Using learning technologies to teach consumer

Using learning technologies to teach consumer behaviour

Jacqueline Kenney B.Bus.(Marketing), (Hons)(First Class), MHE (L&T)

Department of Education Faculty of Human Sciences Macquarie University

This thesis was presented for the degree of a Doctor of Philosophy on 2 February 2012.

Using learning technologies to teach consumer behaviour

Table of Contents V OLUME O NE Abstract Statement of Candidate Acknowledgement Terms used in the thesis

ix xi xiii xv

Part A: The Research Project

1

Chapter 1. An introduction to the thesis

3

1.0 1.1 1.2 1.3.

Situated educational issues Study purpose and focus The study stages and research approach Thesis structure and organisation

4 9 9 15

Chapter 2. Conjectures and their catalysts: A practical and theoretic framework for the thesis

17

2.0 2.1 2.2 2.3 2.4 2.5 2.6

18 18 20 25 28 37 84

The context of and for the study Program and campus context for course Learning and teaching in the unit Overview of learning and teaching concerns Review framework for concerns Engaging learning and teaching Summary of contextual implications

Part B: Iterative Cycles of Research Chapter 3. Overview of Research Cycles

3.0 3.1 3.2 3.3 3.4 3.5

91

Overview of intervention logic and design A summary of the designed interventions Summary of interventions Discussion of methodological issues Summary results of iterative cycles Concluding comments

Jacqueline L. Kenney

89

89 94 95 97 102 122 February 2012

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Using learning technologies to teach consumer behaviour

Chapter 4. Iteration One: Aligned teaching, constructivist learning & technology

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4.0 4.1 4.2 4.3 4.4 4.5 4.6

127 133 135 148 158 172 177

Intervention logic & design: Supporting diversity & engaged learning Intervention goals and data Getting Results: Small changes, big cohorts and technology Postgraduate student responses to interventions Online learning behaviours and tasks Refining Iteration One interventions Conclusions and focus for Iterations Two and Three

Chapter 5. Iteration Two: Technology, tasks and disruptive pedagogies

181

5.0 Intervention context, goals and data 5.1 Disruptive pedagogies and undergraduate learning: Are we having fun yet, Miranda? 5.2 Disruptive pedagogies and negotiated learning 5.2.1 Student-driven negotiated learning 5.2.2 Disruptive pedagogies and program differences 5.2.3 Interactive lectures 5.3 Discussion 5.3.1 Conceptual review 5.4 A refined and extended conceptual framework 5.4.1 Conclusions and gaps

182 184 198 198 202 206 215 221 234 237

Chapter 6. Iteration Three: Technology, Learning Orientations & Learning Qualities 

6.0 6.1 6.2 6.3 6.4

Intervention logic and design: Measuring learning and its qualities, structure & timing Contextualising the intervention with past iterations Intervention goals and data Learning about consumer behaviour Learning in consumer behaviour – Disruptive pedagogies and learning transitions 6.4.1 Identifying learning quality 6.5 Variations in essay data 6.5.1 Personal, professional and academic views 6.5.2 Learning approaches, views and maps 6.5.3 Relational and problematic learning 6.6 Gaps in and adjustments to D15 6.6.1 A modified intervention in D16 6.6.2 Results and discussion 6.7 Discussion summary and conclusions Part C: Findings, Discussion & Conclusions

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240 241 244 245 261 277 279 279 281 288 295 296 303 310 319

Chapter 7. Findings and discussion of results

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7.0 7.1 7.2 7.3 7.4

321 323 329 337 338

Synopsis of thesis concerns Summary of study findings The implications of the study Directions for future research Concluding comment

Jacqueline L. Kenney

February 2012

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Using learning technologies to teach consumer behaviour

Part D: Research Output Chapter 4  Output 1 – manuscript: ERAID: 20348, Rank A  

Location: Section 4.2  

Kenney, J.L. (forthcoming). Small changes, big cohorts and technology. Higher Education Research & Development. Output 2 – peer‐reviewed conference paper: E1 

Not included  

Kenney, J.L. (2011). Embracing difference by design with research and technologies in learning. International Australasian Conference on Enabling Access to Higher Education. Adelaide, Australia. 5-7 December. Output 3 – invited seminar  

Not included 

Kenney, J.L. (2010). Evaluating Technology for Improved learning Experiences in a Consumer Behaviour Unit. Learning Excellence and Development Seminar, Investigations into the Scholarship of L&T, Woolworths Amphitheatre, MGSM, Faculty of Business and Economics, Macquarie University, 18 November. Output 4 – invited seminar  

Not included 

Kenney, J.L. (2010). Integrating the Development of Technology-Supports Through Constructive Alignment. Researching Learning and Teaching Seminar, Learning and Teaching Centre, Macquarie University, 25 March. Output 5 – manuscript: ERAID: 20188, Rank B  

Location: Appendix E 

Webster, C. & Kenney, J.L. (2011). Embedding research activities to enhance student learning, International Journal of Educational Management, 25(4), 361-377. Chapter 5  Output 6 – peer‐reviewed conference paper: E1  

Not included 

Kenney, J.L. (2011). Are we having fun yet, Miranda? Education 2011-2021 Summit. 15-18 February, Sydney, Australia.  Output 7  – peer‐reviewed book chapter: B1  

Location: Section 5.1 

Kenney, J.L. (forthcoming). Are we having fun yet, Miranda? In B. Tynan and J. Willems, Education 2011-2021. Athabasca, Canada: Athabasca University Press. (modified version of Output 6) Output 8 – invited seminar  

Not included 

Kenney, J.L. (2011). Technologies for engaged learners and learning. Learning and Teaching Seminar, Macquarie City College, 11 May. Output 9 – invited article: E2  

Location: Appendix A 

Kenney, J.L. (2010). Googledocs & Consumer Behaviour. Tech Savvy, Educational Technology for Enhancing Learning & Teaching, Faculty of Business and Economics, Macquarie University, (2) Oct, p 3. Output 10 – invited seminar  

Not included 

Kenney, J.L. (2011). Engaging Learning with Technologies. Professional Development Seminar, Australian College of Physical Education, Olympic Park, Sydney, Australia, 18 July. Chapter 6  Output 11 – peer‐reviewed conference paper: E1 

Location: Section 6.4  

Kenney, J.L. & Hedberg, J.G. (2011). Disruptive Pedagogies and learning transitions. Global Learn Asia Pacific 2011 on Learning and Technology, Association for the Advancement of Computing in Education (AACE), 28 March to 1 April, Melbourne, Australia. Output 12 – peer‐reviewed conference paper: E1 

Location: Section 6.3 

Kenney, J.L. (draft). Learning about Consumer Behaviour. Submitted to Studies in Higher Education. Rejected, revised and successfully resubmitted:  

Not included 

Kenney, J.L. (2011). Access to university and learning. International Australasian Conference on Enabling Access to Higher Education. Adelaide, Australia. 5-7 December. Jacqueline L. Kenney

February 2012

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Using learning technologies to teach consumer behaviour

References

341

Appendices

375

Appendix A: Research Output submissions details Appendix B: Postgraduate Unit Outline – pre- and post-intervention Appendix C: Undergraduate Unit Outline, Site 1 & 2 – pre- and post-intervention Appendix D: Ethics Secretariat Approval, Macquarie University Appendix E: Research Output 5: Embedding research activities to enhance learning Appendix F: Data collection instruments Appendix G: Iteration One Results – course reviewers and LMS reporting

375 394 402 410 412 422 425

List of Exhibits  Exhibit 2.1: Undergraduate unit – Main campus

21

Exhibit 2.2: Undergraduate unit – City campus

22

Exhibit 2.3: Postgraduate unit – Main campus

23

List of Tables  Table 1.1: Study research questions

9

Table 1.2: Chronology of deliveries by level of study, cohort and sample

10

Table 1.3: Research outputs included in the thesis

15

Table 2.1: Overview of the unit across sites and programs

19

Table 2.2: Cohorts by location

26

Table 2.3: Learning activities and assessment

27

Table 2.4: Deep and surface learning approaches

38

Table 2.5: Comparing Bloom’s Revised Taxonomy to Biggs’ Constructive Alignment

49

Table 2.6: Generation Y and learning and teaching – part one

63

Table 2.7: Generation Y and learning and teaching – part two

64

Table 2.8: Ways of experiencing being a university researcher

70

Table 2.9: Research activity and research complexity

71

Table 2.10: Ways of thinking and practicing in disciplines

78

Table 2.11: Design principles and thematic concerns

85

Table 2.12: Design principles and design concerns

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Table 3.1: Design principles, iterations and analytical focus in research outputs/program

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Table 3.2: Key intervention variations across deliveries

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Table 3.3: Sources of data

100

Table 3.4: Summary of significant changes to mean scores (p =