Using virtual learning environments to facilitate new learning relationships.
International Journal of Management Education, 3(2) pp. 31–41.
This paper presents a study of the use of Virtual Learning environments in the conduct of three undergraduate modules in organisational behaviour and organisational change. The study is embedded within a discussion of social constructionist, or relational, premises on person, knowing and learning. These premises promote the importance of learning relations in a conception of learning as a process of becoming a member of a knowledge community. In particular, co-learning relations are privileged over subject-object relations, evident in conventionally taught courses. The study illustrates the development of such co-learning relations and presents evidence of their impact on the learning of students and tutors involved. Rather than treat the study as complete, it is treated as an open-ended, cyclical process. Consequently, potential future developments that are supported and justified by the reported evidence are presented in place of conclusions.
||Tutor-student relations; collaborative learning; Virtual Learning Environments; Zones of Proximal
||Open University Business School
||26 Sep 2007
||02 Dec 2010 20:04
Actions (login may be required)