Conceptions of teaching and learning: revisiting issues in open, distance and e‐learning

Gaskell, Anne

doi:10.1080/02680510902879429

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…The Collaboratory was equipped with screen‐sharing technology that allowed students to easily connect their personal devices to the screens in the room to share information during group work. In educational settings, screen‐sharing is not just a popular technology; it has been found to give students and faculty an opportunity to connect and learn through collaboration not possible previously 28, 29 . Two studies found that, when a learning environment was conducive to information exchange, students were more likely to build upon new ideas assimilated from peers and deepen their understanding of the subject matter 30, 31 .…”

Section: Discussionmentioning

confidence: 99%

Teaching and Learning in an Active Learning Classroom: A Mixed‐Methods Empirical Cohort Study of Dental Hygiene Students

Gordy

Zhang

Sullivan

et al. 2019

Journal of Dental Education

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The aim of this study was to discover how an active learning classroom (ALC) influenced the teaching and learning of dental radiology with dental hygiene students through a mixed‐methods approach. A year‐long observation of a dental hygiene professor who was teaching two consecutive courses in an ALC was conducted in 2015–16. Nineteen classes were recorded and transcribed, and observational notes on classroom activities were taken. Towards the end of the academic year, the professor was interviewed with use of a 13‐question guide, and the students were surveyed with a 25‐question survey. Moreover, five‐year grades in the same two courses, including four‐year historical grades earned in the traditional classrooms (TCs) and one year from the ALC, were collected along with demographic and prior academic performance data. Thirty‐two of the 38 students responded to the survey, for a response rate of 84%. The results showed that 63% of the students preferred to take classes in the ALC rather than TC. They especially enjoyed the ALC's spaciousness, mobility, unobstructed views, and ease of information‐sharing and engagement in class. However, the ALC presented both the faculty and students with sensory and technique challenges. The analysis of students' grades suggested that GPA was one of the strongest predictors for both courses' final grades in the TCs but had weaker predicting significance in the ALC setting. Overall, the majority of students enjoyed taking classes in the ALC due to its physical charm and dynamic collaboration. Sensory and technique challenges coexisted with benefits.

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Section: Discussionmentioning

confidence: 99%

Teaching and Learning in an Active Learning Classroom: A Mixed‐Methods Empirical Cohort Study of Dental Hygiene Students

Gordy

Zhang

Sullivan

et al. 2019

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…For distance learners, and the tutors who support them, the impact of these technologies has been profound. Institutions can now offer opportunities to connect and learn with others at a distance in a way that was not possible previously (Gaskell, 2009). The availability of these technologies also means that workspaces are increasingly distributed and federated and there are many informal online spaces where collaboration can take place.…”

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confidence: 99%

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Robinson

2013

Computers & Education

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In order to determine how emotions and cognition are experienced during collaborative group work online students' descriptions of their learning experience were interpreted using a qualitative approach. A common feature of these accounts was reference to difficulties and problems. Four main themes were identified from this data set. Two of the themes, 'Constraints on autonomy' and 'Reflections about collaboration', encapsulate the experience of engaging in group work. The other two themes 'Virtual others' and 'Communicating online. The impact on progress and achievement' provide some insight into what is unique about the socio-emotional experience of collaborating online and how it can influence motivation and learning. The findings were considered from two perspectives of the role of emotion in learning: the socio-cognitive model of self-regulated learning and the community of inquiry framework (COI). An interdisciplinary approach was adopted by taking into account recent research in social cognitive neuroscience. Some practical recommendations about the deployment of technologies for group work online and for empowering students' understanding of the value of collaborative learning are made. The value of verbal immediacy practices as a way of counteracting the disembodied nature of the relational experience of others online is discussed.Keywords: group work; computer supported collaborative learning (CSCL); emotion; social cognitive neuroscience; interdisciplinary; community of inquiry (COI); self regulated learning; verbal immediacy IntroductionWhen a learning context supports the exchange and discussion of ideas there is the opportunity for each individual to assimilate new information and to build on their current understanding by accommodating the ideas of other students (Hodgson, 2002;Laurillard, 2002). By including a requirement that learners collaborate on a shared task there are some additional pedagogical benefits. The process of co-constructing an artifact together with other students provides each learner with an opportunity to reflect on practice and to adapt practice (Laurillard, 2009;Laurillard, 2012). The development of technologies such as forums, wikis and virtual worlds, has meant that group work can take place online. Text based forums and wikis allow for asynchronous communication and therefore offer the practical advantage of flexibility as to when and where engagement with the group and the shared group task takes place; there is no requirement for participants to be co-located. For distance learners, and the tutors who support them, the impact of these technologies has been profound. Institutions can now offer opportunities to connect and learn with others at a distance in a way that was not possible previously (Gaskell, 2009). The availability of these technologies also means that workspaces are increasingly distributed and federated and there are many informal online spaces where collaboration can take place. For example, by using wiki technology 'thousands of dispersed volunte...

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“…Similarly, a study done in Zimbabwe (Musingafi et al, 2015 ) highlighted the difficulty in the use of ICT as one of the major challenges faced by ODeL students. This is reminiscent of Gaskell’s ( 2009 ) and Arinto’s ( 2016 ) observation that the implementation and characterisation of ODeL have in most cases not been considered explicitly.…”

Section: Self-directed Learningmentioning

confidence: 99%

Are we leaving students behind? Self-directed learning in an ICT challenged country

et al. 2022

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This study investigated the preparedness and experience of students for the fast-paced convergence of ICT and higher education. Overall, 366 distance students with a history of self-directed learning through correspondence courses were profiled using structured text-based online interviews. Twelve students’ attributes on ICT material possession and competencies and experience of Open Distance and Open Learning (ODeL) were collected and analysed. The findings show that the majority of students (72%) who had prior knowledge about the basic concepts of ODeL modalities indicated satisfaction with the e-learning environment while the learning mode is challenging for traditional students (28%). Statistically significant positive correlations ( ρ = 0.00) were observed between ICT competencies or preparedness: the level of prior academic qualifications (HAQ: r 2 = 0.35); key challenge faced (KC: r 2 = 0.26); and the convenience of ODeL (C.ODeL: r 2 = 0.18). To ensure that students are not left behind with the proliferation of ICT in distance education, principal component analysis revealed that having prior knowledge about the ODeL modalities is an important attribute that contributes to students’ preparedness for the e-learning environment, thus bridging the variance between the expected expectations and the actual expectations.

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Conceptions of teaching and learning: revisiting issues in open, distance and e‐learning

Cited by 4 publications

References 3 publications

Teaching and Learning in an Active Learning Classroom: A Mixed‐Methods Empirical Cohort Study of Dental Hygiene Students

Teaching and Learning in an Active Learning Classroom: A Mixed‐Methods Empirical Cohort Study of Dental Hygiene Students

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Are we leaving students behind? Self-directed learning in an ICT challenged country

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