Verkkopedaseuranta

OL:n uusin numeroa käsittelee verkkopedagogisen keskustelun tämän hetken kenties "kuuminta" aihetta: verkko-oppimisen ja -opiskelun yhteistoiminnallisuutta (collaboration), vertaisoppimista (peer learning) ja -vuorovaikutusta (peer interaction). Näistä aiheista on kirjoitettu liki jokaisessa viimeisen vuoden aikana ilmestyneessä verkkopedalehdessä. Tässä numerossa aiheen ympärillä pyöritään viidessä kaikkiaan seitsemästä artikkelista. Näyttäisi siltä että verkkopedatutkimus on vähitellen siirtymässä mahdollisuuksien ja haasteiden tarkastelusta tai kartoituksesta opetuksen ja oppimisen arkirealismiin. Useammassakin artikkelissa kysellään miksi opiskelijat eivät osallistu keskusteluun, miksi he eivät ole halukkaita hyödyntämään verkkoaineistoja. Käsite "time poor students" nousee kiinnostavasti esille. Toisaalta tehdään myös koko ajan töitä verkkokeskustelun arvioinnin ja vuorovaikutusmallien kehittelyssä. Huomionarvoista on myös ajatus pitkäkestoisemmasta seurannasta ja tutkimuksesta. Yhden tai edes muutaman kurssin havainnointi ei ole riittävä tutkimuksellinen perusta.

Kiinnostava numero Open Learning 2/2004

Collaborative online learning: interaction patterns and limiting factors

Yvonne Fung Abstract: This paper reports on two studies related to online communication in distance learning courses. In the first study, students' messages in an online discussion board were analyzed to identify message categories and interaction patterns in an attempt to develop a framework for analyzing online messages. In the second study, a questionnaire survey was conducted to find out why some students were not participating actively in online discussion. The results showed that access to computers was not a deterrent to online participation for this group of students. Rather, it was the lack of time and the learners' preference for spending time on reading than on online discussion that formed the most significant barriers. In addition, students' level of participation was affected by their peers.

Peer learning using asynchronous discussion systems in distance education

Karen Kear

Abstract: This paper considers different uses of asynchronous discussion in distance education, highlighting the benefits to learners and the issues that need to be considered. The context is the use of computer conferencing by distance learners of technology at the UK Open University. The paper focuses on two courses where computer conferencing has been used in different ways: for optional peer support; and for assessed group activities. A number of questions about the use of asynchronous discussion are considered in the light of experience from these two contexts. What are students' reasons for participating, or not participating? Can students learn from each other without tutor intervention? Can group work be carried out effectively by student teams whose members never meet?

A group of nurses experience open learning--further explorations of the impact

Christine Dearnley; Robert Matthew

Abstract: This paper aims to discuss the findings of a longitudinal study that investigated the experiences of a group of nurses studying on a two year open learning (OL) course. The findings of the pilot phase of this study were published in Open Learning journal in April 2000 (Dearnley & Matthew, 2000). That initial small-scale study indicated that the OL modality had been influential on the positive outcomes of the course. The main study, discussed in this paper, built upon those outcomes and drew upon earlier works, such as Maslow (1962, 1968, 1970), Perry (1970), Carper (1978) and Belenky et al. (1986) to explore and explain the changing ways of knowing and nursing experienced by the participants.

Dimensions of learning and support in an online community

Bill Anderson

Abstract: This paper presents a case study of the nature of an online community that exists amongst students in a full-time teacher education program delivered at a distance. Students differentiate between two principal areas of their community--learning and support--and appear to act differently in relation to those areas. The nature of those differences is explored through the students' words as a way of enriching understanding of the complex nature of online learning communities

Online student induction: a case study of the use of mass customization techniques

Marion Phillips; Rachel Hawkins; Jane Lunsford; Andrew Sinclair-Pearson

Abstract: New technology within Open and Distance learning (ODL) provides new opportunities for the delivery of learner support resources. Mass customization techniques offer the advantages of efficient production combined with the development of a learning experience precisely tailored for the individual's study requirements. In this article, we discuss both the delivery and evaluation of such resources. XML technology and reusable learning objects were used to facilitate automated delivery of online induction for ODL students in the UK. Although the resources are produced 'en masse', the chosen approach allows the provision of an induction experience set firmly within the context of the individual's course. In the longer term, this work offers a useful model of mass customization for other learning support resources.

Collaboration--a key principle in distance education

David Kennedy; Tim Duffy

Abstract: The University of Paisley has been supporting distance learning students on online supported courses for nine years. Its largest programme in this form is the B.Sc. Health Studies degree for health professionals. The delivery of this programme is dependent on the use of information and communications technology. But the essential ingredient for successful distance education is not the technology: it is collaboration between the key participants using that technology. In this case study the authors identify these key participants as administrators, teachers, technical support staff, librarians and students. They outline the collaborative processes that they believe are essential to a networked learning course. They draw lessons from their experience about the key role that collaboration plays in successful distance education.

Course evaluation in open and distance learning: a case study from Indira Gandhi National Open University

Ashok Gaba; Nirod Dash

Abstract: The success of any open and distance learning course depends on how well it is designed, executed, and evaluated. Evaluation of a course not only demonstrates its strengths, but also points out any inherent shortcomings in the course. This is why course evaluation constitutes an important function in an open and distance learning system. The present paper aims to evaluate a distance education course 'Instruction in higher education' from the Postgraduate Diploma in Higher Education (PGDHE) offered by the Indira Gandhi National Open University (IGNOU), India. Feedback on this course was obtained from 230 respondents with the help of a structured questionnaire. The data collected from students were analysed using percentages. Findings from the study provide an understanding of the operation of the different components of the course. While the majority of the respondents were satisfied with self-instructional materials, assignments, the extended contact programme, and delivery mechanisms, a sizeable number of respondents were dissatisfied with academic counselling, and the use of audio-video programmes. Generally, the respondents provided useful feedback and suggestions which will help the faculty in course revision.