Durham distance learning programmes: a personal position statement on online learning developments

I think it is fair to say that full and part time postgraduate students acquire a different skill set on their journey to covering the programme and module learning outcomes than distance learning students because of the opportunities afforded by classroom contact. They do this through formal and informal formative activities in and outside of class. While independent, solitary learning goes on, full and part time students are exposed to numerous social learning opportunities, working and interacting through groups and group networks. There is thus a strong emphasis of constructing knowledge, understanding and critical reasoning through experiential learning situations within and across class modules. On the taught MBA at Durham, for example, scenario planning, which usually finds itself on the Managing in the Competitive Environment module, is integrated with the Managing in the Global Environment module. There are also Boardroom simulations on the full time MBA programme in which Chief Executives mentor groups of students dealing with a range of high-level corporate issues. In addition, students on taught programmes have the benefit of online resources available via DUO, Durham University’s eLearning platform, though these are usually slides, notes and web links rather than more sophisticated pedagogical activity. Thus, the blended learning experience for taught programmes relies predominantly on face-to-face contact rather than web-based learning.

The distance learning experience is different, in part, because it caters for different student needs. Many of the Durham distance learning students enjoy being independent learners and we cater for this through a number of our current curriculum and assessment activities. Our distance learning students work through course materials, carry out the Self-Assessed Assignments, discuss issues with tutors, engage with the mandatory formative Tutor Assessed Assignment (TAAs) and then sit the assessments. We also cater for the collective learning experience via the Residential Weekends held twice yearly at Durham. Students enjoy the classroom activities as well as the social networking opportunities and form friendships that last.

Another reason the distance learning experience is different to that on the full and part-time courses is historic. Durham’s distance learning programmes, for example, were based on the correspondence course model of written materials, books and tutor support. This model has worked well over the years but with the development of web-based technologies we have been working to improve the breadth and quality of the distance learning experience. If all participants to distance learning programmes meet the required minimum technical specifications, online learning can provide opportunities for all to improve their competencies and skills. The richness of the learning experience can be enhanced because web-based technologies can provide a repository for learning materials and a focus for connectivity and networking. The online learning environment can thus become the distance learner’s classroom.

Online learning, like any other learning, can involve teacher-centred or learner-centred processes. Leidner and Jarvenpaa (1995) identified three broad categories of web-based learning: automating, informating and transformational. Automating refers to the substitution of face-to-face teaching with web-based media such as written notes, e-books and audio-visual slide shows or video. Although the term ‘automating’ might sound sinister it is not meant to. It covers a multitude of learning styles and can stimulate deep thinking. Further, it provides flexibility for the learner as each gets equal access to the learning experience irrespective of the time of day or week.

Informating involves the transmission of feedback in a timely manner so that misunderstandings or misinterpretations can be avoided. Feedback can take many forms but it usually involves communication that is highly detailed and specific at a personal level (e.g. an email between tutor and tutee), or more general feedback from one to a few or one to many (e.g. feedback on an assignment via the virtual learning environment or even simple intervention in discussion forums).

We have been very active in developing automating and informating aspects of web-based learning environment for our distance learners and this is something that will continue to develop. In 2006 we began the process of reforming course materials to allow module authors to introduce additional learning media that complements written materials as well as reviewing and developing DUO, the online learning platform. For example, we have worked with major publishers to embed online textbooks and their associated online resources such as multiple choice questions and audio–slide shows. There are also moves to bring in streamed videos where deemed pedagogically appropriate.

Automating and informating are both teacher-centred forms of learning. Distance learning students rely on the expertise of the authors of learning media and tutors. To repeat, this is not necessarily a ‘bad thing’. Indeed, it is something that we do well and our students like it. However, we have also been developing transformational learning experiences through the use of online seminars at Durham. By developing transformational learning, power and authority in the learning process can be devolved away from the teacher toward the learner; teaching can be more facilitation rather than instruction, and peer learning networks should develop. There are clear parallels in this transformational stage with the Gilly Salmon Computer-Mediated-Conferencing model (2000). In Salmon’s model, students who engage in CMC go through various learning stages: access and motivation, online socialization; information exchange, knowledge construction and development. However, it is only in this latter stage that learners are using a truly constructivist approach to learning.

We are moving forward on the development of transformational learning opportunities. The current assessment review on the distance learning programmes embraces both summative and formative assessments but is largely concerned with informal and formal dimensions of the latter. The outcome of this review is due later in 2007, partly because of on-going reviews of the full time postgraduate programmes. However, the current thinking from the distance learning perspective is that we need to ensure TAAs are up-to-date and meet the needs of all learners, including those who want personal feedback. There may be scope here for using the online learning environment to encourage group learning on TAAs. We have also developed an online induction unit which introduces the distance learning student to the study process and the online learning environment. And, we continue to roll out online seminars. These are currently available for all cores modules on our distance learning programmes and could well be something we extend.

There is more to be done to develop transformational learning via the online learning environment. As well as re-consider what we currently do we also need to analyse whether or how emerging web-based activities (e.g. blogs, wikis and web-conferencing) might develop the skills and competencies of our distance learners. Moreover, we need to ensure that online learning developments (automating, informating or transformational) are formalised within the curriculum.

We are thus at an interesting point in the development of distance learning at Durham. There are, of course, many challenges that we face as we move forward. For example, does everyone have appropriate web access and the appropriate skills? What additional resources and training is required to engage with the learning environment? When the assessment review concludes we need to ensure that there are opportunities for developing formative activities and assessments using synchronous and asynchronous web-based technologies which facilitate collective learning within and across modules. Such richer learning experiences will further engage learners, lower attrition rates, raise marks and develop executive competencies.

References

Leidner D E and Jarvenpaa S L (1995) The Use of Information Technology to Enhance Management School Education, MIS Quarterly, September, pp 266-291.

Salmon G (2000) E-Moderating. The Key to Teaching and Learning Online, Kogan Page, London.