Learning Through Online Discussion: a framework evidence in learners’ interactions

Learning Through Online Discussion: a framework evidence in learners’ interactions

Yvonne [email protected]

Are We Realising the Potential?"CMC has the potential to provide a means for the weaving together of ideas and information from many people's minds, regardless of when and from where they contribute." Kaye (1989: 3)

What does the literature reveal?Potential benefits evidenced in practice?An understanding of learners’ engagement with online

learning?Ravenscroft (2005) suggests that, as yet, there

is no definitive theory of online learningLaurillard (2009) proposes that what it takes to

learn does not change despite changes in technology

The Research QuestionsWhat are the different approaches taken by students when

responding to learning activities which ask them to engage in online discussion?

What are their perceptions of how their engagement in online discussion impacts on their learning and the learning of others?

The Research MethodologyNaturalistic settings (Gubrium and Holstein, 1997)A case studies of learners (Yin, 2003; Stake, 2006)

Background data for learnerTracking online activityCapturing discussion contentSemi-structured interview

Grounded approach to the analysis(Glaser & Strauss, 1967)

My role - observer researcher.

Investigating the Learners’ ExperiencesWhat do they do online?

Tracking data for whole class useTracking individual learner’s use Visualisation of online discussion

272 Th_TutorPosts Et 5 discussion

question11/04 15:30

273 Martha (Th2)Asks who's summarising (and

suggests someone). Adds response to activity.

404 words15/04 17:52

275 Student CPosts response to activity

18/04 20:26

274Th_Tutor

Prompts further response and invites others to contribute.

18/04 09:35

276 Martha (Th2)Responds to additional

prompt.335 words

19/04 17:37

11th April 13thApril 15thApril 17thApril 19thApril

What the Learners’ Say“I learned so much more.. I get other people’s thoughts

and so it made you think “Oh I never really thought of that”. [Camille]

“It was a good way of learning basically because everybody was involved and it wasn’t just your teacher telling you right this is wrong, go back and look at this book, it was your peers.” [Rosalba]

“There’s a sort of freedom as well in the interactive discussion to say what you want, even it’s a wee bit, you know, off the wall”. [Marguerite]

What the Learners’ Say“I felt sometimes, you were putting your answers and

you were almost, well forgetting, about the others that were there.” [Ruth]

“I found it very frustrating … the lack of input from other people… I think I could have got more out of it if other people had contributed” [Martha]

“Whereas his, you know, you keep going to check it, and nobody’s posted, and nobody’s posted, and nobody’s posted, and so I find it quite disheartening.” [Mary]

The Learners’ Perceptions and Reality“You are more likely to interact and have a longer sort

of discussion .” [Rosalba]

Valued Art Form thread initiated by

Camille

Corot and classicism thread initiated by Rose

13th November

14th November

20th November

21st November

455 CamilleAsks question13/11 13:49

456 Rosalbareplies

674 words21/11 10:46

457 Roseasks question14/11 14:48

458 Rosalbareplies

251 words20/11 20:30

Realisation of benefits?Evidence of reflection

Camille talked about having time to think before responding to messages

Rosalba used the time delay to consider how to phrase feedback to others

Ruth spoke of taking time to read other sources in researching her responses

Evidence of the role of articulation – making thinking known to others

Evidence of learning from others – broadening and deepening understanding of the topic of discussion

Reflecting on the thinking of others

Reflecting on own perspective / understanding

(1) COVERT INDIVIDUAL THINKING

Individual learner responds to some stimulus - such as a set learning

activity. This may involve researching, rehearsing or

reshaping thoughts.Requires thinking time.

Thinking is individual and covert.

(2) COVERT COLLECTIVE INFORMED THINKING

Individual reads messages of others. Connections are made with others'

thinking which can reaffirm, negate or reshape thinking.

Thinking is individual and covert but is influenced or informed by others.

An Emerging Framework: Articulation


Reflecting on own perspective / understanding

Composing

Reflecting whilst writing

(1) COVERT INDIVIDUAL THINKINGIndividual learner responds to some

stimulus - such as a set learning activity. This may involve researching, rehearsing

or reshaping thoughts.Requires thinking time.

Thinking is individual and covert.

(2) COVERT COLLECTIVE INFORMED THINKING

Individual reads messages of others. Connections are made with others'

thinking which can reaffirm, negate or reshape thinking.

Thinking is individual and covert but is influenced or informed by others.

(3) ARTICULATION

Individual learner articulates thinking by composing a message - moving from the internal process of thinking to externalising thinking through writing. This may be edited and reviewed any number of times before being finalised.

The Role of Others

unconnected post connected post

(3) ARTICULATION

Individual learner articulates thinking by composing a message - moving from the

internal process of thinking to externalising thinking through writing. This may be

edited and reviewed any number of times before being finalised.

OI (4) OVERT INDIVIDUAL THINKINGIndividual learner posts a message, making

thinking visible but unconnected to other posts.Covert thinking becomes overt and potentially

contributes to collective thinking.Messages posted are not part of, or relevant to,

a threaded discussion

OC(4) OVERT COLLECTIVE THINKING

Individual learner posts a message, which builds on or connects with other posts - making thinking visible and contributes to shared understanding. Individual covert thinking becomes overt and collective.

Thread of discussion build up.


Reflecting on own perspective

unconnectedpost

connectedpost

Composing

Reflecting


Individual learner responds to some stimulus.

(2) COVERT COLLECTIVE INFORMED

THINKINGIndividual reads others'

messages.

(3) ARTICULATIONof own thoughts

OI(4) OVERT INDIVIDUAL

THINKINGIndividual posts an unconnected

message.

OC (4) OVERT COLLECTIVE THINKING

Individual posts a connected, threaded message.

unconnected post

connected post



Composing

Reflecting



unconnected connected

Composing

Reflecting

(4b) Other's message adds to discussion thread

(3a) ARTICULATIONOther (learner or tutor)

(4a) OVERT INDIVIDUAL THINKING OF OTHER

Unconnected, isolated message

(1a) OTHER COVERT THINKING

Another individual considers response.

(2a) OTHER INFORMED by COLLECTIVE THINKING

'Other' reads groups' messages.


Individual learner responds to some stimulus.

(2) COVERT COLLECTIVE INFORMED

THINKINGIndividual reads others'

messages.

(3) ARTICULATION

OI(4) OVERT INDIVIDUAL

THINKINGIndividual posts an unconnected

message.

OC (4) OVERT COLLECTIVE THINKING

Individual posts a connected, threaded message.

Individual

Others

Individual

Others

What Does the Framework Offer?An articulation of the opportunities for learning with and

through online discussionCovert processes of ReflectionArticulation as a process of learningOvert engagement with others

A visual tool for self-analysis or group analysis of learning opportunities

Highlights that lurking restricts learning opportunities

An Alternative Perspective

Laurillard’s (2002) Conversational Framework is applicable to online discussionGoal- action-feedback cycle from perspective of

tutoringAn alternative focus on the learner, and the individual

and collective opportunities created

LimitationsA case study strength and limitation is that it is particular

to the settingNon-participants in discussion are not representedInteractions affected by the (near silent) researcher?

So, What Next?How helpful is this framework in highlighting the learning

opportunities for learners?What else can we find out about the processes of

engaging online discussion?What else can we learn about the barriers to non-

contribution / non-engagement and the impact of these?

Documents

Learning Through Online Discussion: a framework evidence in learners’ interactions