussed. Copyrisht C 1996

Research paper thumbnail of Integrative evaluation: an emerging role for classroom studies of CAL

Computers & Education, 1996

A~tract--This paper reviews the work of a team over two and a half years whose remit has been to ... more A~tract--This paper reviews the work of a team over two and a half years whose remit has been to "evaluate" a diverse range of CAL--computer assisted learning--in use in a university setting. It gives an overview of the team's current method, including some of the instruments most often used, and describes some of the painful lessons from early attempts. It then offers a critical discussion of what the essential features of the method are, and of what such studies are and are not good for. One of the main conclusions, with hindsight, is that its main benefit is as integrative evaluation: to help teachers make better use of the CAL by adjusting how it is used, rather than by changing the software or informing purchasing decisions.