Symposium 1: Searching for the ideal networked learning community
Aligning design, delivery and research
DOI:
https://doi.org/10.54337/nlc.v6.9414Keywords:
Context, Design, Delivery, Research, AlignmentAbstract
The focus of this paper is on the relationship between the processes of design and delivery of a supported online programme, and the evaluative research which was carried out over a six year period into the use made by the networked learning community of the discussion board that was used extensively during the programme. It adopts an action-research approach, and illustrates the alignment and cyclical relationship of the processes of design, delivery and research.
Initially the paper examines the context of the programme - a Postgraduate Certificate in Teaching and Learning in Clinical Practice, which has now run for eight years, and which is aimed at a multi-professional audience of health care workers who have responsibilities for the clinical education of their colleagues. Both the pedagogic approach and the initial design considerations are reviewed, since these in turn determine both the design and the delivery of the programme.
A mixed methods approach to researching the programme is outlined, which includes the use of participant-tracking data, the generation of codified archived discussions, the interviewing of members of the learning community (both students and tutors), and the quantitative and qualitative analysis of this data both in terms of individual learners and groups of learners (Learning Sets).
The paper examines two major blocks of research. The initial research carried out with the first three cohorts of learners (2000-2003) identified five broad patterns of interaction within the networked learning community, as well as contrasting the rhythm of online learning which differed from the rhythm of face-to-face learning. It also identified five broad types of learners; and explored different ways of designing and delivering the programme which may support these different types of learners more effectively.
The second block of research (2005-2007) focussed more specifically on the quality of the online communications; and the ways in which different Learning Sets varied in their use of the Discussion Board. Analysis at the level of the individual within the same Learning Set revealed further variations. The crucial role of what we have called "peer facilitators" in supporting dialogue and debate within the Learning Sets was identified.
This research has again led to amendments to the design and delivery of the programme, but it has also led to a re-formulation of some of our key research questions, and to the development of further research methods which not only focus on the perceived role of the tutor, but which also involve participants as co-researchers in an overt partnership with the tutors.
The paper concludes by revisiting the relationship between design, delivery and research, and argues for the merits of these being closely aligned, if maximum benefit is to be obtained for the programme and for the wider creation and consolidation of knowledge about the processes of supported online learning, and the networked learning communities which emerge.
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2008 Andrew Sackville
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
CC BY-NC-ND
This license enables reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as attribution is given to the creator. CC BY-NC-ND includes the following elements:
BY: credit must be given to the creator.
NC: Only noncommercial uses of the work are permitted.
ND: No derivatives or adaptations of the work are permitted.