Lenandlar Singh | University of Guyana (original) (raw)
Papers by Lenandlar Singh
2018 Social Media for Learning in Higher Education Conference (#SocMedHE18), 2019
How do you act when you’re online? Does your behaviour change depending on who you are talking to... more How do you act when you’re online? Does your behaviour change depending on who you are talking to and which platform you are using? Have you carefully constructed a personality especially for social media? Do you keep personal and professional identities separate? Or are you just happy to be yourself, whoever that might be? When we started thinking about all of this, inspired by a blog post Sarah wrote, we realised it was actually a complex issue with lots of strands to tease out – and we couldn’t resist attempting to do this. Our aim is to build a taxonomy of personas for social media. This session will introduce our preliminary list and ask the audience to help us refine the ones that we have and to help us fill in the gaps. We’ll also share our findings on social media before, during and after the event, and provide an online method of joining in.
2016 Social Media for Learning in Higher Education Conference (#SocMedHE16), 2016
In an open online learning community there are different types of learners. Hill (2013) identifie... more In an open online learning community there are different types of learners. Hill (2013) identified four:
Lurkers: Enrol, just observe/sample a few items at most.
Drop-Ins: Become partially/fully active participants for a select topic within the course, do not attempt to complete the entire course.
Passive Participants: View course as content to consume, expect to be taught.
Active Participants: Fully participate.
Though other learner types are known, lurkers are more of a mystery in the literature since they are generally invisible in contrast to other learner types. We propose the following research questions:
Why do people lurk in online communities? Is it a lack of confidence, competence or something else? Is there one main reason for lurking, or a variety of different reasons? What shifts a lurker into becoming an active member? Our participation in open online courses over recent years has prompted each of us to think about these issues. Until recently there had not been much research into looking at the different motivations of these silent participants – who can often form the majority of members of such communities (Sun 2014) and our research aims to address that gap by adding to the positive literature about lurkers.
This presentation summarises the results of our ongoing research about lurker motivations in one open online course, where Twitter was one of the main platforms for learner participation (#CLMooc). Much of the literature about lurkers focuses on what they do not do. In our research we focus instead on what they actually do and argue that, contrary to popular belief, lurking can be a positive action that empowers independent learners. We begin by sharing our social network analysis (SNA) of #CLMooc tweets and explain how we used this to identify and contact potential lurkers. We then discuss the findings from our interviews with our lurkers explaining how we use these to refine models in the current literature.
Some lurkers believe that they benefit as much from lurking as they would do by actively participating (Sun, 2014). Although this might conflict with social constructivist principles, there is evidence from research into peer review (e.g. David Nicol’s REAP and PEER projects) that suggests learners can learn more from seeing how their peers would approach questions than from answering questions themselves, and we will ask whether online lurking has the same positive effect and is actually vicarious learning.
We conclude our presentation by suggesting that online lurking be understood not as freeloading, but as a cognitive apprenticeship (Lave & Wenger 1991), and asking how lurkers can make the transition to become active members of a community. We consider possible strategies for motivating participation from quieter members and invite an audience discussion about strategies for encouraging active learning.
The European Journal of Open, Distance and E-Learning (EURODL), 2017
Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vica... more Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, including definitions from the lurkers of what they thought lurking was. We then analysed the data by using social network and content analyses and interpreted the research findings using the concept Community of Practice, with the Pareto Principle used to delimit types of learner. Our research findings revealed that lurking is a complex behaviour, or set of behaviours, and there isn’t one sole reason why lurkers act the ways that they do in their respective communities. We concluded that for a more participatory community the more active, experienced or visible community members could develop strategies to encourage lurkers to become more active and to make the journey from the periphery to the core of the community.
International Journal of Education and Development using ICT, 2013
In this paper, we compare the utility of modified versions of the unified theory of acceptance an... more In this paper, we compare the utility of modified versions of the unified theory of acceptance and use of technology (UTAUT) model in explaining mobile learning adoption in higher education in a developing country and evaluate the size and direction of the impacts of the UTAUT factors on behavioural intention to adopt mobile learning in higher education. The data were obtained through a web survey of university students and the models are estimated in a structural equations modelling framework. Many of the UTAUT relationships are confirmed, but some are contradicted. The results suggest that culture and country level differences moderate the UTAUT effects, hence, a straightforward application of the model regardless of the context can lead to non-detection of important relationships and to suboptimal mobile learning promotion strategies. Including attitude in the model is also a prudent modification since it increases its explanatory power.
Computer-mediated communication technologies which provide for virtual communities have typically... more Computer-mediated communication technologies which provide for virtual communities have typically evolved in a cross-dichotomous manner, such that technical constructs of the technology have evolved independently from the social environment of the community. The present paper analyses some limitations of current implementations of computer-mediated communication technology that are implied by such a dichotomy, and discusses their
inhibiting effects on possible developments of virtual communities.
A Socio-Technical Indicator Model is introduced that utilizes integrated feedback to describe, simulate and operationalise increasing representativeness within a variety of structurally and
parametrically diverse systems. In illustration, applications of the model are briefly described for financial markets and for ecosystems. A detailed application is then provided to resolve the
aforementioned technical limitations of moderation on the evolution of virtual communities. The application parameterises virtual communities to function as self-transforming social-technical systems which are sensitive to emergent and shifting community values as products of on-going communications within the collective.
Abstract: This paper is an attempt to study the trends in non-interest income which is a vital so... more Abstract: This paper is an attempt to study the trends in non-interest income which is a vital source of stability in bank income. For this, the study takes some parameters like interest and non-interest income as a percentage to total income, share of non-interest income components like ...
ifrnd.org
Abstract: This paper is an attempt to study the trends in non-interest income which is a vital so... more Abstract: This paper is an attempt to study the trends in non-interest income which is a vital source of stability in bank income. For this, the study takes some parameters like interest and non-interest income as a percentage to total income, share of non-interest income components like ...
This article employs confirmatory factor analysis to evaluate the factorial validity and the cro... more This article employs confirmatory factor analysis to evaluate the factorial validity and the
cross-national comparability of the UTAUT constructs with respect to mobile learning in higher
education in four Caribbean countries. Except for the measurement of one factor, the UTAUT
constructs exhibit adequate reliability and validity. Though full metric invariance is not achieved,
cross-national comparisons of the regression relationships among the factors are still possible. In
addition, non-invariant item intercepts also affect the comparisons of the factor means. Partial
scalar invariance is required.
Connecting Online for Instruction and Learning: International Perspectives, Feb 2013
In this paper, we compare the utility of modified versions of the unified theory of acceptance an... more In this paper, we compare the utility of modified versions of the unified theory of acceptance and use of technology (UTAUT) model in explaining mobile learning adoption in higher education in a developing country and evaluate the size and direction of the impacts of the UTAUT factors on behavioural intention to adopt mobile learning in higher education. The data were obtained through a web survey of university students and the models are estimated in a structural equations modelling framework. Many of the UTAUT relationships are confirmed, but some are contradicted. The results suggest that culture and country level differences moderate the UTAUT effects, hence, a straightforward application of the model regardless of the context can lead to non-detection of important relationships and to suboptimal mobile learning promotion strategies. Including attitude in the model is also a prudent modification since it increases its explanatory power.
Surveys have long become a standard data collection tool. In more recent times web surveys have b... more Surveys have long become a standard data collection tool. In more recent times web surveys have become particularly popular given their cost-effectiveness on one hand, and the ubiquitous nature of the internet and the World Wide Web on the other. Regardless of the type of survey, a number of issues still challenge survey researchers and practitioners. The accuracy of data collected for socio-demographic and other factual -type research questions is of utmost importance if the researcher is to make any claim about the data collected. Accuracy as characteristic of data quality is perhaps the most important issue of all. This paper specifically reviews the body of literature on work completed on data quality and identifies and analyzes studies on accuracy and reliability of data. This paper critically examines the most significant published research in the literature that addresses the issue of accuracy and reliability of survey data. Specifically, this review addresses and critique existing research methods, identifies and discusses important limitations, and concludes with a discourse on key questions to be answered and suggestions for future research.
in education can be used to address some of the problems present in the modern world of education... more in education can be used to address some of the problems present in the modern world of education, for example the inequalities of access to education. In Pakistan only 1% of the population have access to higher education whilst in America between 40% and 50% have such access . However, it is often claimed that the cost of hardware and software makes it difficult for many countries, particularly developing countries, to utilize ICT in education. In this paper, we show how the use of Open Source Software (OSS) can greatly reduce the cost of ownership. We also argue that the active involvement of educational institutions in Open Source development can further reduce these costs whilst simultaneously improving the teaching of ICT related disciplines. Furthermore, it is argued that the benefits of an ICT enhanced education extend beyond education itself. As a recent workshop at MIT discussed "Technology for education can significantly improve the quality of life for billions of people all over our planet." This improvement comes in the form of new opportunities within education and research which in turn lead to new opportunities in business. In order to capitalize on these opportunities a workforce that has grown familiar with Information and Communications Technology (ICT) is required. This familiarization can be as a result of teaching ICT but can also be a result of using ICT in general education. This paper discusses the barriers preventing such initiatives from being accepted within the Caribbean region and presents an initial "road map" for the effective use of Open Source Software and Open Standards within education, research and development in the Caribbean region.
Web 2.0 and specifically Social Networking Software have become ubiquitous tools for communicatio... more Web 2.0 and specifically Social Networking Software have become ubiquitous tools for communication over the last five years. Across many disciplines, practitioners and researchers have been exploring these technologies with the hope of tapping into their perceived potential. Not least in this endeavor is the field of Education. Educators and Researchers have been engaged in active research on the practical and pedagogical benefits and implications of Web 2.0 and Social Networks.
"Learning by example is a natural process. ovice programmers and even experienced programmers t... more "Learning by example is a natural process. ovice programmers and even experienced
programmers tend to use this natural approach to learn new programming languages and
techniques. ‘Example-based programming’ focuses on explaining example code which aids in
the understanding of programming, and by extension, the programming language that is used.
Existing research reveals that the explanation of example code is predominantly limited to
textual or visual representations. In addition to these explanations, coded implementation of
example code is strongly advocated by teachers and often included in teaching materials.
However, this implementation process is not supported in example based learning
environments.
In our research, we investigated the use of a pedagogical combinatory concept which
incorporates learning from examples, guided learning by doing and visual learning; that is,
stepwise instructed implementation of explained example code. This pedagogical concept was
evaluated for viability as a learning alternative, through a prototypical learner-oriented
integrated development environment (LIDE). Our research involves the development of the
LIDE prototype that is based on this concept, the pilot experiment conducted to evaluate the
extent to which programmers are supported in their learning through the use of the LIDE, and
the results obtained from this experiment."
E-learning is being embraced in the Computing Sciences and researchers are actively exploring e-l... more E-learning is being embraced in the Computing Sciences and researchers are actively exploring e-learning tools and technologies to augment and enhance Computing Education. With the advent of Web 2.0, e-learning is being extended to and experimented on open social software platforms. This is further supported by the growing number of students using social software systems and the feeling that students will embrace e-learning more readily on these platforms. Interestingly, Web 2.0 systems are potentially more cost-effective for engaging e-learning and this interest educators and administrators operating on tight budgets.
2018 Social Media for Learning in Higher Education Conference (#SocMedHE18), 2019
How do you act when you’re online? Does your behaviour change depending on who you are talking to... more How do you act when you’re online? Does your behaviour change depending on who you are talking to and which platform you are using? Have you carefully constructed a personality especially for social media? Do you keep personal and professional identities separate? Or are you just happy to be yourself, whoever that might be? When we started thinking about all of this, inspired by a blog post Sarah wrote, we realised it was actually a complex issue with lots of strands to tease out – and we couldn’t resist attempting to do this. Our aim is to build a taxonomy of personas for social media. This session will introduce our preliminary list and ask the audience to help us refine the ones that we have and to help us fill in the gaps. We’ll also share our findings on social media before, during and after the event, and provide an online method of joining in.
2016 Social Media for Learning in Higher Education Conference (#SocMedHE16), 2016
In an open online learning community there are different types of learners. Hill (2013) identifie... more In an open online learning community there are different types of learners. Hill (2013) identified four:
Lurkers: Enrol, just observe/sample a few items at most.
Drop-Ins: Become partially/fully active participants for a select topic within the course, do not attempt to complete the entire course.
Passive Participants: View course as content to consume, expect to be taught.
Active Participants: Fully participate.
Though other learner types are known, lurkers are more of a mystery in the literature since they are generally invisible in contrast to other learner types. We propose the following research questions:
Why do people lurk in online communities? Is it a lack of confidence, competence or something else? Is there one main reason for lurking, or a variety of different reasons? What shifts a lurker into becoming an active member? Our participation in open online courses over recent years has prompted each of us to think about these issues. Until recently there had not been much research into looking at the different motivations of these silent participants – who can often form the majority of members of such communities (Sun 2014) and our research aims to address that gap by adding to the positive literature about lurkers.
This presentation summarises the results of our ongoing research about lurker motivations in one open online course, where Twitter was one of the main platforms for learner participation (#CLMooc). Much of the literature about lurkers focuses on what they do not do. In our research we focus instead on what they actually do and argue that, contrary to popular belief, lurking can be a positive action that empowers independent learners. We begin by sharing our social network analysis (SNA) of #CLMooc tweets and explain how we used this to identify and contact potential lurkers. We then discuss the findings from our interviews with our lurkers explaining how we use these to refine models in the current literature.
Some lurkers believe that they benefit as much from lurking as they would do by actively participating (Sun, 2014). Although this might conflict with social constructivist principles, there is evidence from research into peer review (e.g. David Nicol’s REAP and PEER projects) that suggests learners can learn more from seeing how their peers would approach questions than from answering questions themselves, and we will ask whether online lurking has the same positive effect and is actually vicarious learning.
We conclude our presentation by suggesting that online lurking be understood not as freeloading, but as a cognitive apprenticeship (Lave & Wenger 1991), and asking how lurkers can make the transition to become active members of a community. We consider possible strategies for motivating participation from quieter members and invite an audience discussion about strategies for encouraging active learning.
The European Journal of Open, Distance and E-Learning (EURODL), 2017
Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vica... more Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, including definitions from the lurkers of what they thought lurking was. We then analysed the data by using social network and content analyses and interpreted the research findings using the concept Community of Practice, with the Pareto Principle used to delimit types of learner. Our research findings revealed that lurking is a complex behaviour, or set of behaviours, and there isn’t one sole reason why lurkers act the ways that they do in their respective communities. We concluded that for a more participatory community the more active, experienced or visible community members could develop strategies to encourage lurkers to become more active and to make the journey from the periphery to the core of the community.
International Journal of Education and Development using ICT, 2013
In this paper, we compare the utility of modified versions of the unified theory of acceptance an... more In this paper, we compare the utility of modified versions of the unified theory of acceptance and use of technology (UTAUT) model in explaining mobile learning adoption in higher education in a developing country and evaluate the size and direction of the impacts of the UTAUT factors on behavioural intention to adopt mobile learning in higher education. The data were obtained through a web survey of university students and the models are estimated in a structural equations modelling framework. Many of the UTAUT relationships are confirmed, but some are contradicted. The results suggest that culture and country level differences moderate the UTAUT effects, hence, a straightforward application of the model regardless of the context can lead to non-detection of important relationships and to suboptimal mobile learning promotion strategies. Including attitude in the model is also a prudent modification since it increases its explanatory power.
Computer-mediated communication technologies which provide for virtual communities have typically... more Computer-mediated communication technologies which provide for virtual communities have typically evolved in a cross-dichotomous manner, such that technical constructs of the technology have evolved independently from the social environment of the community. The present paper analyses some limitations of current implementations of computer-mediated communication technology that are implied by such a dichotomy, and discusses their
inhibiting effects on possible developments of virtual communities.
A Socio-Technical Indicator Model is introduced that utilizes integrated feedback to describe, simulate and operationalise increasing representativeness within a variety of structurally and
parametrically diverse systems. In illustration, applications of the model are briefly described for financial markets and for ecosystems. A detailed application is then provided to resolve the
aforementioned technical limitations of moderation on the evolution of virtual communities. The application parameterises virtual communities to function as self-transforming social-technical systems which are sensitive to emergent and shifting community values as products of on-going communications within the collective.
Abstract: This paper is an attempt to study the trends in non-interest income which is a vital so... more Abstract: This paper is an attempt to study the trends in non-interest income which is a vital source of stability in bank income. For this, the study takes some parameters like interest and non-interest income as a percentage to total income, share of non-interest income components like ...
ifrnd.org
Abstract: This paper is an attempt to study the trends in non-interest income which is a vital so... more Abstract: This paper is an attempt to study the trends in non-interest income which is a vital source of stability in bank income. For this, the study takes some parameters like interest and non-interest income as a percentage to total income, share of non-interest income components like ...
This article employs confirmatory factor analysis to evaluate the factorial validity and the cro... more This article employs confirmatory factor analysis to evaluate the factorial validity and the
cross-national comparability of the UTAUT constructs with respect to mobile learning in higher
education in four Caribbean countries. Except for the measurement of one factor, the UTAUT
constructs exhibit adequate reliability and validity. Though full metric invariance is not achieved,
cross-national comparisons of the regression relationships among the factors are still possible. In
addition, non-invariant item intercepts also affect the comparisons of the factor means. Partial
scalar invariance is required.
Connecting Online for Instruction and Learning: International Perspectives, Feb 2013
In this paper, we compare the utility of modified versions of the unified theory of acceptance an... more In this paper, we compare the utility of modified versions of the unified theory of acceptance and use of technology (UTAUT) model in explaining mobile learning adoption in higher education in a developing country and evaluate the size and direction of the impacts of the UTAUT factors on behavioural intention to adopt mobile learning in higher education. The data were obtained through a web survey of university students and the models are estimated in a structural equations modelling framework. Many of the UTAUT relationships are confirmed, but some are contradicted. The results suggest that culture and country level differences moderate the UTAUT effects, hence, a straightforward application of the model regardless of the context can lead to non-detection of important relationships and to suboptimal mobile learning promotion strategies. Including attitude in the model is also a prudent modification since it increases its explanatory power.
Surveys have long become a standard data collection tool. In more recent times web surveys have b... more Surveys have long become a standard data collection tool. In more recent times web surveys have become particularly popular given their cost-effectiveness on one hand, and the ubiquitous nature of the internet and the World Wide Web on the other. Regardless of the type of survey, a number of issues still challenge survey researchers and practitioners. The accuracy of data collected for socio-demographic and other factual -type research questions is of utmost importance if the researcher is to make any claim about the data collected. Accuracy as characteristic of data quality is perhaps the most important issue of all. This paper specifically reviews the body of literature on work completed on data quality and identifies and analyzes studies on accuracy and reliability of data. This paper critically examines the most significant published research in the literature that addresses the issue of accuracy and reliability of survey data. Specifically, this review addresses and critique existing research methods, identifies and discusses important limitations, and concludes with a discourse on key questions to be answered and suggestions for future research.
in education can be used to address some of the problems present in the modern world of education... more in education can be used to address some of the problems present in the modern world of education, for example the inequalities of access to education. In Pakistan only 1% of the population have access to higher education whilst in America between 40% and 50% have such access . However, it is often claimed that the cost of hardware and software makes it difficult for many countries, particularly developing countries, to utilize ICT in education. In this paper, we show how the use of Open Source Software (OSS) can greatly reduce the cost of ownership. We also argue that the active involvement of educational institutions in Open Source development can further reduce these costs whilst simultaneously improving the teaching of ICT related disciplines. Furthermore, it is argued that the benefits of an ICT enhanced education extend beyond education itself. As a recent workshop at MIT discussed "Technology for education can significantly improve the quality of life for billions of people all over our planet." This improvement comes in the form of new opportunities within education and research which in turn lead to new opportunities in business. In order to capitalize on these opportunities a workforce that has grown familiar with Information and Communications Technology (ICT) is required. This familiarization can be as a result of teaching ICT but can also be a result of using ICT in general education. This paper discusses the barriers preventing such initiatives from being accepted within the Caribbean region and presents an initial "road map" for the effective use of Open Source Software and Open Standards within education, research and development in the Caribbean region.
Web 2.0 and specifically Social Networking Software have become ubiquitous tools for communicatio... more Web 2.0 and specifically Social Networking Software have become ubiquitous tools for communication over the last five years. Across many disciplines, practitioners and researchers have been exploring these technologies with the hope of tapping into their perceived potential. Not least in this endeavor is the field of Education. Educators and Researchers have been engaged in active research on the practical and pedagogical benefits and implications of Web 2.0 and Social Networks.
"Learning by example is a natural process. ovice programmers and even experienced programmers t... more "Learning by example is a natural process. ovice programmers and even experienced
programmers tend to use this natural approach to learn new programming languages and
techniques. ‘Example-based programming’ focuses on explaining example code which aids in
the understanding of programming, and by extension, the programming language that is used.
Existing research reveals that the explanation of example code is predominantly limited to
textual or visual representations. In addition to these explanations, coded implementation of
example code is strongly advocated by teachers and often included in teaching materials.
However, this implementation process is not supported in example based learning
environments.
In our research, we investigated the use of a pedagogical combinatory concept which
incorporates learning from examples, guided learning by doing and visual learning; that is,
stepwise instructed implementation of explained example code. This pedagogical concept was
evaluated for viability as a learning alternative, through a prototypical learner-oriented
integrated development environment (LIDE). Our research involves the development of the
LIDE prototype that is based on this concept, the pilot experiment conducted to evaluate the
extent to which programmers are supported in their learning through the use of the LIDE, and
the results obtained from this experiment."
E-learning is being embraced in the Computing Sciences and researchers are actively exploring e-l... more E-learning is being embraced in the Computing Sciences and researchers are actively exploring e-learning tools and technologies to augment and enhance Computing Education. With the advent of Web 2.0, e-learning is being extended to and experimented on open social software platforms. This is further supported by the growing number of students using social software systems and the feeling that students will embrace e-learning more readily on these platforms. Interestingly, Web 2.0 systems are potentially more cost-effective for engaging e-learning and this interest educators and administrators operating on tight budgets.