Delimiting the prospect of openness: An examination of initial student approaches to e-learning

Show simple item record Naughton, C en Roder, Howard en Smeed, J en 2012-02-15T22:24:39Z en 2011 en
dc.identifier.citation International Review of Research in Open & Distance Learning 12(2):103-121 2011 en
dc.identifier.issn 1492-3831 en
dc.identifier.uri en
dc.description.abstract When converting from a paper-based distance mode to an online mode of teaching, certain expectations arise that students may engage not only in the development of extended research activity but that the quality of discussion and thinking will change. With access to open-ended discussion within the online forum the opportunity is afforded to students to share ideas and in turn develop their shared knowledge, a facility denied to them when in the paper distance mode. However, in a recent study conducted in New Zealand, it was shown that despite having access to online forums students moving to an online platform refrained from participation in this social exchange. A possible explanation for this indifference was thought to be the students realising that the online exchange made no impact on their assessment. Hence, the collaborative rhetoric of Web 2.0 made little impact when the summative evaluation remained unchanged from previous paper-based assessment. This paper reports on the introduction of online learning at a private tertiary college in New Zealand and describes the response of students who found difficulty in reconciling a community of learners and openness within what was perceived as an evaluation that remained individualistic and competitive in nature. en
dc.publisher Athabasca University Press en
dc.relation.ispartofseries International Review of Research in Open & Distance Learning en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Delimiting the prospect of openness: An examination of initial student approaches to e-learning en
dc.type Journal Article en
pubs.issue 2 en
pubs.begin-page 103 en
pubs.volume 12 en
dc.rights.holder Copyright: Athabasca University en
pubs.end-page 121 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 240507 en
pubs.record-created-at-source-date 2011-11-15 en

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