Developing an online learning community in Industrial Law

Abstract

In the past decade, theoretical frameworks for designing online learning communities have continued to evolve. These frameworks can provide an engaging and dynamic learning experience for online students. In the current Higher Education climate, current teaching approaches need to adapt to changing student demographics to retain student engagement. At the University of New England, a unit Industrial Law has been redeveloped as a scaffolded and activity focused online learning experience with off-campus students. The aim of this approach was to achieve a collaborative learning environment that encouraged critical thinking and communication. This paper reflects on the frameworks of online learning communities in practice, specifically relating to the instructional design process underpinning the development of online learning communities.