Subject: [IFETS-DISCUSSION:3217] RE: best practices, identity and self esteem
From: Jim Ewing (j.m.ewing@dundee.ac.uk)
Date: Thu 18 Apr 2002 - 11:10:25 MEST
Date: Thu, 18 Apr 2002 10:10:25 +0100 Subject: [IFETS-DISCUSSION:3217] RE: best practices, identity and self esteem From: "Jim Ewing" <j.m.ewing@dundee.ac.uk>
In response to Peter Isackson's suggestions I have similar experiences in my
dealings with online learning over the last few years. Of course in Higher
Education (and elsewhere) we are committed to autonomy, self-regulation and
independence in the learning we expect our students to undertake, but all of
these must not relinquish the need for personalisation and human interaction
in online learning. Clearly the challenge is how to bring these together and
to recognise that, just like classroom learning, students in online learning
have different needs and approaches (some would call this 'learning styles'
but that is a much overused and poorly defined concept, I think).
My own experience is no doubt similar to many others. I have moved from
classroom based teaching to the electronic closed network plus workshop
scenario to (now) online learning and I have done this over the last 4 years
using the same course material, which does allow a certain degree of
superficial comparison. I also have recognised that there is a substantial
amount of psychology in this and that there are differences between online and
offline learning. I happen to think that we don't yet understand enough about
the differences between these two approaches to learning.
I have adjusted my own role (as writer/teacher/tutor) quite a bit over these
few years. I have definitely 'moved back' in the physical sense, but have
moved closer to students' learning electronically. I spend vastly more time
on the course compared with the traditional lecture approach of the earlier
years, and this is not recognised or appreciated or even 'liked' by human
resource management staff ('senior management').
Some of the reasons for this change in my own approach (and they are much more
complex than can be summarised in a few sentences) rest in my commitment to a
view of ICT in learning which embraces constructivism and collaboration. To
support this view I have suggested elsewhere four principles for designing
online learning environments: peer interaction and collaboration; learner
autonomy; personalisation of learning; and the enhancement of learning
outcomes (all much too briefly stated).
The achievement of some of these principles makes a significant demand on both
parties, the teacher and the learner. As Peter said some things are
distinctly more complicated, such as establishing good learner interaction
online. I believe one important feature of that is the availability of the
tutor to come into the discussion and to make individual responses to
students' suggestions on a very frequent basis. When my course is running
online, I look at what is being submitted sometimes several times a day (and
often for several days on end) and I will respond frequently. I have the
advantage of seeing my student face-to-face at less frequent intervals and
during these sessions and in the end of course evaluation, one of the most
frequently made comments is on the value of the tutor online input - to let
them know they are 'on the right lines'. Of course a great deal of this must
be derived from the student-student interaction, but there is the inescapable
need to have confirmation from the tutor. (Is this not a human trait in
evidence in just about every lifelong learning situation?). I also happen to
believe that online learning can be depersonalising for many people and that
to make tutor contact is an important aspect of recognising the learner as a
person. I lay a lot of store by that.
This, of course, is part of the link between personalisation of learning and
self-esteem. Using the www as a vehicle for learning appeals only to some,
for others its fluidity of structure is dumbfounding, confusing and not at all
conducive to learning. That is why we all produce our own learning materials
for our own students then put it on the www for everybody (the justification
or logic of this confuses me).
The importance of self-esteem in a learning context is too important to
glossed over, however. The literature abounds with theories and research
findings about self-esteem in learning but very little of it has much to do
with online learning. In my experience, self-esteem and the associated
concepts of self-worth and self-image, matter a great deal to our students and
where autonomous self-regulated learning is the 'order of the day' we might be
in danger of not giving it sufficient attention.
There is of course much more to be said, but enough from me!
Jim Ewing
University of Dundee
Department of Education
Gardyne Road Campus
Dundee, Scotland, DD5 1NY
J.M.Ewing@dundee.ac.uk
Tel +44 (0) 1382 464367 Fax +44 (0) 1382 464900
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