Abstract
This research explored how a more student-directed learning design can support the creation of togetherness and belonging in a community of distance learners in formal higher education. Postgraduate students in a New Zealand School of Education experienced two different learning tasks as part of their online distance learning studies. The tasks centered around two online asynchronous discussions each for the same period of time and with the same group of students, but following two different learning design principles. All messages were analyzed using a twostep analysis process, content analysis and social network analysis. Although the findings showed a balance of power between the tutor and the students in the first high e-moderated activity, a better pattern of group interaction and community feeling was found in the low e-moderated activity. The paper will discuss the findings in terms of the implications for learning design and the role of the tutor.
Original language | English |
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Title of host publication | ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education |
Editors | M. Brown, M. Hartnett, T. Stewart |
Place of Publication | Wellington |
Publisher | ASCILITE |
Pages | 1-9 |
Number of pages | 9 |
ISBN (Electronic) | 9780473229894 |
Publication status | Published - Nov 2012 |
Externally published | Yes |
Event | Annual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012 - Wellington, New Zealand Duration: 25 Nov 2012 → 28 Nov 2012 |
Other
Other | Annual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012 |
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Country/Territory | New Zealand |
City | Wellington |
Period | 25/11/12 → 28/11/12 |