LONG-DISTANT LEARNING AND SOCIAL NETWORKS.
AN INVESTIGATION INTO THE SOCIAL LEARNING ENVIRONMENT OF ON-LINE STUDENTS
Gurmak Singh, Vincenza Priola,
University of Wolverhampton, UK.
Over the last decade there has been a significant increase in the use of information
communication technologies in higher education. The several advantages of
computer-mediated learning over traditional approaches have been reported in the
literature which emphasise the incorporation of individual learning strategies (e.g.
Paterson and Rosbottom, 1995); the shift of the degree of control to learners (e.g. Naidu,
Barrett and Olsen, 1995) and the encouragement of active learning, flexible delivery and a
learner-centred approach (Harasim et al., 1995; Mason and Kaye 1989; Berge and Collins,
1995).
Compared with face-to-face interaction, online interaction is usually asynchronous and
hence adds the benefit of being more reflective. While it lacks the uses of the
face-to-face context, and the immediacy of feedback of synchronous communication, it
creates a record of the interactions in a series of messages which can be re-read,
analysed and even quoted (Mason, 1998). Research on learning has traditionally focused on
the individual as isolated within his or her environment. However, more recently,
attention has shift towards the learners social contexts and aspects such as
collaboration and co-operation (Glaser, 1990; Kaye, 1992; Fowler 1999). While there is a
growing recognition that much of the learning may occur outside the formal classroom
environment (e.g. Fowler and Mayes, 1997), there are many views of situated learning. For
example, Lave and Wenger (1991) emphasise a wider social context exploring relationships
between the wider identifiable groups of people.
For situated learning the increased interactions amongst learners, groups of learners,
instructors and tutors is provided by electronic communications supported by learning
technologies. Such environments have been shown to enhance learning outcomes in many
different ways, including improvement in the quantity and quality of the learning
experience (Grabinger, 1995). Furthermore, such technological environments remove the
logistical problems encountered by traditional approaches and may improve collaboration
between learners. Whilst online technologies offer many benefits they will not in
themselves improve or cause changes in learning. What improves learning is well-designed
instruction (Paterson and Rosbottom, 1995), motivation to learn and ability to working
independently.
Using Fowler and Mayes (1999) framework, the paper investigates the socio-learning
environment of learners studying an on-line program. Five exploratory group interviews
were carried out with sixteen participants. The main aim was to develop an understanding
of the meanings attached to learner experiences in an on-line environment. Respondents
were asked to share their experiences, to describe whatever events seemed significant to
them, and to provide their own definitions of their situations. Semi-structured interviews
with twenty-one participants followed the first phase of data collection. These were
designed to explore the causality of relationships among the concepts identified in the
first interviews.
The key anchor themes were identified from the raw causal statements. The concepts
mentioned frequently were grouped together into the framework identified by Fowler and
Mayes (1999). Using the social network theory specifically addressing four levels of
relationships. The first level relationships consider the learning relationships between
the academic tutors and the learners. The second level relationships explore the
interaction between the learners and other parts of the institutions, such as learning
centre staff and pastoral care counsellors. The third level relationships are between the
different learners and the fourth level relationships are between learners and the outer
community, such as friends and family members.