Benefits and barriers: A case study to explore teaching and learning in physics using a collaborative learning platform

Telfer-Mason, Christopher

Abstract

This is professionally focused case study research (Stake, 2005) which demonstrates pupil perceptions of the benefits and barriers to the collaborative learning of physics using a teacher-designed online learning platform.

‘The case’ is the researcher’s professional setting: a physics department in a fee paying private college (secondary school) in southern England, with the qualitative approach and data sample formed from online questionnaires then participant interviews completed by year seven (Y7, age 11-12) pupils – new to studying the subject and this approach, and year twelve (Y12, age 16-17) learners who had opted to follow examination level physics courses, and whose past schooling had mixed ‘traditional’ learning and current learning was based on an innovative ICT based collaborative learning platform. Some sampling of selected teachers’ views via individual interviews was also gathered as a way of ascertaining how well informed ‘the adults’ were of the children’s experience and of their positionality.

Literature consider include methodology, methods, pedagogy and pupil voice focused research as well as an outline analysis if ICT policy at local (institutional) and national level. Data gathered was subjected to close scrutiny and thematic analysis (King, 2014) the first stage was using the online questionnaire data, followed by a second stage of the interviews/ transcripts which had been shaped in part by first stage analysis. Full anonymity for participants cannot be claimed as a simple web-search using the researcher’s name would identify the setting, although individual respondents cannot be identified from the material and an ethical stance has been followed in line with UWE-BERA ethical guidance. (UWE, 2020).

The findings demonstrate younger pupils’ early anxieties about whether working together is ‘allowed’ or is ‘cheating’. There is growing awareness of the benefits of collaborative learning and the development of subject knowledge and skills. Older learners have been inculcated into seeing online materials as ‘normal’ and group working as routine - bringing gains and also challenges which they find easier to articulate.

The findings, data analysis and conclusions lead to a series of professional recommendations for teacher training and in-service practise around ICT based CLP as a learning tool.

• Thesis Type: Thesis
• Deposit Date: Jun 29, 2020
• Publicly Available Date: Jan 20, 2021
• Public URL: https://uwe-repository.worktribe.com/output/6093856
• Award Date: Jan 20, 2021