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Delimiting the Prospect of Openness: An Examination of Initial Student Approaches to E-Learning.

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Title: Delimiting the Prospect of Openness: An Examination of Initial Student Approaches to E-Learning.
Authors: Naughton, Christopher1, Smeed, Juliette1, Roder, John2
Source: International Review of Research in Open & Distance Learning. 2011, Vol. 12 Issue 2, p103-121. 19p.
Subject Terms: *Online education, *Mobile learning, *Distance education, *Internet in education, *Internet forums, Web 2.0
Geographic Terms: New Zealand
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of International Review of Research in Open & Distance Learning is the property of Governors of Athabasca University 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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  Data: <searchLink fieldCode="JN" term="%22International+Review+of+Research+in+Open+%26+Distance+Learning%22">International Review of Research in Open & Distance Learning</searchLink>. 2011, Vol. 12 Issue 2, p103-121. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mobile+learning%22">Mobile learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Internet+in+education%22">Internet in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Internet+forums%22">Internet forums</searchLink><br /><searchLink fieldCode="DE" term="%22Web+2%2E0%22">Web 2.0</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Review of Research in Open & Distance Learning is the property of Governors of Athabasca University 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=59177124
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        Value: 10.19173/irrodl.v12i2.949
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        Text: English
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      – SubjectFull: Distance education
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