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Rethinking Learner Support: the challenge of collaborative online learning

Thorpe, Mary (2002). Rethinking Learner Support: the challenge of collaborative online learning. Open Learning, 17(2) pp. 105–119.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/02680510220146887a
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Abstract

The use of computer-mediated communication (CMC) as an integral part of the design of distance taught courses raises interesting challenges to our thinking about course design and learner support. These have typically been conceptualised as two complementary but distinct systems in distance education, characterised by different practices often carried out by different groups of staff. Where CMC is designed as an integral part of the course, with collaborative learning as essential to assessment and study, this separation breaks down. The design of online activities is integral to both learner support and the course content, with new possibilities for open and distance learning as a result. Where the learning group itself is a resource for study and personal development, it also becomes feasible to orientate courses and programmes towards local teams and communities. Online tutors play a key role and need to develop 'the technology of conversation' and expertise in the design of activities, as part of their facilitator role. [ABSTRACT FROM AUTHOR]

Item Type: Journal Article
ISSN: 0268-0513
Extra Information: Summary version published at the SCROLLA "Symposium on Informing Practice in Networked Learning", Glasgow, 14 November 2001, http://www.scrolla.ac.uk/papers/s1/thorpe_paper.html
Keywords: Telematics; Distance education;
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 17130
Depositing User: Wendy Hunt
Date Deposited: 19 Jun 2009 08:51
Last Modified: 08 Feb 2012 11:47
URI: http://oro.open.ac.uk/id/eprint/17130
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