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I don't want any help!! A survey of attitudes to help packages

Watkins, Meic and Bennett, Elizabeth (2010) I don't want any help!! A survey of attitudes to help packages. ALT Newletter (21). ISSN 1748-3603

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    Abstract

    Teachers and software manufacturers can spend much time and energy creating ‘Getting Started” guides for software. Yet users report that they prefer a trial and error approach involving getting ‘stuck in’ to exploring a new package (Shneiderman & Plaisant 2004 p532, Capobianco & Carbonell 2001). Conole et al point out that “practice has shifted from a culture of reading the manual of instructions to a ‘just-in-time’ culture based on immediate need.” (Conole et al 2007 p117). This article outlines the findings of a study that set out to explore the extent to which this experimental approach to learning software was in evidence amongst staff and students at University Campus Oldham, part of the University of Huddersfield. In particular the study examined whether people with higher levels of computer confidence made use of different strategies for gaining help.

    Item Type: Article
    Uncontrolled Keywords: Learning technology
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education > LB2300 Higher Education
    Schools: School of Education and Professional Development
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Technology Enhanced Learning Research Group
    Related URLs:
    References:

    Capobianco, A. & Carbonell, N., 2001. Contextual online help: elicitation of human experts' strategies. In Proceedings of HCI’01. pp. 266-270

    Choi, H.J. & Johnson, S.D., 2005. The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, 19(4), 215.

    Conole G, Oliver M, Falconer I, Littlejohn A, Harvey J (2007) ‘Designing for learning’ in Conole G and Oliver M (2007) eds. Contemporary Perspectives in E-learning Research Oxford Routledge 2007

    Dickey, M.D., 2007. Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education. ALT-J, 15(2), 119–130

    Dominick, J. et al., 2001. Portal help: Helping people help themselves through animated demos. North Carolina.

    Dutke, S. & T. Reimer, 2000. Evaluation of two types of online help for application software. Journal of Computer Assisted Learning, 16(4), 307-315.

    Pol, H.J. et al., 2009. How indirect supportive digital help during and after solving physics problems can improve problem-solving abilities. Computers & Education, 53(1), 34-50.

    Purchase, H.C. & Worrill, J., 2002. An empirical study of on-line help design: features and principles. International Journal of Human-Computer Studies, 56(5), 539-566

    Shneiderman, B. & Plaisant, C., 2004. Designing the User Interface: Strategies for Effective Human-Computer Interaction 4th ed., Pearson Education

    Depositing User: Elizabeth Bennett
    Date Deposited: 26 May 2011 15:08
    Last Modified: 18 Jun 2014 10:59
    URI: http://eprints.hud.ac.uk/id/eprint/10607

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