Learning ODeL through active participation: a collaborative autoethnographic case study by engaging in an online learning course.
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| Title: | Learning ODeL through active participation: a collaborative autoethnographic case study by engaging in an online learning course. |
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| Authors: | Biccard, Piera1 biccap@unisa.ac.za, Makgato-Khunou, Phumza1,2 makgapm@unisa.ac.za |
| Source: | Open Learning. Nov2024, Vol. 39 Issue 4, p340-352. 13p. |
| Subject Terms: | *Distance education, *Student attitudes, *Universities & colleges, *Community development, Autoethnography |
| Abstract: | In this paper, we set out a collaborative autoethnographic account of our reflective journey to deeper understandings of open, distance and e-learning (ODeL) through enrolling, participating and completing the first module in a course on technology-enhanced learning (TEL). As authors, we both enrolled for the course for different reasons. The course was offered by an outside institution, as part of capacity building at our university. The course, conducted fully online, was highly interactive and participatory. Through our participation, collaboration, reflection and experiences in the first module of the course, we were encouraged to develop written definitions of 'distance education' (DE) and 'technology-enhanced learning' (TEL). Our approach to studying our definitions was analytic, even though we were both participants and researchers. The analysis was based on the Community of Inquiry framework. Our findings reveal that our definitions evolved to include deeper, more complex, more comprehensive notions of DE and TEL. The analysis also revealed an unfolding of the definitions within our own contexts. We recommend that professional development of ODeL practitioners and stakeholders take place through being a student in an active, collaborative ODeL environment to enhance take-up practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180406233 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Learning ODeL through active participation: a collaborative autoethnographic case study by engaging in an online learning course. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Biccard%2C+Piera%22">Biccard, Piera</searchLink><relatesTo>1</relatesTo><i> biccap@unisa.ac.za</i><br /><searchLink fieldCode="AR" term="%22Makgato-Khunou%2C+Phumza%22">Makgato-Khunou, Phumza</searchLink><relatesTo>1,2</relatesTo><i> makgapm@unisa.ac.za</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Open+Learning%22">Open Learning</searchLink>. Nov2024, Vol. 39 Issue 4, p340-352. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+development%22">Community development</searchLink><br /><searchLink fieldCode="DE" term="%22Autoethnography%22">Autoethnography</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this paper, we set out a collaborative autoethnographic account of our reflective journey to deeper understandings of open, distance and e-learning (ODeL) through enrolling, participating and completing the first module in a course on technology-enhanced learning (TEL). As authors, we both enrolled for the course for different reasons. The course was offered by an outside institution, as part of capacity building at our university. The course, conducted fully online, was highly interactive and participatory. Through our participation, collaboration, reflection and experiences in the first module of the course, we were encouraged to develop written definitions of 'distance education' (DE) and 'technology-enhanced learning' (TEL). Our approach to studying our definitions was analytic, even though we were both participants and researchers. The analysis was based on the Community of Inquiry framework. Our findings reveal that our definitions evolved to include deeper, more complex, more comprehensive notions of DE and TEL. The analysis also revealed an unfolding of the definitions within our own contexts. We recommend that professional development of ODeL practitioners and stakeholders take place through being a student in an active, collaborative ODeL environment to enhance take-up practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180406233 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02680513.2021.2017271 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 340 Subjects: – SubjectFull: Distance education Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Community development Type: general – SubjectFull: Autoethnography Type: general Titles: – TitleFull: Learning ODeL through active participation: a collaborative autoethnographic case study by engaging in an online learning course. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Biccard, Piera – PersonEntity: Name: NameFull: Makgato-Khunou, Phumza IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 02680513 Numbering: – Type: volume Value: 39 – Type: issue Value: 4 Titles: – TitleFull: Open Learning Type: main |
| ResultId | 1 |
