This paper presents evidence following an analysis of data collected in relation to online learning behaviours of a group of undergraduate students at Leeds College of Music (LCoM) as they progress from level 5 to level 6 learning on the BA Music degree course, which demands a shift from a learning culture that requires independent online engagement to one in which collaborative online engagement essential.
This paper shares information relating to a pedagogical model that has been developed as a result of the critical assessment of the data collected, along with information for purposeful deployment of the model across the wider HE curriculum.
At Level 5 undergraduates at LCoM are required to work online individually to produce and submit electronic portfolios of work. At Level 6 the same undergraduates are expected to engage in online forums for discussion, upload, view and comment upon video footage of each other’s work in progress, as well as share findings from their own research in developing group outcomes for assessment.
In the first instance this research tracked the attitudes and enquiries of 40 undergraduates through monitoring the nature of their input, as well as the frequency of their input to an online community of inquiry (Garrison and Vaughan 2007). Each student was then considered in relation to their movement across a progression of networks; from competitive to cooperative then collaborative (Downes, 2013) according to their inputs. Rate of movement was tracked as discussion forums were continually monitored. The undergraduates’ recognition of movement, was also assessed and their reflections and thoughts towards the processes were explored and examined through discussions in an undergraduate focus group comprising a reliable and valid sample of the cohort.
Findings from the study show that certain online behaviours are identifiable as affecting factors to the progression of networks. These were categorised as egocentric, astute and utopian. It was also evident that those students demonstrating the behaviour associated with the astute category were consistently transient across the model, moving between competitive, cooperative and collaborative in relation to critical points in their work.
A pedagogical model has been produced as a result of this study which addresses and defines online behaviours in learning and allows for students to move between the online behaviours best suited to their work. The model is intended for deployment across the undergraduate curriculum.
Downes, S., September 12, 2013. What Are Cultures of Learning? Keynote presentation delivered to ALT-C, Nottingham, UK.
Garrison, D. & Vaughan, N,. 2007. Blended Learning in Higher Education: framework, Principles and Guidelines. Jossey-Bass, San Francisco.
|Affiliation||Leeds College of Music|