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An Investigation into the Social Learning Environment of On-Line Students

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

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  1. 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

  2. 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 • ……………….

  3. PARADIGMATIC SHIFTS • New emphasis on social contexts for learning • Learning occurs outside the classroom environment • Removal of traditional boundaries to learning

  4. 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

  5. THREE FORMS OF LEARNING RELATIONSHIPS 1. EXPLORATIVE - learning is about discovery 2. FORMATIVE - building of understanding 3. COMPARATIVE - acceptance into the social group

  6. FINDINGS (cont…) • First order relationships 2. Second order relationships 3. Third order relationships 4. Fourth order relationships

  7. RESEARCH DESIGN • Interpretive single case study • Unstructured group interviews • Semi-structured individual interviews

  8. OBSERVATIONS OBSERVATION 1 Outcome based approach - “Reverse Learning” • Implications: Design on-line material ‘back to front’ Widen learner experience at the end

  9. 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’

  10. 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.

  11. 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

  12. 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

  13. Conclusion • Mature, self motivated students • Change in teaching approach • Design by interaction • Learning may take place in a wider context

  14. Thank You John O’Donoghue j.odonoghue@wlv.ac.uk http://www.learninglab.org.uk

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