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An Investigation into the Social Learning Environment of On-Line Students. John O’Donoghue Gurmak Singh National ICT Research Centre, UK 6 – 8 August 2001 Madison, Wisconsin. BENEFITS OF VIRTUAL LEARNING. Liberation of the students from regimented conduct of traditional universities
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An Investigation into the Social Learning Environment of On-Line Students John O’Donoghue Gurmak Singh National ICT Research Centre, UK 6 – 8 August 2001 Madison, Wisconsin
BENEFITS OF VIRTUAL LEARNING • Liberation of the students from regimented conduct of traditional universities • “In-time learning” allows the curriculum to become more fluent to suit the needs of the learners • Shift from the traditional “print culture” to a more sensory culture • ……………….
PARADIGMATIC SHIFTS • New emphasis on social contexts for learning • Learning occurs outside the classroom environment • Removal of traditional boundaries to learning
FINDINGS • First order relationships: TUTOR TO LEARNER • Second order relationships: LEARNER TO LEARNER • Third order relationships: LEARNER TO OTHER UNITS • Fourth order relationships: LEARNER TO WIDER SOCIETY
THREE FORMS OF LEARNING RELATIONSHIPS 1. EXPLORATIVE - learning is about discovery 2. FORMATIVE - building of understanding 3. COMPARATIVE - acceptance into the social group
FINDINGS (cont…) • First order relationships 2. Second order relationships 3. Third order relationships 4. Fourth order relationships
RESEARCH DESIGN • Interpretive single case study • Unstructured group interviews • Semi-structured individual interviews
OBSERVATIONS OBSERVATION 1 Outcome based approach - “Reverse Learning” • Implications: Design on-line material ‘back to front’ Widen learner experience at the end
OBSERVATION 2Learners do not want to be taught on-line Implications: ‘Directed’ facilitating approaches Routing to appropriate sites Learning styles to incorporate ‘Theorists and pragmatists’
OBSERVATION 3Interventions to change from informative/confrontational to catalytic/supportive Implications: Acknowledgement by departmental heads of training and resource issue. Change in teaching to counselling/facilitating paradigm.
OBSERVATION 4Mature, self motivated students plan and develop their own programme of study Implications: Tutors to balance learning programmes between democratic and laissez-faire approaches Need for strong induction programme
OBSERVATION 5Learners prefer small groups rather than large groups with no individual identity Implications: Encourage group/team cohesion (team building) Understanding of socio-economic factors related to successful groups
Conclusion • Mature, self motivated students • Change in teaching approach • Design by interaction • Learning may take place in a wider context
Thank You John O’Donoghue j.odonoghue@wlv.ac.uk http://www.learninglab.org.uk