Compulsory participation in online discussions: is this constructivism or normalisation of learning?

Gulati, Shalni

doi:10.1080/14703290801950427

Cited by 48 publications

(45 citation statements)

References 12 publications

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“…Of significance is the systematising of the community here, in which fringe participants are trained by more authoritative figures. This serves as a salient example of the different ways community participation can be interpreted; in this case, alluding to normalisation and hegemony (Ferreday & Hodgson, 2008;Gulati, 2008). Many students formed small groups, some adopting "quadblogging" activities in which posting and commenting duties were shared amongst four participants, while others contributed to the course alongside work colleagues (e.g., Dale, 2013;Young, 2013).…”

Section: Introductionmentioning

confidence: 99%

Digital culture clash: “massive” education in theE-learning and Digital CulturesMOOC

Knox

2014

Distance Education

129

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While education has been both open and online, the sizeable enrolment numbers associated with massive open online courses (MOOCs) are somewhat unprecedented. In order to gauge the significance of education at scale, this article analyses specific examples of massive participation derived from E-learning and Digital Cultures, a MOOC from the University of Edinburgh in partnership with Coursera. Student-created content, user statistics, and survey data are illustrated to examine the experiences and repercussions of engaging with educational activity where participants number in the tens of thousands. This activity is shown to mirror established instructionist or constructivist approaches to pedagogy. However, rather than working with "massiveness," these positions are suggested to oppose large participant numbers. Concluding remarks propose an irreducible diversity of participation, rather than a generalised categorisation of "student," and call for future considerations of the MOOC to move beyond individualism and self-interest.

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Section: Introductionmentioning

confidence: 99%

Digital culture clash: “massive” education in theE-learning and Digital CulturesMOOC

Knox

2014

Distance Education

129

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“…In this way, following Wells (2002), -the ‗content' of the curriculum, rather than being an end in itself, is treated as a set of resources that mediate [student] investigations‖ (p. 203). Gulati's (2008) discussion of compulsory online discussions is particularly useful here. In his examination of some of the issues that arise in online course design, Gulati (2008) suggests course designers need to be aware of issues of safety, trust, control and choice.…”

Section: Inquiries Into Learning and Inquiries Into Schooling: Blendementioning

confidence: 99%

“…Gulati's (2008) discussion of compulsory online discussions is particularly useful here. In his examination of some of the issues that arise in online course design, Gulati (2008) suggests course designers need to be aware of issues of safety, trust, control and choice. In the following pages we consider all of these issues in the context of the courses we teach.…”

Section: Inquiries Into Learning and Inquiries Into Schooling: Blendementioning

confidence: 99%

“…This permanent archive of conversation can cause both instructors and students anxiety concerning the tone, grammar and possible misreadings of their postings or emails. While Gulati (2008) argues that students often feel powerless in light of their instructor's surveillance, it is important to note that feelings of anxiety, powerlessness and vulnerability can affect instructors as well as students in the unusual faceless environments that characterize online courses. as instructors may also be under constant scrutiny.…”

Section: Creating a Healthy Rapport Without Visual Or Aural Cuesmentioning

confidence: 99%

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What is lost and what remains: an exploration of the pedagogical challenges of online discussions in two online teacher education learning communities

Armstrong¹,

Manson²

2010

L & L

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Online discussion has emerged as an increasingly common forum for conversation and professional reflection in teacher education. Across Canada, Australia, the United States and the United Kingdom, numerous universities have experimented with various forms of online discussion in teacher education programs. However, few scholars have explored the particular pedagogical challenges of creating meaningful discussions in online teacher education environments. In this paper, we examine some of these challenges and discuss how they might be met in the design of online courses in teacher education. Our intention is to provoke critical reflection on online teaching and contribute to the development of more robust online discussions in teacher education.

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“…Students are asked to address a point, make a claim, or formulate an argument citing scholarly sources and engage in a written conversation with their classmates. A critique of this practice as compulsory participation has it that by making it a requirement, the interaction become a passive and imposed knowledge rather than an example of constructivism (Gulati, 2008).…”

Section: Community Of Practicementioning

confidence: 99%

In Search of Pedagogies for Teaching Qualitative Research Online: A Vygotskian Approach

Miskovic¹,

Lyutykh²

2017

IRHE

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Little has been said on how to teach qualitative research in general and more recently on how to do so in online courses. Drawing on the cultural-historical theory of Lev Vygotsky and his followers, we engage with theoretical tenets that inform a design of an online qualitative research course in a private liberal arts university in the United States with large enrollments of doctoral students in leadership studies. Through examination of constructivist approaches to online education that are integrated within our classroom practices, we highlight unique challenges of teaching qualitative research online and offer insights to inform instructors of similar courses with intent to continue an important conversation about complexities of teaching qualitative research.

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Compulsory participation in online discussions: is this constructivism or normalisation of learning?

Cited by 48 publications

References 12 publications

Digital culture clash: “massive” education in theE-learning and Digital CulturesMOOC

Digital culture clash: “massive” education in theE-learning and Digital CulturesMOOC

What is lost and what remains: an exploration of the pedagogical challenges of online discussions in two online teacher education learning communities

In Search of Pedagogies for Teaching Qualitative Research Online: A Vygotskian Approach

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