Student engagement : Active learners

through the co-creation of content

Helen Shiels, Ulster University Business School

Prof. Diane Sloan, Newcastle Business School

LTSE, 26th April 2017

Research Process Map

Traditional

learning processes

Examine this shift

in process/learning

Examine cross-

disciplinary approach

and produce

recommendations for

HEIs in the planning

and implementation of

online learning

modules /programmes

Co-construction

learning processes

Science students/discipline

Research Objectives 4 & 5Research Objective 3Research Objective 2

Identify enablers and

barriers in developing

effective co-creation of

content through CoI survey

and Qualitative Interviews

How?

Research Objective 1

Examine models of online

collaborative communities

Business students/discipline

Community of Inquiry Model

Relates to the degree which learners feel socially and emotionally connected with others in an online environment

Includes design of learning materials, facilitation of online discussions, and direction of cognitive and social processes for the realisation of personally meaningful and educationally worthwhile learning outcomes

Describes the extent to which learners are able to construct and confirm meaning through sustained reflection and communication

Source : Garrison, Anderson & Archer, (2000)

Joksimovic, et al (2014:1), “one of the best-researched frameworks that comprehensively explains different dimensions of online learning”

COGNITIVE PRESENCE

1. Triggering event : where an issue or problem is identified

2. Exploration : where learners investigate an issue/problem individually and collaboratively, undertake critical individual reflection, and collective discussion

3. Integration : where learners construct meaning from ideas generated during the “exploration” phase and generate potential solutions within their learning community

4. Resolution : where learners collaboratively select and apply this new knowledge to the original issue/problem identified

Methodology

CoI Survey instrument developed by Swan et al. (2008)Consists of 34 items-13 teaching presence; 9 social presence; 12 cognitive presence

• 24 student survey responses (18 business, 6 science)• 9 student interviews (6 business, 3 science)• 2 tutor interviews (business and science module co-ordinators)• Focus Group –tutors (student focus group to follow)

Emerging Themes1. Initialisation2. Investigation3. Reflection4. Problem solving and knowledge

generation

1. Initialisation - Barriers and Enablers

Enablers BarriersWide range of questions from students –could be viewed as them being engaged

Tutors see this delivery method as morework for them

Academic freedom for students to explorematerials independently - offersempowerment and deeper involvementwith the subject matter

Not all students like this degree offreedom and lack of defined structure

Stage of studies by students – those at anadvanced stage are more familiar with theonline environment and their peers

Students have natural fears due to theunknown nature of this different deliverymechanism

Leading groups can be a rich andrewarding experience

Leading groups requires more effort andcommitment by the student

Students are more exposed to their peersand tended to be more active in theirlearning.

Some students do not like this greaterexposure to their peers or value theirindividual contributions

1. Initialisation : Staff Focus Group Views

Students believe this co-creation of content approach is more academically challenging and requires more time and effort. What difficulties do you foresee in this learning and teaching approach?

Introduce diluted version in Year 1 and develop in

subsequent years

How could these difficulties be overcome?

2. Investigation - Barriers and Enablers

Enablers BarriersSharing of sources and personal/professionalwork experiences is beneficial amongststudents

The unwillingness of some students to fullyengage and share knowledge or experiences

Using externally referenced sources tocontribute to new knowledge, validates theiruse by student co-creators

The quality of these external resources isvariable and dependent on individual studentssourcing it appropriately

Richness and diversity of contributions withindiscussion boards is valued by tutors and staff

Poor participation by some students; problemof “lurkers”; negative connotations whenaligned to group assessment

Peer support and encouragement isadvocated amongst group members

Problems can arise due to lack of groupcohesion and co-operation by all participants

Can help to emulate the physical classroomexperience

Asynchronous tools fail to simulate a “live”classroom experience

Offers an active learning experience Is more academically demanding and requiresmore time and effort by tutors and students

Allowing students to self-select groups aidsfamiliarity and positive working relationships

Could result in poorly performing groups,consisting of disparate/less engaged students

2. Investigation : Staff Focus Group Views

Students often value peer learning/support. In this co-creation of content approach, they are more exposed to their peers and must be more engaged in their learning. What do you see as the implications of this?

Co-creation approach - needs to be a highly structured process, where rules are clearly defined… then everyone knows what is expected

gives a deeper level of trust with peers, and they trust the learning that goes with that

passive learners…absorb some content but not all

I think they learn much more, because they have to take on these roles…imparting knowledge”

Thoughts on students who do not participate fully, or over-rely on their peers?

3. Reflection - Barriers and Enablers

Enablers BarriersActively linking theory to practice isvalued by students

Limited range of individual’s professionalexperiences may present challenges forsome students

Student’s active collaboration, throughinternal and external communicationchannels, is evident

Not all students are actively engaged, whichcan cause resentment and additional workfor their peers

Students are focused on completingassessments and working cohesively, toachieve module success

Students perceive tutors to be less visibleand less active

The learning process can be viewed bystudents as more important that theoutcome of that learning

Some students are only motivated to passthe module

3. Reflection : Staff Focus Group Views

Students need to adopt a much more proactive approach to their learning – what are the challenges and benefits?

using their initiative as they are not being fed the solution

The learning process was viewed more important that the outcome of that learning, whereas others said their only motivation was to pass the module?

problem solving

more in-tune, astute, sophisticated and you’ll probably find they are people that will excel in other areas of their working life…they can see the value of the process

4. Problem solving and knowledge generation -

Barriers and Enablers

Enablers BarriersCo-creating new knowledge aidsunderstanding of theoretical concepts,which can be more readily applied inprofessional practice

Viewed as a different way of learning,which requires more student support,explanation and time by both tutors andstudents

A shared learning experience,incorporates personal and professionalpractice

Unwillingness by some students to shareor engage fully, defeats the purposes ofactive learning communities

Tutors may need to adopt more of afacilitator role than an instructor role

Training is required to ensure tutors cansupport students appropriately

Students acknowledge they are moreengaged in this type of module andgroupwork, and are academicallychallenged

A proactive learning approach needs to beembedded at an early stage in theprogramme of study

4. Problem solving and knowledge generation :

Focus Group Views

• job satisfaction• making students responsible for their own

learning• see students learning, not just attending

Managing and assessing groupwork fairly to reflect the efforts of all students - how?

Why would you want to adopt this co-creation approach?

• students should learn to self-manage their groups, with minimal tutor intervention• needs to be an appointed group leader…greater accountability

Students

• processes and clear set of guidelines need to be in place• tutors cannot take laissez-faire approach

Tutors

4. Problem solving and knowledge generation :

Focus Group Views

The web - it’s all about producing knowledge and content and content co-creation…how you use and analyse and work with that knowledge…is needed in today’s environment

if he can differentiate from being someone who is just a consumer, he probably feels incredibly empowered, because his role has completely changed…to me, that is great!

Students moving from “consumers of knowledge” to “producers of knowledge” – your thoughts?

Questions and Feedback