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Learning Through Online Discussion: a framework evidence in learners’ interactions

Learning Through Online Discussion: a framework evidence in learners’ interactions. Yvonne Bain y.c.bain@abdn.ac.uk. Are We Realising the Potential?.

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Learning Through Online Discussion: a framework evidence in learners’ interactions

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  1. Learning Through Online Discussion: a framework evidence in learners’ interactions Yvonne Bain y.c.bain@abdn.ac.uk

  2. Are We Realising the Potential? "CMC has the potential to provide a means for the weaving together of ideas and information from many people's minds, regardless of when and from where they contribute." Kaye (1989: 3)

  3. What does the literature reveal? • Potential benefits evidenced in practice? • An understanding of learners’ engagement with online learning? • Ravenscroft (2005) suggests that, as yet, there is no definitive theory of online learning • Laurillard (2009) proposes that what it takes to learn does not change despite changes in technology

  4. The Research Questions • What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion? • What are their perceptions of how their engagement in online discussion impacts on their learning and the learning of others?

  5. The Research Methodology • Naturalistic settings (Gubrium and Holstein, 1997) • A case studies of learners (Yin, 2003; Stake, 2006) • Background data for learner • Tracking online activity • Capturing discussion content • Semi-structured interview • Grounded approach to the analysis(Glaser & Strauss, 1967) • My role - observer researcher.

  6. Investigating the Learners’ Experiences • What do they do online? • Tracking data for whole class use • Tracking individual learner’s use • Visualisation of online discussion

  7. What the Learners’ Say • “I learned so much more.. I get other people’s thoughts and so it made you think “Oh I never really thought of that”. [Camille] • “It was a good way of learning basically because everybody was involved and it wasn’t just your teacher telling you right this is wrong, go back and look at this book, it was your peers.” [Rosalba] • “There’s a sort of freedom as well in the interactive discussion to say what you want, even it’s a wee bit, you know, off the wall”. [Marguerite]

  8. What the Learners’ Say • “I felt sometimes, you were putting your answers and you were almost, well forgetting, about the others that were there.” [Ruth] • “I found it very frustrating … the lack of input from other people… I think I could have got more out of it if other people had contributed” [Martha] • “Whereas his, you know, you keep going to check it, and nobody’s posted, and nobody’s posted, and nobody’s posted, and so I find it quite disheartening.” [Mary]

  9. The Learners’ Perceptions and Reality • “You are more likely to interact and have a longer sort of discussion .” [Rosalba]

  10. Realisation of benefits? • Evidence of reflection • Camille talked about having time to think before responding to messages • Rosalba used the time delay to consider how to phrase feedback to others • Ruth spoke of taking time to read other sources in researching her responses • Evidence of the role of articulation – making thinking known to others • Evidence of learning from others – broadening and deepening understanding of the topic of discussion

  11. An Emerging Framework: Reflection

  12. An Emerging Framework: Articulation

  13. The Role of Others

  14. Individual Others Individual Others

  15. What Does the Framework Offer? • An articulation of the opportunities for learning with and through online discussion • Covert processes of Reflection • Articulation as a process of learning • Overt engagement with others • A visual tool for self-analysis or group analysis of learning opportunities • Highlights that lurking restricts learning opportunities

  16. An Alternative Perspective • Laurillard’s (2002) Conversational Framework is applicable to online discussion • Goal- action-feedback cycle from perspective of tutoring • An alternative focus on the learner, and the individual and collective opportunities created

  17. Limitations • A case study strength and limitation is that it is particular to the setting • Non-participants in discussion are not represented • Interactions affected by the (near silent) researcher?

  18. So, What Next? • How helpful is this framework in highlighting the learning opportunities for learners? • What else can we find out about the processes of engaging online discussion? • What else can we learn about the barriers to non-contribution / non-engagement and the impact of these?

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