“Any Time, Any Place”: The Myth of Universal Access and the Semiprivate Space of Online Education

Fielding, Heather

doi:10.1016/j.compcom.2016.03.002

Cited by 18 publications

(22 citation statements)

References 15 publications

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“…There have been recent numerous studies which described the challenges to online learners, challenges to instructors, and technological challenges faced by both learners and instructors (Fielding, ; Mbuva, ; Salsbury, ; Whitehead, ). Other researchers have focused primarily on the challenges of executive online programs (Botha, ; Dean & Park, ).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Online Executive Education Using Storytelling: An Approach to Strengthening Online Social Presence

Kendall

2017

Decision Sci J Innov Edu

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One distinctive requirement of Executive Education is the need to integrate the corporate experiences of participants and frame them within a common body of knowledge wherein experiences can be shared, analyzed, and absorbed by all participants. What might customarily arise out of classroom camaraderie must now be technologically designed and supported from the outset in online executive education. Our research question is: What can be done to develop online executive programs that utilize the richness of executive experiences as the foundation for analyzing, comprehending, and retaining key concepts learned throughout the course? Storytelling is proposed as a method to capture and use corporate experiences of participating executives in meaningful ways while developing a strong social presence among participants online. This study explores organizational stories, identifying unique story elements and their purposes, and discussing how they can be introduced into online executive courses through modeled behavior, a part of social cognitive theory. Storytelling is compared to traditional case studies and chat rooms. While storytelling may be more difficult to implement, there are significant advantages to storytelling, including making the experience more real, increasing comprehension of concepts, and improving the retention of knowledge.

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Section: Introductionmentioning

confidence: 99%

Enhancing Online Executive Education Using Storytelling: An Approach to Strengthening Online Social Presence

Kendall

2017

Decision Sci J Innov Edu

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“…In addition, according to Fielding (2016), we should discard the rhetoric that says distance education is superior to any other form, because it offers autonomy and fits into the schedule of any student. To the author, we need to go beyond this, creating an opportunity for students to document their negotiation in terms of the space and time that the course will occupy in their lives in terms of their courses and groups.…”

Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

confidence: 99%

The social representation of distance education from a Brazilian perspective

Marchisotti

Oliveira

Lukosevicius

2017

Ensaio: aval.pol.públ.Educ.

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This quali-quantitative, exploratory field study approach is based on analyzing data obtained by applying the word recall test involving 100 respondents in order to build the social representation of distance learning (DL) from a Brazilian viewpoint. The 'four-house board' technique by Pierre Vergès was adopted as the data-treatment technique. Making use of theoretical concepts previously presented to discuss distance learning (DL), the social representation of DL is compared to this theory, in order to validate the knowledge and identify learning gaps. It was found that the main focus of the social representation of DL consists of the following words: Flexibility, Facility, Practicality, Discipline, Time, Low-cost, Cost, Opportunity, Internet and Convenience. The main conclusion is that, despite the positive outlook that Brazilians have of distance learning, some assumptions should be adopted to ensure its effectiveness: 1) the need to mix DL with classroom encounters; 2) the need for DL-based courses to have trained teachers that insist on interaction and 3) the need for material to be suitable for this form of education, as well as for the communication media and technologies used. Keywords: Learning. Education. DL. Social representation. IntroductionWith the advent of the internet and advances in information and communications technology (ICT), distance education, which used to be restricted to a small niche within the educational sector, has grown and taken on greater relevance in academic a Universidade Federal Fluminense -UFF. Niterói, Rio de Janeiro, Brasil. Gustavo Guimarães Marchisotti, Fátima Bayma de Oliveira e Alessandro Prudêncio Lukosevicius discussions. The expansion of this method of teaching has been responsible for a true revolution in the educational field, due to the greater access it provides for those with fewer resources, and thus it has contributed to a reduction in social inequality. Brazilian governments have used distance education as an efficient way to diminish Brazil's problems in terms of access to education (GOMES, 2013).Distance education is based on the student's initiative, using his or her skills to interact and solve problems in groups, and does not permit the simple memorization of content. In other words, learning based on "knowing how to do something" and not just "knowing facts," which only occurs when one breaks from the traditional model of teaching (LITTO; FORMIGA, 2008).Distance education, through the use of computational resources, has appeared as a way to stimulate a new model of learning, facilitating the construction of knowledge and helping students to be active participants and transformers of reality. It is an educational process (TAPERINO, 2006) focused on developing skills, centered on student learning, allowing students to grow as people, professionals and citizens.There is a scarcity of education in the world, with greater growth in the number of students than in the growth of the number of universities (DANIEL, 1996), or in other words, there is a...

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“…To sum up, the present study has suggested that the times and spaces of the online learning programme are socially constructed, moving beyond the temporal and spatial boundaries of the commonly perceived image of an educational institution. As remarked by Fielding (2016), an online learner "will have to fit a course into his or her actual, lived experience, engaging in an ongoing negotiation between the parts of their lives as they decide what specific times they will use for their online coursework, and what else they will not do..." (p. 104). Taking into account the multiple locales and temporalities in which the learners reside will render them more visible in considering the design and services of the online courses.…”

Section: Discussionmentioning

confidence: 99%

“…supra) as researchers are growingly intrigued by how time and space typify this particular form of education. Contrary to the idea of "anytime, anywhere" as usually claimed, what Fielding (2016) referred to as "the myth of universal access" in online education (p. 103), the concepts of time and space have in recent years received more nuanced interpretations.…”

Section: Literature Reviewmentioning

confidence: 95%

“…As Raddon (2006) has put it, "the idea of physical and spatial separation across time and space is often used to differentiate distance learning from so-called 'traditional' forms of education" (p. 157), research into digital education should not overlook these fundamental time and space aspects. While there have been significant works on time and space in online education, such as Barberà and Clarà (2012); Barberà and Clarà (2014); Barberà, Gros, and Kirschner (2015); Bayne, Gallagher, and Lamb (2014); Fielding (2016); Hall (1983); Kahu, Stephens, Zepke, and Leach (2014); Leeds (2014); Raddon (2006); Ross, Gallagher, and Macleod (2013); and Sheail (2017), little has been studied about how different types of times and spaces are connected or separated. Studying these connectedness and separation aspects, I propose, will add meaning to both educational practices and administration procedures.…”

Section: Introductionmentioning

confidence: 99%

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The Connectedness Between Organizational Time/Space and Experienced Time/Space From the Perspective of an Online Distance Student

Ngan¹

2020

JFS

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This research problematizes the conception of time and space in online distance education. It argues that online distance education is constructed from different times and spaces, namely those as organized by the institutions and those as experienced by the distance learners. In essence, it seeks to unfold how these organizational time and space and the experienced time and space are connected or separated, from the learners’ perspective. It employs a narrative inquiry to recount the experience of a 32-year-old British man pursuing a distance learning course. In doing this, the research aims to identify how online learners are engaged with the course that they are taking with respect to time and space, as well as pinpointing the gaps that separate them from the course. With consideration of those aspects in mind, online distance courses could be more effectively organized in such a way that enhances student motivation, commitment and resilience, thus contributing to their overall experience of digital learning.

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“Any Time, Any Place”: The Myth of Universal Access and the Semiprivate Space of Online Education

Cited by 18 publications

References 15 publications

Enhancing Online Executive Education Using Storytelling: An Approach to Strengthening Online Social Presence

Enhancing Online Executive Education Using Storytelling: An Approach to Strengthening Online Social Presence

The social representation of distance education from a Brazilian perspective

The Connectedness Between Organizational Time/Space and Experienced Time/Space From the Perspective of an Online Distance Student

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