Linking theory to practice in learning technology research

We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required

The impact of computer-mediated interaction on distance learning

Distance-learning courses were classified with regard to their use of computer-mediated interaction and the degree to which such interaction was integrated into the curriculum and the assessment regime. This produced four groups of courses varying according to their use of interaction and integration. The impact of interaction and integration was investigated in terms of their effects on students' performance, their perceptions of academic quality and their approaches to studying. In all three respects, variations within the groups of courses proved to be more important than variations between the groups. Interpretation of these results suggests that the adoption of interactive environments within computer-mediated learning may not be enough in itself to lead to positive learning outcomes. We found no evidence for this assumption in terms of students' completion rates, pass rates, grades, perceptions of the quality of their courses or approaches to studying. Large variations in the measured indicators were found between courses, and these appeared to be largely independent of the effects of interaction and integration. Courses may differ markedly with regard to how they make use of computer-mediated interaction and how this is integrated into the curriculum and the assessment regime. A case study approach is suggested as being more likely to identify the impact of specific designs based on computer-mediated interaction and to bring together the diverse student responses arising from the use of such interaction in their studies

EXPERIENTIAL LEARNING AND TEACHING AT A DISTANCE: HOW DISTINCTIVE AN EXPERIENCE?

AbstractPurposeThis chapter reflects on a recent initiative as authors and tutors for the first module of a new online Masters in Public Administration (MPA) programme now offered by the University of Birmingham for public sector professionals around the world.Design/methodology/approachOur focus is particularly on the key lessons with regard to using the ‘online’ mode for ‘experiential learning’ – that is, facilitating our mid-career practitioner students in the acquisition of added management learning through critical analysis of, and structured reflection on, their work-based experience.FindingsThree particular challenges for online programme designers are identified as follows: the challenge of achieving a ‘learner-centric’ online design (rather than a teacher-centric one); the challenge of facilitating effective communication (within the student group as much as between students and teachers); and the challenge of building an effective online learning community.Originality/valueThe chapter concludes by proposing strategies for approaching and mediating these three challenges in turn. With regard to ‘learner-centricity’ we advocate an approach that promotes in the students a spirit of inquiry and which encourages conceptualisation on the basis of their existing knowledge and experience, rather than following a traditional ‘teacher-centred’ and lecture-dominated pedagogy. In relation to communication, particularly critical is the choice of a high quality course management system (CMS) and exploitation to the full of the system’s capabilities in relation to computer-mediated communication (CMC), both within the student community and through ‘synchronous interaction’, between students and staff. Finally, on the building of a ‘learning community’ of students, we emphasise the importance of facilitating students’ cognitive and social presence throughout the modules and programme through the promotion of active engagement and critical reflection on the key issues in the curriculum