supported by the course tutor and the college lecturers.
Control The
research project
can be
controlled and monitored against the research plan such using the research
framework. The researcher supported by the
college lecturer tries to monitor and observe the participant activity.
Table 3.7 Factors Affecting the Difference Results of the Two Actions Case Research
Factors Action case in
Salford
University context Action case in
Sanata Dharma
University context
Students degree Master degree
Undergraduate degree Students role
As students following a module as part of students course requirement
assessed As volunteer students following a
module as additional to students course requirement non-assessed
Subject Virtual Organising VO module
non technical subject Database design DB module
more technical subject Length of research
6 months 3 months joined in the module online
3 months two weeks joined in the module online
Virtual Learning Environment VLE
Learningspace see appendix A Blackboard see appendix B
Material Provider supporter • Author
• Web-developer • Online Support
• Face-to-face support • The lecturer of VO module
• The lecturer of VO module • The lecturer of VO module
• The lecturer of VO module • The lecturer of DB moduleresearcher
• The lecturer of DB moduleresearcher • The lecturer of DB moduleresearcher
• The college lecturer Internet access facility
Free Considered free with limitation
Culture Students with diversity culture
Students with Indonesian culture
1.22.2. Research Methods for the Research
The discussion concerning research methods used to conduct the research will be divided according to research approaches in different organisation context.
In order to gain understanding at the first action case research, data collected using questionnaire and interview techniques were analysed and interpreted. The
unified conceptual framework given in Chapter 2 was used to guide in designing a questionnaire which combine closed and open questions. Interviews were conducted
to obtain in-depth information based on the questionnaire in order to give some structure and consistency to the process. However the inquiry was not bound by a
rigid structure of questions. As the usage of the unified conceptual framework guided the questionnaire and in turn affected to the interview, the researcher tends to combine
structured and unstructured interview technique semi-structured interview. The unstructured interview refers to the order in which the questions are asked and does
not imply a lack of other preparation Kendall, 1999. The interviews, which were conducted individually, were focused on the students’ experience and the lecturer’s
experience in the usage of Web based teaching and learning technology. A tape recorder was used to record the result of the interview, to avoid missing points caused
by the limitation of note-taking only.
Figure 3.5 The Research Methods for This Research
This research used an interpretivist analysis, which tries to investigate and describe in a rich fashion the nature of Web based teaching and learning technology in
practice. Considering the research has a descriptive and exploratory focus, a qualitative strategy is used although a quantitative strategy is also used to complement
the result. The researcher participant observation is conducted in order to immerse him in
the usage of the web based teaching module allowing him to hear, see, and begin to experience reality which give him a personal perspective and reflection Marshall,
1999. This research combines participant observation of the course with
ACTION CASE 1
Data analysis and interpretation using
data collection methods:
- questionnaire - interview
- participant
observation
ACTION CASE 2
Data analysis and interpretation using
data collection methods:
- questionaire - email
- observation Literature
Review A unified
conceptual framework
Maturity with IT
A unified conceptual
framework Maturity
with IT
Findings Guidelines
Findings Guidelines
RESEARCH QUESTION How does Web-based teaching and
learning technology help or support to deliver teaching in
Salford University? and What are enabling and inhibiting
characteristics associated with the implementation of Web-based
teaching and learning technology in Salford University?
RESEARCH QUESTION How does Web-based teaching and
learning Technology help or support to deliver teaching in
Sanata Dharma University? and What are enabling and inhibiting
characteristics associated with the implementation of Web-based
teaching and learning technology in Sanata Dharma University?
questionnaire and in-depth interview see Fig, 3.5. The researcher believes that the use of observation in the natural setting providing a wider and richer perspective on
the accounts of his experience and most of the participants. In the second action case research, a limitation is found in order to gain full
understanding caused by the location of the second research which is across continents. It is impossible to conduct interview, but the researcher tries to obtain the
information using email and discussion board facility in Web-based teaching and learning technology to obtain information to gain understanding. In order to help the
researcher, an active college lecturer in teaching will be requested to monitor and observe the research. The questionnaire technique is also used in order to collect data.
The unified conceptual framework is also used to guide in designing questioner, which combined closed and open questionnaire. The questionnaire is provided online,
which will be sent by email to the participant, and a hard copy in the location of the second research.
This second action case research also uses an interpretivist analysis and a qualitative strategy complemented by quantitative strategy. This research combined
his observation online, college lecturer’s observation of the course and the questionnaire.
Chapter 4 Result and Data Analysis in Salford University Context
The purpose of this chapter is to analyse the results of the research conducted at Salford University using action case research approach, as explained in Chapter 3.
The unified conceptual framework described in Chapter 2 is used to guide the researcher to analyse the data.
1.23. Course Background at Salford University
This research was conducted at Salford University where the researcher was studying Information Systems master program. In this program, in the first semester
the students followed three modules using face-to-face methods traditional methods and one module, Virtual Organising module, using Web based teaching and learning
technology in deliberating teaching. The module used an online course developed in Learning Space by the module lecturer for about three months. The Learning Space
application from Lotus Notes depicted in Appendix A was used to support the module. The lecturer has used many facilities from this application such as the
Schedule, the Profiles, the Media Center and the Course Discussion, which consist of the Course Room Discussion and the Course Work Discussion to support the module.
The students got facilities of free Internet access from Salford University 24 hours a day, at the Academic Information Service AIS facilities. In Salford University, AIS
provide computer facilities including computer laboratories, email, and Internet access for all students.
In conducting the action case research, the researcher joined as part of students in Virtual Organising module. There was six students, including the researcher, who
have joined actively with this module until its completion. There was a cultural diversity among the students as some of the students come from different countries,
i.e. United Kingdom, Uganda, Libya and Indonesia. The researcher together with the fellow students, guided by the lecturer who
has significant experience in supporting teaching and learning using Web based teaching and learning technology, have tried to use the technology effectively to gain
learning. Once a week for about 3 months, the students had one timetabled 2 hours session to access the site of Virtual Organising module together in the same computer
