The design of an empirical cross-boundary collaborative open learning framework

Chrissi Nerantzi

doi:10.5944/openpraxis.10.4.907

Abstract

This paper reports on the design and development of an empirical cross-boundary, collaborative open learning framework for cross-institutional academic development. The framework is one of the key outputs of a phenomenographic study into the lived experience of open learners in two open cross-institutional courses. Data was collected through individual interviews from 22 study participants from two courses that made up a collective case study. These courses were offered by UK higher education institutions in collaboration with informal partners nationally and internationally and were selected as these had different collaborative learning features built-in that could be explored. Course participants in these two courses include academic staff who teach or support learning and further open learners. The empirical design framework is proposed to support the development and implementation of cross-boundary collaborative open learning approaches within cross-institutional academic development and may also be useful in further learning and teaching settings in higher education.

Highlights

This study is in an emerging area of open education where relatively little evidence-based research is available linked to academic development
This paper reports on the design and development of an empirical cross-boundary, collaborative open learning framework for cross-institutional academic development
This paper reports on the design of the cross-boundary collaborative open learning framework, a key output of an empirical study in which the authentic lived collaborative open learning experience in cross-institutional academic development settings was explored

Summary

Introduction

This study is in an emerging area of open education where relatively little evidence-based research is available linked to academic development. The framework is a dynamic design tool for academic developers, through which key characteristics of collaborative open learning as a learner choice in cross-institutional courses have been identified and synthesised This empirical design framework is a direct output from the phenomenographic findings, the categories of description (Appendix 2), the outcome space, the final output of a phenomenographic study (Appendix 3) and a discussion of relevant literature (Nerantzi, 2017) and is intended to be used as a design tool. The engagement patterns included in the framework associated with collaborative open learning are, ‘selective collaboration’ and ‘immersive collaboration’ They are well supported in the phenomenographic outcomes and reflect the category of description ‘collaboration as engagement in learning’ as depicted in the outcome space in Area B: Lived experience (Appendix 3). Being aware of learners’ needs may help facilitators and learners to reduce potential challenges experienced in collaborative open learning in groups, especially where a higher level of commitment to others is required or expected

Design considerations

Conclusions