Abstract
The article on which this paper reflects presented elements of a research project investigating learning interactions in online courses at two Australian universities. This paper revisits that earlier account of researching “classrooms without walls” by distilling and updating the authors’ propositions and by examining these propositions’ potential wider applicability. The twin foci of this examination relate to effective online learning designs and innovative cross-institutional research collaborations.
Highlights
Partnerships are usually defined as necessary, pragmatic and benevolent ways of organizing social welfare, in practice they are complex, contradictory and even paradoxical social phenomena.(Cardini, 2006, p. 394)This article explores some of the principles and practices of learning design enacted in specific types of interactions evident in selected online courses helping to constitute the “classroom without walls” dimension of two Australian universities
The focus is on the use of social software and Web 2.0 technologies by a research project team comprised of staff members from both universities
Within the framework afforded by this research design, the component of the research project focusing on the cross-institutional collaborative dimension of the study was facilitated by the use of social software and Web 2.0 technologies to collect and analyse the data reported below
Summary
Partnerships are usually defined as necessary, pragmatic and benevolent ways of organizing social welfare, in practice they are complex, contradictory and even paradoxical social phenomena. This article explores some of the principles and practices of learning design enacted in specific types of interactions evident in selected online courses helping to constitute the “classroom without walls” dimension of two Australian universities. The focus is on the use of social software and Web 2.0 technologies by a research project team comprised of staff members from both universities. The article outlines the possibilities of and the constraints on this particular crossinstitutional research collaboration (encapsulated in Cardini’s [2006] statement above) and thereby analyses elements of innovation in both the learning design of the courses under review and the research project investigating the interactions occurring in those courses. Concluding implications for maximising innovation in both the learning design of online courses and cross-institutional research projects
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