Abstract
The wikis and glossaries of learning management systems (LMSs) can be used collaboratively to create products. Yet, little research is available on how lecturers were trained to use these functions. In this paper, I report on the efficiency of the collaborative experiential learning tasks I created to train lecturers during post-graduate distance education to use the collaborative functions of an LMS. As the training happened in a distance higher education context, I facilitated learning in a second learning environment (SLE).
The research was guided by the following question: How effective were the collaborative experiential learning tasks during the training of lecturers in a distance education setting?
This mixed methods research aimed to investigate the efficiency of collaborative experiential learning tasks to understand how my practice could be improved.
I used four methods to collect data, namely:
a) netnography to analyse the discussions in the SLE to understand the efficiency of the learning tasks
b) social network analysis to better understand the efficiency of relations with other lecturers established during collaboration
c) document analysis to analyse the reflections of one of the top students to investigate the efficiency of the learning tasks from the perspective of the lecturers
d) Pearson’s correlation coefficient to investigate a possible correlation between the size of the personal development networks of the lecturers and their final marks.
The most important finding is that collaborative experiential learning tasks provided an effective method to train lecturers in a distance education setting to use the collaborative functions of an LMS. The lecturers were able to create two collaborative products, namely a wiki and a glossary. According to one of the top students, she planned to use these functions in her classroom, which indicated that transformation took place.
Secondly, the SLE played an important role during collaborative experiential learning tasks. The lecturers learned from one another, but they were also able to identify deficiencies in the instructions and provided practical solutions to improve the quality of the two products.
Thirdly, social network analysis provided an efficient method to determine if the lecturers worked together during collaborative experiential learning tasks. When the development networks which developed in the first and second SLEs were compared, it showed that the two top students did not share their knowledge in the second SLE. Instead, they formed a clique, where they supported each other. It also showed that most of the distinction candidates were woven into the core of the development network. The candidates who failed, had either isolated themselves or they had established small personal development networks.
Lastly, a medium-positive correlation was found between the size of the personal development networks of the lecturers and their final marks. It is important to note that the positive correlation was higher for the distinction candidates and very high (0.9) for the lecturers who failed.
Based on the findings, I recommend that (a) collaborative experiential learning tasks be used to train lecturers in using the collaborative tools of a learning management system, (b) SLEs be used to provide spaces where students can learn from one another to use the collaborative functions of an LMS efficiently and (c) social network analysis be used to investigate the efficiency of collaboration, but also to identify lecturers who have isolated themselves from the rest of the class. These students should be motivated to participate in discussions, as those who had established small personal development networks also tended to perform poorly compared to those who had established larger personal development networks. It is important to develop group learning skills during distance higher education to send employable graduates into the workplace.
Keywords: active blended learning; blended learning; collaborative functions; collaborative learning; cooperative learning; distance education; experiential learning; forum; glossary; learning management systems; learning oriented assessment; mixed methods research; second learning environments; wiki
- The featured image by Gerd Altmann of this article was obtained from Pixabay.