8 - Participatory learning culture: From spectators to creators in online learning environments

Abstract

Learning in digital culture is an increasing trend in Higher Education Institutions (HEIs). The recent COVID-19 pandemic has driven the education sector even more towards new media technologies. In a very short span of time, online learning has become a must for HEIs worldwide to continue operating. Some institutions responded in an effective way to this sudden change and were somehow prepared for teaching and learning in a digital culture. However, the full shift online caused issues for others who struggled to respond to the drastic change. Existing research shows an eagerness for the acceptance of social media and online environments in developed and to a significant extent in developing countries. However, there is still a need to explore further its implication for education. The pandemic has propelled scholars to research further on the readiness of learners to study in a digital culture. Existing literature on online learning in higher education is mostly geared towards developed nations. This chapter aims to bridge a gap in the literature by studying a category of learners still under research, hereby drawing its outcome from an analysis in a Small Island Developing States (SIDS) setting. A major aim of this chapter is to propose strategies for HEIs that would enhance learning in online environments. The first step of this study requires attention to the level of engagement learners experience in online environments. Studies have shown multiple participatory models like the Social Technographic Ladder, portraying levels of engagement ranging from passive to active roles. This chapter proposes a more recent model of online participation, the Learner Online Engagement Level (LOEL) model, derived from the analysis of seven existing models and a quantitative survey of more than 800 learners across major HEIs of Mauritius, a developing country. Some of the identified online participatory roles range from passive ‘consumer’ to more active roles like ‘conversationalist’ or ‘producer’. The study continues with an in-depth interview of learners at each level of engagement identified in the LOEL model, with an aim to propose more targeted online learning strategies, for instance, ‘embed participatory culture’, ‘shape into leaders’, ‘create social media rivers’, etc. Globalisation has resulted in further association between HEIs of developed and developing countries requiring more understanding of learners’ participatory roles to facilitate better interaction. The COVID-19 pandemic has demonstrated how important it is for HEIs to understand how learners use online environments and consequently, adopt targeted strategies for more efficient learning. This chapter acts as a guide for HEIs prone to online learning.