20. Learning to Twalk

Middleton, Andrew; Spiers, Alex

doi:10.11647/obp.0162.20

Cited by 2 publications

(2 citation statements)

References 54 publications

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“…Furthermore, the social media learning framework confirms the use of social media tools for the creation of OERs by learners. Middleton and Beckingham (2015) state that social media for learning promotes social and academic inclusion by promoting a sense of belonging and collegiality, learning across and through rich, multiple media; it promotes self-expression, self-regulation, selfefficacy, and confidence; promoting collaborative and critical learning with a peer in self-organising networks that are knowledge constructing.…”

Section: Literature Reviewmentioning

confidence: 99%

Remote Online Collaborative Learning for Knowledge Co-Creation Through WhatsApp in an ODL Programme

2024

FeD

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Open education fosters accessible and continuous learning by enabling individuals to engage in learning activities anytime and anywhere, through the use of social networking sites. This allows mature, working learners or professionals to construct their knowledge through collective intelligence that is associated with self-directed learning and socio-constructivism. Viewing the use of WhatsApp for ubiquitous learning through an adult education perspective may enable learners to actively engage in collaborative online learning and enhance their understanding through knowledge construction. This is based on the Pedagogy, andragogy, and Heutagogy (PAH) Continuum. The purpose of this study was to explore lecturers' perceptions of the use of WhatsApp for the co-creation of knowledge by learners. Interview data from 15 contingent lecturers using WhatsApp for the co-creation of knowledge among learners in an undergraduate programme shed light on both the advantages and obstacles faced, which might give insights to other lecturers of emerging open education institutions in the developing world where open education is the driving force for liberalizing education. A qualitative interpretive approach was used for data analysis. This study found that WhatsApp remote online collaborative learning bridges the gap between formal and informal learning and enriches the quality of learner-led content that is more contextualised and relevant for the professional growth of learners in open education. It was also found that learners experience emancipatory learning through collaboration and interactivity based on the student-centeredness approach. However, the major challenges were a lack of accountability of learners due to free-riders of the generated knowledge, and their inability to use OERS for self-directed learning and to respect the ethics of online media use. The study strongly recommends a review of the ODL institutional principle of providing one prescribed reading material for each module.

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Section: Literature Reviewmentioning

confidence: 99%

Remote Online Collaborative Learning for Knowledge Co-Creation Through WhatsApp in an ODL Programme

2024

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“…With increasingly reduced emphasis on campus spaces for solely transactional didactic instructional methods (Deed & Alterator, 2017), the spaces between these 'formal' educational engagements play a greater role in enhancing the student experience as part of the 'Informal Learning Landscape' (Harrison & Hutton, 2013). Informal learning spaces are defined as those used by staff and students for self-directed learning activities (Harrop & Turpin, 2013), whereas formal learning spaces are those provided for timetabled, planned teaching like lecture theatres and laboratories (Middleton, 2019). However, these conventional definitions are being contested as students physically situated in the formal classroom may at the same time be actively engaging in and beyond the university's online estate as part of a 'hybrid' learning experience (Raes, 2022).…”

Section: Contextmentioning

confidence: 99%

Combining Worlds: A Mixed Method for Understanding Learning Spaces

McCrone

Kingsbury

2023

International Journal of Qualitative Methods

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Understanding student interaction in learning spaces is an ongoing challenge. The move away from didactic lecture delivery towards more active and hybrid learning renders this challenge ever more difficult. Researching pedagogic use of informal learning space, which is not formally timetabled or controlled, is always challenging because it is interacted with only transiently by both students and teachers. This paper introduces a mixed methods, phenomenological approach used in recent research to investigate campus learning spaces in face-to-face learning contexts. The full mixed methods approach combined space occupancy monitoring data with naturalistic ethnographic observation, field interviews and, where appropriate, more formal in-depth interviews to provide an effective way of understanding student and teacher engagement with learning spaces. Convergent use of these qualitative and quantitative methods yielded data which informed the application of subsequent methods, and the investment of researcher, pedagogic and infrastructural resource. In this paper we argue that as learning outside of formal teaching spaces increases, these mixed methods enable better, more efficient monitoring of pedagogic use of informal learning spaces. The mixed method can be adapted depending on the question being addressed and has the potential to inform resource allocation and investment into pedagogic and infrastructural change.

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20. Learning to Twalk

Cited by 2 publications

References 54 publications

Remote Online Collaborative Learning for Knowledge Co-Creation Through WhatsApp in an ODL Programme

Remote Online Collaborative Learning for Knowledge Co-Creation Through WhatsApp in an ODL Programme

Combining Worlds: A Mixed Method for Understanding Learning Spaces

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