同步非正式和正式学习空间以促进在线协作学习

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2020-11-01 DOI:10.1080/18146627.2021.1954536
A. Venter
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引用次数: 2

摘要

在线学习越来越多地用于提供学生之间的学习延续和促进学生之间的互动,但学校面临着学习管理系统参与率低和辍学率高的挑战。与此同时,学生们在一系列线下和在线平台上进行广泛的、以需求为导向的非正式合作,以支持他们的学习。理解学生在不同的学习空间中自我指导学习的过程似乎是相关的。在一项定性研究中,采用焦点小组和个人访谈相结合的方法,从南非大学(Unisa)一门在线课程的各种在线学生那里获得深入的反馈。Unisa是南非的一所大型开放式远程教育机构,招收来自不同社会背景的学生。在专题分析之后,关于学生合作的见解出现了,将结果置于社会资本理论框架中。研究结果表明,学生在不同的学习平台上参与社交网络,建立了各种具有学习利益的社会关系,并从各自社会关系中的社会资本基金中获得价值。在线教育者可以通过了解学生在非正式学习空间中自发参与的过程和价值来获得有用的见解,从而找到提高学生在线学习参与的方法。对于如何在无缝的学习环境中整合正式和非正式的学习空间来促进学生的协作学习,本文提供了一些实用的想法。
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Synchronising Informal and Formal Learning Spaces to Facilitate Collaborative Online Learning
Abstract While online learning is increasingly used to provide continuation and facilitate interaction between students, institutions are challenged by low participation rates on their learning management systems and high drop-out rates. At the same time, students engage in extensive, needs-driven informal collaborations on a spectrum of offline and online platforms in support of their learning. It seems pertinent to understand the process though which students self-direct their learning across different learning spaces. A combination of focus groups and personal interviews was used during a qualitative study to gain in-depth feedback from a variety of online students in an online course at the University of South Africa (Unisa). Unisa is a large open distance learning (ODL) institution in South Africa and hosts students from diverse social backgrounds. Insights about student collaborations emerged after a thematic analysis, grounding the results in a social capital theoretical framework. The results indicate that students engage in social networking across various learning platforms, establishing a variety of social ties with perceived learning benefits, deriving value from the social capital fund in the respective social ties. Online educators can gain useful insight from understanding the process and value of students’ self-initiated participation in informal learning spaces to find ways for improved student participation in online learning. Practical ideas are offered as to how student collaborative learning can be facilitated by integrating formal and informal learning spaces in a seamless learning environment.
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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