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

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Bibliographic Details
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]
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Database:	Education Research Complete

Description
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]
DOI:	10.19173/irrodl.v12i2.949