High Level Student Autonomy in a Virtual Learning Environment

Authors

  • Barbara Allan University of Sheffield
  • Mike Barker University of Sheffield
  • Kate Fairbairn University of Sheffield
  • Margaret Freeman University of Sheffield
  • Pam Sutherland University of Sheffield

DOI:

https://doi.org/10.54337/nlc.v3.9674

Keywords:

Networked collaborative learning, Tutor-less groups, Peer learning, Autonomous learning, Communities of practice

Abstract

This case study explores the experiences of a group of students (the authors) working as a tutor-less group (TLG) that developed during a web-based MEd programme. We describe the development and life cycle of the TLG, the experiences of the students and the effects on those who continued to work in a tutored environment. Members of the TLG demonstrated high levels of autonomy and group work. The relationship between the TLG and communities of practice is considered.

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Published

26-03-2002

How to Cite

Allan, B., Barker, M., Fairbairn, K., Freeman, M., & Sutherland, P. (2002). High Level Student Autonomy in a Virtual Learning Environment. Proceedings of the International Conference on Networked Learning , 3. https://doi.org/10.54337/nlc.v3.9674

Issue

Vol. 3 (2002): Proceedings of the Third International Conference on Networked Learning

Section

Full paper

License

Copyright (c) 2002 Barbara Allan, Mike Barker, Kate Fairbairn, Margaret Freeman, Pam Sutherland

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

CC BY-NC-ND

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