Introduction to project: How do social work educators scaffold students from the classroom to e-learning?

Abstract

Introduction to project: How do social work educators scaffold students from the classroom to e-learning? Research question: ‘As proposed by Salmon (2004) and Downing and Chim (2004), are reflectors and theorists particularly suited to e-learning?’ Kolb’s (1984) learning style inventory and Honey and Mumford’s (1992) learning styles 1. Learning through concrete experience – an engagement with direct experience (Honey & Mumford’s activists); 2. Learning through critical reflection – observing experience through different perspectives and judging experience by a variety of criteria (Honey & Mumford’s reflectors); 3. Learning through abstract conceptualisation – analysing experience to create new ideas, concepts and structures (Honey & Mumford’s theorists); 4. Learning through active experimentation – using these new ideas, testing theories out in practice (Honey & Mumford’s experimenters or pragmatists) Findings Learning category breakdown (n= 20) % ‘E-learning experience suited my learning style % Course delivery suited my learning style % Activist 26.3 Disagree/strongly disagree 40 Disagree/strongly disagree 20.1 Theorist 23.8 Neutral 35 Neutral 13.8 Pragmatist 26.1 Agree/strongly agree 25 Agree/strongly agree 66 Reflector 23.8 Findings may be explained by interaction of domains 2 and 3 on domain 1: TAFE statements used to determine overall course suitability to learning style Source: Dixon (2000, p.11) Domain 1 Domain 2 Domain 3 Learning goals / tasks Interaction Institutional  Learning goals were clear  Learning tasks were realistic  Learning tasks were challenging  I could take responsibility for my own learning  Generally felt motivated by learning experiences provided by this course  Enough opportunities to work with other learners or in teams  Plenty of opportunity to interact productively with the teacher  Overall the learning environment was supportive of my needs  Regular and useful feedback on my progress  Realistic assessment processes  Easy access to resources needed to complete course  Easy access to facilities and equipment needed to complete course  Administration processes easy to access and use References Dixon, J. (2000). Evaluation tools for flexible delivery. Melbourne: TAFE Frontiers. Downing, K., & Chim, T. M. (2004). Reflectors as online extraverts? Educational Studies, 30(3), 265 - 276. Honey, P., & Mumford, A. (1992). The manual of learning styles (3rd ed.). Maidenhead: P. Honey. Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. Salmon, G. (2004). E-moderating: The key to teaching and learning online (2nd Ed.). London: RoutledgeFalmer.