A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework

This thesis comprises a critical review and suggestions for enhancement of the Community of Inquiry Framework (CoIF), the frequently cited model of collaborative community-based online learning. It combines a systematic engagement of relevant literature and research, with the application of the CoIF thinking to six of my peer-reviewed publications. Although not initially conceived as forming part of a doctorate submission, these publications are drawn upon throughout this narrative, to assist my interrogation of the CoIF. They are also used to provide evidence of my continuing journey as an education researcher. This thesis is therefore not an exegesis – a traditional meta-narrative encompassing this candidate’s publications. It moves beyond my findings in the publications to create and present supplementary concepts, and develop pointed guidance about using the Framework in supporting online learning in tertiary education. My review first critically interrogates the three constituent elements or Presences of the CoIF. Social presence emerges as a highly complex and multi-faceted construct, in which the de-emphasising of the affective in the CoIF seems at variance with current research reporting the strong student emotional response to working online, and particularly in collaborative, community-based groupings. Then, in Cognitive presence, there has been little consideration of, and specificity about, reflection in the CoIF. My critique proposes that reflection and critical thinking are distinct but inter-related concepts; both of which need to be addressed. Teaching presence is renamed ‘Tutoring presence’ informed by my review based upon my emergent understandings of student-centred learning. Two enhancements to the CoIF are then proposed, together with the rationale for establishment of a Tutors’ Network. The first enhancement, referred to as 'the Influences,’ unites and enriches the individual Presences. The second argues for the existence and use of a personal learning retreat at the heart of a community of inquiry, addressing a perceived omission in the CoIF. This learner ‘space’ provides a ‘quiet, safe place’ for the private (internal) world of the learner, as a foil to the shared collaborative space in the CoIF (the external world). Finally, a Tutors’ Network is outlined as a vehicle for advancing their understandings and knowledge of online, collaborative, community-based learning in general, and in particular of communities of inquiry. This should develop the abilities of online tutors, improve their learners’ educational experiences and encourage research and scholarship into the CoIF

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Steve McDowell and Phil Race, 500 Computing Tips for Trainers, London: Kogan Page, ISBN: 0–7494–2675–6. Paperback, 160 pages, £15.99

Research and evaluation into the role of asynchronous computer-mediated conferencing and virtual learning environments to improve hospitality and tourism supervision and peer support whilst on placement.

PEDAGOGIC RESEARCH PROJECT REPORTThis report explores the contribution that networked technologies can make to support learning during work placements. An educational case study is presented which evaluates the development and implementation of a Virtual Learning Environment (VLE) amongst a group of undergraduate students studying hospitality and tourism management at Queen Margaret University College, Edinburgh. The case study reveals that it is feasible to create an online facility that can be beneficial to both students and placement tutors. Moreover, it is revealed that the development of a VLE for placement learning can serve as an effective means of introducing both placement tutors and students to use of computer mediated conferencing as a means of communication. However, it has been found that a number of barriers do exist which prevent the potential of such a facility being fully realised. Principal amongst these barriers were restrictions on student access, and student and staff unfamiliarity with using computer mediated conferencing as a pedagogic tool. It was also found that the preferred use of computer mediated conferencing was to support informal discussion between students and tutors. A more formal use in respect of making connections between placement experience and classroom learning was not in evidence. This is considered to be a missed opportunity. The study concludes that more needs to be done to promote a more 'formal' use of computer mediated conferencing as a mechanism to abstract learning from experience (reflection).div_MCaPAAdelman, C Kemmis, S and Jenkins, D (1976) Rethinking case study: notes from the Second Cambridge Conference, Cambridge Journal of Education, 6(3), 47-61. Barnes, D and Todd, F (1977) Communication and Learning in Small Groups. London: Routledge and Kegan Paul (cited in McConnell, D (2000) Implementing Computer Supported Collaborative Learning (second edition). London: Kogan Page). Bassey, M (1999). Case Study Research in Educational Settings, Buckingham: Open University Press Blackwell, A, Bowes, L, Harvey, L, Hesketh, A J and Knight, P T (2001) Transforming Work Experience in Higher Education. British Educational Research Journal, 27(3), 269-285. Biggs, J (1985) The role of metalearning in study processes. British Journal of Educational Psychology 55(3),185-212 (cited in Salmon, G (2000) E-Moderating: The Key to Teaching and Learning Online London: Kogan Page). Britain, S and Liber, S (1999) A Framework for Pedagogical Evaluation of Virtual Learning Environments. Joint Information Systems Committee Technology Applications Programme: Report 41. Online - http://www.jtap.ac.uk/ Daugherty, M and Funke, B L (1998) University faculty and student perceptions of web-based instruction, Journal of Distance Education, 13(1), 21-39. Dede, C (1995) The transformation of distance education to distributed learning, International Technology Research. Online - http://www.gsu.edu/wwwitr/docs/distlearn/index.html Dutton, C, Parfitt, G, and Woodward, K (2001). Responding to Dearing through Innovative Learning Strategies: the mentoring of hospitality students by service industry professionals. Proceedings of the 4th Annual CHME Learning, Teaching and Assessment Conference, Sheffield Hallam University, 48-60. Feenberg, A (1989) The Written World: On the Theory and Practice of Computer Conferencing. In R Mason and A Kaye (eds.) Mindweave, Communication, Computers and Distance Education. Oxford: Pergamon, 22-39. Garnett J (1997) Quality Assurance in Work-based Learning in UACE work-based learning network conference 1997 (cited in Gray D (2001) A Briefing on Work-based Learning. LTSN Generic Assessment Series No 11, York: Learning and Teaching Support Network). Glick, J (1995) Intellectual and manual labour. In L Martin et al (eds) Socio-cultural Psychology: theory and practice of doing and knowing, New York: Cambridge University Press, 357-382. Guile, D and Griffiths, T (2001) Learning through work experience, Journal of Education and Work, 14(1), 113-131. Grabinger, S, Dunlap, J and Duffield, J (1997) Rich environments for active learning in action: problem based learning. ALT- J 7(2), 66-77. Gray, D (2001). A Briefing on Work-based Learning. LTSN Generic Assessment Series No 11, York: Learning and Teaching Support Network. Harasim, L, Hiltz, S R, Teles, L and Turoff, M (1995) Learning network: a field guide to teaching and learning online. Cambridge, MA: MIT Press. Harvey, L, Geall, V and Moon S (1998) Work Experience: Expanding Opportunities for Undergraduates, Centre for Research into Quality. Online - http://www.uce.ac.uk/crq/publications/we/index.html Hiltz, S R (1994) The virtual classroom: learning without limits via computer networks. Norwood NJ: Ablex Publishing Corporation. Jonassen, D, Davidson, M, Collins, M, Campbell, C and Haag, B (1995) Constructivism and computer-mediated communication in distance education. American Journal of Distance Education 9(2), 7-25. Jung, I, Choi, S, Lim, C and Leem, J (2002) Effects of different types of interaction on learning achievement, satisfaction and participation in Web-based instruction, Innovations in Education and Teaching International 39(2), 153-162. Muirhead, W (2000) Online education in schools. International Journal of Educational Management 14(7), 314-324. McConnell, D (2000) Implementing Computer Supported Collaborative Learning (second edition). London: Kogan Page. Naidu, S (1997) Collaborative reflective practice: an instructional design architecture for the Internet, Distance Education, 18(2) 257-83. National Committee of Inquiry into Higher Education (1997), Higher Education in the Learning Society. London: HMSO (The Dearing Report). Parker, D R (1997) Increasing faculty use of technology in teaching and teacher education, Journal of Technology and Teacher Education, 5(2/3), 105-115. Preece, J (1999) Empathic communities: balancing emotional and factual communication. Interacting With Computers 12, 63-77 (cited in Salmon, G (2000) E-Moderating: The Key to Teaching and Learning Online London: Kogan Page). Preece, J (2000) Online Communities: Supporting sociability and designing usability. Chichester: John Wiley & Sons (cited in Salmon, G (2000) E-Moderating: The Key to Teaching and Learning Online London: Kogan Page). Quality Assurance Agency (2001) Code of practice for the assurance of academic quality and standards in higher education: placement learning. Online http://www.qaa.ac.uk/public/cop/COPplacementFinal/precepts.htm Raelin, J A (2000) Work-Based Learning: The New Frontier of Management Development. Prentice Hall: New Jersey (quoted in Gray, D (2001) A Briefing on Work-based Learning. LTSN Generic Assessment Series No 11, York: Learning and Teaching Support Network). Rowntree, D (1995) Teaching and learning online: a correspondence education for the 21st century? British Journal of Educational Technology 26(3), 205-215. Salmon, G (2000) E-Moderating: The Key to Teaching and Learning Online London: Kogan Page. Simons, H (1996) The Paradox of Case Study. Cambridge Journal of Education 26(2), 225-240. Springboard UK, (2001) The Impact of Student Placements: Valued Experience or Missed Opportunity, Festival 2001 Research Findings. Steel, J and Hudson A (2001) Educational Technology in Learning and Teaching: The Perceptions and Experiences of Teaching Staff, Innovations in Education and Teaching International 38(2), 103-111.pub848pu

From Presences to Linked Influences Within Communities of Inquiry

Much research has identified and confirmed the core elements of the well-known Community of Inquiry Framework (CoIF): Social, Cognitive and Teaching Presence (Garrison, 2011). The overlap of these Presences, their definitions and roles, and their subsequent impact on the educational experience, has received less attention. This article is prompted by the acceptance of that omission (Garrison, Anderson, & Archer, 2010). It proposes enrichment to the Framework, by entitling the overlapping spaces uniting pairs of Presences as Influences. These three spaces, linking pairings of Social, Teaching, and Cognitive Presences, can be labelled as trusting, meaning-making, and deepening understanding. Their contribution to the educational experience is to address constructively some of the challenges of online learning, including learner isolation, limited learner experience of collaborative group work and underdeveloped higher-level abilities. For these purposes we also envisage cognitive maps as supporting learners to assess progress to date and identify pathways forward (Garrison & Akyol, 2013). Such maps, developed by a course team, describe the territory that learners may wish to explore, signpost possible activities, and encourage the development of cognitive and interpersonal abilities required for online learning. We hope that considering the Influences may also assist tutor conceptualisations of online community-based learning. Our proposals call on both learners and tutors to conceive of the Presences and Influences as working together, in unison, to enhance the educational experience whilst fostering deep learning. Our suggestions are presented to stimulate scholarly debate about the potential of these interwoven sections, constructively extending the Framework.CAP17pub4600pub

Identification of staff training and development needs.

Edinburgh, ScotlandThis interim report will present the findings to date of current practice in using and maintaining an electronic portfolio (ePortfolio) for personal development planning across the tertiary education sector that have implications for staff development. A review of the current literature and a series of staff interviews have consistently identified a number of key issues relating to current and future ePortfolio practice which require serious consideration by institutions within higher and further education within a staff development programme. The terminology used to refer to an ePortfolio is also discussed in an attempt to differentiate between an ePortfolio as a process and an ePortfolio as a software program. Recommendations are made for staff development in current learning and teaching practice that include the use of reflection and story telling-. Additional areas for consider are: assessment; blogging;legal issues and an institution' rationale for use on an eportfolio.sch_podISLE (Individualised Support for Learning through ePortfolios) Projectunpub1642unpu

Supporting staff transitions into online learning: A networking approach

As online programmes in higher education continue to grow in number, the literature identifies emerging areas of concern. Whilst appreciating the flexibility and accessibility of online learning, learners often experience challenges in balancing their professional and personal lives whilst studying. In addition, such students have complained that their online educational experiences may be irrelevant and inappropriate, with tutors having limited presence or interest. Online learners’ experiences are contingent upon the skills and characteristics of the tutors, who face the challenges of changing and developing practices, such as taking a more student-centred approach in order to provide opportunities that foster deep learning. Current, familiar practices may no longer be appropriate. There is a need to support tutors as they develop and expand their practices, facilitating familiarity and confidence with the opportunities afforded by a range of technologies. Research indicates that communities of practice as a form of staff development may assist tutors in this transition. This paper shares the early experiences of a recently formed Network for online tutors at Queen Margaret University, Edinburgh, Scotland. This community of practice was based upon an adapted Community of Inquiry Framework (Peacock & Cowan, 2016). The Network, endorsed by management, was launched in 2017, with two co-leads, one from an educational development unit and one from the School of Health Science. Sub groups, all led by members of the Network, were subsequently developed to look at specific aspects of online delivery and development within the University. The purpose of the Network and the successes achieved in the first academic year are outlined. The challenges arising in the early stages of implementing the Network are reported, and proposals for progress in the next academic year are discussed. Finally, suggestions are offered to those embarking on a similar endeavour.6pubpub

How do diverse groups of learners in the health sciences respond to a new virtual learning environment?

Funded by the Learning Teaching Support Network for Health SciencesEdinburghAims of the project In the original proposal, the stated aims of this research were to: 'Investigate learners' responses to their first exposure to a new learning experience in a VLE Examine learners' attitudes to the VLE as an effective learning environment through the project Compare and contrast attitudes to a VLE in two different physiotherapy programmes.' Objectives of the project The main objective of the research (as stated in the original proposal) was to provide a detailed analysis into the experience of two specific and differing physiotherapy student cohorts who were new to using VLEs in the learning experience. We aimed to: 'Provide an overview of the literature on the use and value of VLEs in the health sciences. This will focus specifically on initial learner attitudes to Information Technology in learning Conduct a study exploring students' reactions to, and participation in a VLE during the lifetime of the project Identify issues in preparing students in the use of a VLE drawn from diverse groups Evaluate the findings of the study which will: Review students attitudes to the use of a VLE in physiotherapy programmes Highlight individual, social and technical barriers for the meaningful implementation of the VLE from the student perspective Consider the potential for VLEs for the health science community as a whole as well as to the individual lecturer Raise awareness, throughout the duration of the project, of the potential roles of VLE in improving students learning.'CAPAlexander, S. 2001. E-learning developments and experiences. Education and Training, 43 (4/5), pp. 240 - 248. Aspden, L., Helm, P. and Thorpe, L. 2003. Capturing learners' experiences with e-learinng: preliminary findings. In: Cook, J. and McConnell, D. Eds ALT-C conference Communities of practice, September 8-10, Sheffield, UK. Association for Learning Technology. Armatas, C., Holt, D. and Rice, M. 2003. Impacts of an online-supported resource-based learning environment: does one size fit all? Distance Education, 24, (2) October, pp.141- 158. Atack, L. and Rankin, L. 2002 A descriptive study of registered nurses' experiences with web-based learning. Journal of Advanced Nursing, 40, pp.457-465. Bailey, P., Thyme, E., Weatherhead, E., Glenn, S. and Mitchell, A. 2004. Distance learning in post-qualifying nurse education at Northumbria University: implication for the role of the library and library staff. Health Informatics and Libraries Journal, 21, pp.66-69. Bee, R. H. and Usip, E. E. 1998 Differing attitudes of economics students about webbased instruction. College Student Journal, 32, (2) p.258. Bogdan, R and Biklen, S. 1992. Qualitative Research for education. An introduction to theory and methods. 2nd ed. Boston: Allyn and Bacon. Bradley, C. and Boyle, T. 2004. Introducing and sustaining improvements in course delivery through learning technologies. In ALT-C conference Blue skies and pragmatism: learning technologies for the next decade, September 14-16, Exeter, UK. Association for Learning Technology. Breen, R., Lindsay, R., Jenkins, A. and Smith, P. 2001. The role of information and communication technologies in a university learning environment. Studies in Higher Education, 26 (1), pp. 95 - 114. Carpenter, C. 2004. The contribution of qualitative research to evidence-based practice. In: Whalley-Hammel, K. and Carpenter, C. (Eds) Qualitative Research in Evidence-Based Rehabilitation, Edinburgh: Churchill Livingstone, pp 1- 13. Carroll-Barefield, A. and Murdoch. 2003. Using online learning to enhance interdisciplinary education. Journal of Allied Health, 33 (1) Spring, pp.78-81. Conrad, D. 2002. 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Available at <http://csalt.lancs.ac.uk/esrc> [accessed 20 February 2005]. Ellis, A. and Llewellyn, B. 2004. Social Presence, Lecturer Presence and Participation in an Asynchronous Online Discussion Forum. In ALT-C conference Blue skies and pragmatism: learning technologies for the next decade, September 14-16, Exeter, UK. Association for Learning Technology. Elliott, J. 1991. Action Research for Educational Changes. Milton Keynes: Open University Press. Frand, J. L. 2000. The information age mindset: changes in students and implications for higher education. Educause Review, September/October, pp.15-27. Goodyear, P. 2001. Effective networked learning in higher education: notes and guidelines. Available at <http://csalt.lancs.ac.uk/jisc/advice.htm> [accessed 16 June 2005]. Grattan, J., Brown, G. and Horgan, J. 1998. Student C&IT skills development and the learning environment: evaluation and module evolution. Education and Training, 40 (8), pp. 366-373. Greenbaum, T. L. 1998. The handbook of focus group research. 2nd edition. London: Sage publications. Greenhalgh, T. 1997. Assessing the methodological quality of published papers. British Medical Journal, 315, pp. 305-308. Hancock, B, 2002. An introduction to qualitative research. Trent Focus for Research and Development in Primary Health Care. Available from < http://www.trentfocus.org.uk/Resources/introduction_qualitative_research.htm> [accessed on 10 June 2005)]. Hanna, D. 1998. Higher Education in an Era of Digital Competition: Emerging Organizational Models. Journal of Asychrnous Learning Networks, 2, (1). Available at <http://www.sloan-c.org/publications/jaln/v2n1/index.asp> [accessed 16 June 2005] Harvey, J. and Mogey, N. 1996. Motivating students to use learning technology. LTDI. Available at <http://www.icbl.hw.ac.uk/ltdi/implementing-it/motif.htm> [accessed 9 June 2005]. Hayward, L. and Cairns, M. 2001. Allied health students' perceptions of and experiences with Internet-based case study instruction. Journal of Allied Health, 30 (4) pp. 232-238. Haywood, J., Macleod, H., Haywood, D., Mogey, N. and Alexander, W. 2004. The Student View of ICT in Education at the University of Edinburgh: Skills, Attitudes and Expectations. In ALT-C conference Blue skies and pragmatism: learning technologies for the next decade, September 14-16, Exeter, UK. Association for Learning Technology. The Higher Education Funding Council for Education. 2005. HEFCE Strategy for elearning. London: HEFCE. Howland, J.L. and Moore, J.L. 2002. Student perceptions as distance learners in Internetbased courses. Distance Education. 23, (2) October, pp 183-195. Hughes, M. and Daykin, N. 2002. Towards constructivism: investigating students' perceptions and learning as a result of using an online environment. Innovations in Education and Teaching International, 39 (3) pp. 217-224. Jedlicka, J., Brown, S. W., Bunch, A. E. and Jaffe, L. E. 2002. A comparison of distance education instructional methods in occupational therapy. Journal of Allied Health, 31 (4) pp. 247-251. The Joint Information System Committee (2002) Study of MLE Activity. Available at <http://www.jisc.ac.uk/project_mle_activity.html#mle_study_report> [accessed on 15 June 2005]. Jones, P. and Griffiths, M. 2003. Developing electronic-based learning in radiography. Synergy, February, pp.19-23. Knowles, M. 1984. Andgragogy in Action. San Francisco: Jossey-Bass. Krefting L. 1991. Rigor in Qualitative Research: the assessment of trustworthiness. American Journal of Occupational therapy, 45 (3) pp.214-244. Kubala, T. Addressing Student Needs: Teaching on the Internet. 1998. T H E Journal, 25 (8) Development in Primary Health Care. Available from < http://www.trentfocus.org.uk/Resources/Qualitative%20Data%20Analysis.pdf> [accessed on 10 June 2005]. Larson, B. and Keiper, T. 2002. Classroom discussion and threaded electronic discussion: learning in two arenas. Contemporary Issues in Technology and Teacher Education, 21. Available at <http://www.citejournal.org/vol2/iss1/socialstudies/article1.cfm> [accessed 8 June 2005]. Leasure, A., Davis, L. and Thievon, S. 2000. Comparison of student outcomes and preferences in a traditional versus World Wide WebCT-based baccalaureate nursing research course. Journal of Nursing Education, 39, pp.149-154. Leung, Y. and Ivy, M. 2003. How useful are course websites? A study of students perceptions. Journal of Hospitality, Leisure, Sport and Tourism Education, 22, pp.15-24. Lockyer, L., Patterson, J. and Harper, B. 1999. Measuring effectiveness of health education in a web-based learning environment: a preliminary report. Higher Education Research and Development, 18, (2) pp.233-246. Masi, A. and Winer, L. 2005. A university-wide vision of teaching and learning with information technologies. Innovations in Education and Teaching International, 42 (2), pp.147-155. Mattheos, N., Schittek, M., Attstrom, R. and Lyon, H.C. 2001 Distance learning in academic health education: a literature review. European Journal of Dental Education, 5, pp.67-76. Mays, N. and Pope, C. 1995. Rigor and Qualitative Research. British Medical Journal, 311, pp.109-112. McDowell, L. and Marples, G. 2001. First catch your student - qualitative approaches to research on information and learning technologies. Available at<http://www.leeds.ac.uk/educol/documents/00001765.htm> [accessed 8 June 2005] McGorry, S. Y. 2002. Online, but on target? Internet-based MBA courses: A case study. The Internet and Higher Education, 5, (2) Summer, pp.167-175. Medlin, B., Vannoy, S and Dave, D. 2004. An Internet-based Approach to the Teaching of Information Technology: A Study of Student Attitudes in the United States. International Journal of Management, 21 (4) December, pp. 427-434. Middlewood, D., Coleman, M. and Lumby, J. 1999. Practitioner Research in Education: Making a Difference. London: Paul Chapman Publishing Limited. Monteith, M. and Smith, J. 2001. Learning in a virtual campus: the pedagogical implication of students' experiences. Innovations in Education and Teaching International, 38, (2) pp.119-132. Moore, K. and Aspden, L. 2004. Coping, adapting, evolving: the student experience of elearning. Library and Information Update Online Articles. Available at <http://www.cilip.org.uk/publications/updatemagazine/archive/archive2004> [accessed on 7 June 2005]. Muirhead, B. 2001. Interactivity research studies. Educational Technology and Society, 43, pp.108-112. Oblinger, D. 2003. Boomers, gen-Xers and millenials: Understanding the students. Educause Review, July/August, pp. 37-41. Oliver, R. and Omari, A. 2001. Student responses to collaborating and learning in a webbased environment. Journal of Computer Assisted Learning, 17, pp.34-47. Pelletier, D. 2002. How prepared are graduate nurses to embrace the information technology revolution in Australian university teaching? Online Journal of Nursing Informatics, 52. Available at <http://www.eaa-knowledge.com/ojni/ni/dm/52/graduate_students.htm> accessed on 17 June 2005]. Richardson, P. 2004. Student development in an online post-professional master's program. Occupational Therapy in Health Care, 18, (1/2), pp.107-116. Ryan, S., Scott, B., Freeman, H. and Patel, D. 2000. The Virtual University: the Internet and Resource-Based Learning. London: Kogan Page. Salmon, G. 2000. E-Moderating: The Key to Teaching and Learning Online London: Kogan Page. Salmon, G. 2002. E-tivities: the key to active online learning. London: Kogan Page Saunders, G. and Klemming, F. 2003. Integrating technology into a traditional learning environment: reasons for and risks of success. Active Learning in Higher Education, 4 (1) pp.74-86. Scottish Higher Education Funding Council. 2005. e-Learning: Higher Education Training Needs Analysis. SHEFC. Steeples, C. and Jones, C. Eds. 2002. Networked Learning: perspectives and issues. London: Springer. Survey of European Universities Skills in ICT of Students and Staff (SEUSISS). 2003. SEUSISS Report. Available at<http://www.intermedia.uib.no/seusiss/seusissreport.pdf> [Accessed 16 June 2005]. Simons, D., Baron, J., Knicely, K. and Richardson, J. 2001. Online learning: Perspectives of Students and Faculty in Two Disciplines - Occupational Therapy and Teacher. Education. Occupational Therapy in Health Care,14 (2) pp.21-52. Stephenson, J. 2001. Teaching and Learning Online: Pedagogies for New Technologies. London: Kogan Page. Strauss A. and Corbin J. (1999) Basics of Qualitative Research Techniques and Procedures for Developing Grounded Theory. Sage: London. Student Online Learning Experiences (SOLE) Project. 2004. Available at <http://sole.ilrt.org/> [Accessed 15 June 2005]. SEUSISS Report. Available at<http://www.intermedia.uib.no/seusiss/seusissreport.pdf> [Accessed 16 June 2005]. Simons, D., Baron, J., Knicely, K. and Richardson, J. 2001. Online learning: Perspectives of Students and Faculty in Two Disciplines - Occupational Therapy and Teacher. Education. Occupational Therapy in Health Care,14 (2) pp.21-52. Stephenson, J. 2001. Teaching and Learning Online: Pedagogies for New Technologies. London: Kogan Page. Strauss A. and Corbin J. (1999) Basics of Qualitative Research Techniques and Procedures for Developing Grounded Theory. Sage: London. Student Online Learning Experiences (SOLE) Project. 2004. Available at <http://sole.ilrt.org/> [Accessed 15 June 2005].pub850pu

Digital identities in ePortfolios: the first-year experience in a higher educational institution

Introduction ePortfolios have the potential to promote learning and encourage personal development and digital identity by supporting (a) the learning process, (b) the product of learning and(c) the transition of learners at various stages of the lifelong and life-wide journey -(Barrett & Carney 2005; Ward & Grant 2007; ISLE 2005). This presentation outlines a new study, which explores first-year learners' experience of using ePortfolios with the aim of providing grounded guidelines to support institutional implementation and assist effective student engagement, in order to develop digital identities.CAPpub1107pu

Exploring the learner experience of ePortfolios for formative and summative feedback in the health sciences

This presentation reports on a qualitative study, which through case studies and focus groups, is investigating whether, and in what ways, undergraduate and postgraduate health science learners engage with formative and summative feedback delivered through ePortfolios. We are exploring how such experiences for radiography, nursing and physiotherapy learners compare with previous experiences of receiving feedback and any benefits and barriers encountered when using an ePortfolio. Whilst detailed, appropriate and timely feedback is considered important for all learners (Hounsell, et al., 2008), students in the health sciences routinely undertake activities in clinical environments which are less structured and predictable than the academic setting; for these learners feedback on such activities is critical for knowledge acquisition and skills development. Feedback is also reported to promote deep learning, improve motivation, increase reflective skills and help learners prepare for future learning events (Nicol, and MacFarlane-Dick, 2006; Nicol, and Milligan, 2006). ePortfolios, unlike other tools for online feedback have the potential to support learners to capture, collate and reflect on feedback, assisting the development, over time, of a more informed sense of their skills and achievements, and potentially linking to professional development. Possible barriers to learner engagement with ePortfolios and feedback could include computer anxiety, lack of access, usability issues or inappropriate use of the application by tutors.CAPHounsell, D., McCure, V., Hounsell, J. and Litjens, J. (2008). The quality of guidance and feedback to students, Higher Education Research and Development, 27(1), 55-67. Nicol, D. J., and MacFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 199-218. Nicol, D.J., and Milligan, C. (2006). Rethinking technology-supported assessment in terms of the seven principles of good feedback practice. In: Bryan, C. and Clegg, K. (Eds.), Innovative Assessment in Higher Education [online] London: Taylor Francis Group, pp.1-14. Retrieved March 12, 2008, from http://www.reap.ac.uk/public/Papers/Nicol_Milligan_150905.pdfpub1112pu