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What is the teacher’s role in promoting online collaborative dialogue in a self-organised learning environment?
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Whitehead, Michelle (2018) What is the teacher’s role in promoting online collaborative dialogue in a self-organised learning environment? PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b3439986~S15
Abstract
This EdD seeks to illuminate teachers’ perceptions of the challenges and opportunities of promoting online collaborative dialogue in a self-organised educational program primarily to question if online learning changes the role of the teacher. It is underpinned by theoretical and philosophical frameworks that address the relationship between humans and technology and uses a phenomenological approach to, firstly, explore teachers’ perceptions of their experiences about online dialogue and, secondly, to examine three examples of online dialogues, in order to understand more fully, what the role of the teachers is when a curriculum is delivered online in a self-organised learning environment.
The methodology of this project is a single case study of what I have termed
‘Class X’. Class X is a unique programme, where teaching and learning is predominantly conducted via the use of technology and, in particular, online discussions forums. The methods used include interviews with teachers (n=3), and analysis of asynchronous discussions (n = 3; these are representative of the online discussions conducted by students in Class X).
Analysis of the interview data yielded four themes. Firstly, that the teacher’s believed that online collaborative dialogue is more successful with students who have had prior technology experience. Secondly, that teachers believed that online collaborative dialogue is more successful when students have a higher academic base. Thirdly, that time, speed of process and choice of software were key factors that the teachers believed influence successful online collaboration. Fourthly, that the role of the teacher in Class X is more peripheral as children who can self-organise through technology are more autonomous learners.
Analysis of the three asynchronous discussions revealed one primary finding. That teachers were critical to the process of online collaborative dialogue in Class X. Each of these themes was explored in further depth and the final analysis suggested that the perceptions of teachers about online collaborative dialogue was linked to the teachers’ faith in technology. The teachers’ views imply that the technology was the most important factor to online collaborative dialogue and not their guidance or instruction. Consequently, this research contributes to the active debate over how far technology has a hold on the ways human beings think and interact with each other, as well as the question of what human beings are coming to value and to see as valuable in the ‘technological’ age.
| Item Type: | Thesis or Dissertation (PhD) | ||||
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| Subjects: | L Education > LB Theory and practice of education | ||||
| Library of Congress Subject Headings (LCSH): | Education, Learning, Teaching, Dialogues | ||||
| Official Date: | October 2018 | ||||
| Dates: |
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| Institution: | University of Warwick | ||||
| Theses Department: | Centre of Education Studies | ||||
| Thesis Type: | PhD | ||||
| Publication Status: | Unpublished | ||||
| Supervisor(s)/Advisor: | Wyness, Michael ; Williams, Emma | ||||
| Format of File: | |||||
| Extent: | 241 leaves: illustrations | ||||
| Language: | eng |
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