Learning pathways and strategies of novice adult learners: a user- perspective approach
Joan Aarvold and Bob Heyman
Faculty of Health,
Social Work & Education,
University of Northumbria at Newcastle
ABSTRACT
The elicitation and analysis of users' perceptions of their learning are not strong features within the dominant HCI research paradigm. The normative theoretical approach to develop user-models, against which subsequent user behaviour is assessed, contains an inbuilt tendency to denigrate users. Competent adults will bring a range of skills and experiences to their learning. Most will succeed to some degree in learning to use a computer. It follows then, that the techniques they employ, far from being naive or counter-productive, must have some utility. Qualitative designs, where the subjective experiences of the adult learners are the central focus are suggested.
M.PHIL STAGE (1993-5)
A study, based on classroom observations of 34 novice adult computer users, in a 'real world' environment suggested that multiple learning pathways operated. The findings supported the view that learners clearly differed in their rate of learning, their reasoning, recognition and management of problems. Teachers invariably attempted to correct difficulties, usually by the shortest route. Learners, on the other hand, sought understanding of the events confronting them. Although much was learned from the classroom observations, the learner's sense of the new 'universe' could neither be explained nor understood through observation alone. An individual, user- centred approach was therefore devised.
PH.D STAGE (1996 ->)
The methodological shift was reflected in the move from an etic to an emic perspective and an empirical shift involved the use of a theoretical sampling frame. Six novice students, with different levels of self-expressed anxiety, were observed during normal,introductory computer classes. To capture as much as possible of the meaning of events for novice computer users, a series of video recordings (31 hours) were made of three different novice (anxious) adult learners. The small numbers in the study are acceptable in qualitative work where the aim is to understandrather than generalise. The learners followed similar introductory, graphical word- processing manuals. The data were analysed using a grounded theory approach (Strauss and Corbin 1990).
SOME FINDINGS: LEARNING STYLES
Contrasting attitudes and expectations between similar students, eg.1 Student S explored the new 'universe' with a pioneering spirit. Although anxious, he was not put off by mistakes. He carried on regardless. 'You just have to try something else - it's got to be done'. S didn't understand many of the signs 'I've never heard of them', but he could follow instructions. His intrepid style helped him through the manual and pleased his teacher. However, history reminds us that such explorers often met a sticky end. Eg.2 student G knew his was going to be a difficult journey. He consulted his 'map' at every stage, unfortunately it was seldom helpful. There were long pauses
when he just stared at the screen and his book, shaking his head. He did complete the manual although he was unable to describe much of what he had done.
Key themes: meaningful signposts in learning - what are they and where are they to be found? Use of 'success indicators' for novice users, (implications for software developers). Learners' relationships with and use of manuals. Courage versus timidity, deep versus superficial learning. Teacher/student perceptions of problems. Management of problems.
USE OF METAPHOR AND ASSOCIATIVE PROCESSES
Without critical questioning at key stages, understanding of events from the learner's view would not have been possible. Eg.1 Learner B hesitates when presented with menu options: Restore, Maximise, Minimise, Close etc. B wanted to open Word from the MS icon. She chose Maximise and was concerned at the outcome of her choice. She closed down and started again. When asked about her actions, her 'logic' was revealed. She believed that maximise would 'bring the program to the right size'. For her, Restore meant 'go back to how you were' and she wanted to move forward.
Eg.2 Student P pointed to the cursor and said 'Is that what I write with?' She pointed to the icons in Program Manager screen and asked if they were like books and would she 'find interesting things inside'. P had a literary background and was clearly drawing on previous knowledge to make sense of the new world. Eg.3 Student C with a sporting interest, when asked what happened when he clicked on a menu option said 'I have induced Windows to drop that chart'. This phrase did not come from his manual, but by linking the alien with the familiar it 'made sense' and he could progress.
Key themes: true and false signposting; utility value of exemplars and techniques of rehearsal; semiotics; meaning of events; concept formation; methodological eclecticism (Hammersley 1997)
CONCLUSION
Each of the users studied generated his or her own user-model. Qualitative designs (Banister et al. 1994) in HCI research can enhance understanding of the contradictions and inconsistencies in user-behaviours. Recent reviewers of HCI research, suggest a marriage or at least an improvement in understanding between those who advocate normative and thosewho support user-oriented models (John and Marks 1997).
REFERENCES
Banister, P., Burman, E., Parker, I., Taylor, M., Tindall, C., (1994) Qualitative
methods in psychology. A research guide.Open University Press, Buckingham. Hammersley, M., (1997) The relationship between qualitative and quantitative
research: paradigm loyalty versus methodological eclecticism, in J.T.E.
Richardson (ed) Handbook of qualitative research methods, The British
Psychological Society, Leicester.
John, B. E. and Marks, S.J. (1997) Tracking theeffectiveness of usability evaluation
methods, Behaviour & Information Technology, 16:4/5, 188-202. Strauss, A., Corbin, J., (1990) Basics of qualitative research. Grounded theory
procedures and techniques. Sage Publications, London
