Delimiting the prospect of openness: An examination of initial student approaches to e-learning

When converting from a paper-based distance mode to an online mode of teaching, certain expectations arise that students may engage not only in the development of extended research activity but that the quality of discussion and thinking will change. With access to open-ended discussion within the o...

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Autores principales:	Christopher Francis Naughton, John Roder, Juliette Emma Smeed
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	Online learning Strategic learner dialogue discussion forum Web 2.0 affordance Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/1df8286f657d41ab9a346a2cd74c3717
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spelling	oai:doaj.org-article:1df8286f657d41ab9a346a2cd74c37172021-12-02T18:03:18ZDelimiting the prospect of openness: An examination of initial student approaches to e-learning10.19173/irrodl.v12i2.9491492-3831https://doaj.org/article/1df8286f657d41ab9a346a2cd74c37172011-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/949https://doaj.org/toc/1492-3831When converting from a paper-based distance mode to an online mode of teaching, certain expectations arise that students may engage not only in the development of extended research activity but that the quality of discussion and thinking will change. With access to open-ended discussion within the online forum the opportunity is afforded to students to share ideas and in turn develop their shared knowledge, a facility denied to them when in the paper distance mode. However, in a recent study conducted in New Zealand, it was shown that despite having access to online forums students moving to an online platform refrained from participation in this social exchange. A possible explanation for this indifference was thought to be the students realising that the online exchange made no impact on their assessment. Hence, the collaborative rhetoric of Web 2.0 made little impact when the summative evaluation remained unchanged from previous paper-based assessment. This paper reports on the introduction of online learning at a private tertiary college in New Zealand and describes the response of students who found difficulty in reconciling a community of learners and openness within what was perceived as an evaluation that remained individualistic and competitive in nature.Christopher Francis NaughtonJohn RoderJuliette Emma SmeedAthabasca University PressarticleOnline learningStrategic learnerdialoguediscussion forumWeb 2.0affordanceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 2 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online learning Strategic learner dialogue discussion forum Web 2.0 affordance Special aspects of education LC8-6691
spellingShingle	Online learning Strategic learner dialogue discussion forum Web 2.0 affordance Special aspects of education LC8-6691 Christopher Francis Naughton John Roder Juliette Emma Smeed Delimiting the prospect of openness: An examination of initial student approaches to e-learning
description	When converting from a paper-based distance mode to an online mode of teaching, certain expectations arise that students may engage not only in the development of extended research activity but that the quality of discussion and thinking will change. With access to open-ended discussion within the online forum the opportunity is afforded to students to share ideas and in turn develop their shared knowledge, a facility denied to them when in the paper distance mode. However, in a recent study conducted in New Zealand, it was shown that despite having access to online forums students moving to an online platform refrained from participation in this social exchange. A possible explanation for this indifference was thought to be the students realising that the online exchange made no impact on their assessment. Hence, the collaborative rhetoric of Web 2.0 made little impact when the summative evaluation remained unchanged from previous paper-based assessment. This paper reports on the introduction of online learning at a private tertiary college in New Zealand and describes the response of students who found difficulty in reconciling a community of learners and openness within what was perceived as an evaluation that remained individualistic and competitive in nature.
format	article
author	Christopher Francis Naughton John Roder Juliette Emma Smeed
author_facet	Christopher Francis Naughton John Roder Juliette Emma Smeed
author_sort	Christopher Francis Naughton
title	Delimiting the prospect of openness: An examination of initial student approaches to e-learning
title_short	Delimiting the prospect of openness: An examination of initial student approaches to e-learning
title_full	Delimiting the prospect of openness: An examination of initial student approaches to e-learning
title_fullStr	Delimiting the prospect of openness: An examination of initial student approaches to e-learning
title_full_unstemmed	Delimiting the prospect of openness: An examination of initial student approaches to e-learning
title_sort	delimiting the prospect of openness: an examination of initial student approaches to e-learning
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/1df8286f657d41ab9a346a2cd74c3717
work_keys_str_mv	AT christopherfrancisnaughton delimitingtheprospectofopennessanexaminationofinitialstudentapproachestoelearning AT johnroder delimitingtheprospectofopennessanexaminationofinitialstudentapproachestoelearning AT julietteemmasmeed delimitingtheprospectofopennessanexaminationofinitialstudentapproachestoelearning
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Delimiting the prospect of openness: An examination of initial student approaches to e-learning

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