Abstract
This paper describes a work-in-progress action research project to investigate how technology-enabled learning networks may achieve practical organisational improvement outcomes in the author’s own institution, a UK distance learning higher education (HE) context. Collaborative learning technology, typically used for academic learning or professional development, affords the geographically scattered and disparate practitioner stakeholders involved in distance learning module design and delivery the ability to grapple together with a problem area requiring improvement. In this particular context, there is a perennial organisational need to close a feedback loop between remote module tutors and campus based teams, to develop a joint understanding of teaching and learning design challenges, and to put tutors as close as possible to the development of solutions. However, there is insufficient conceptual and practical understanding about the mechanisms by which this unfolding process of technology-enabled organisational learning might happen. Conceptual frameworks in the field of learning networks and networked learning are still developing (Sloep, 2016). The aim of this research is to investigate the active use of learning networks to achieve practical improvement outcomes, and to explore a new conceptual framework covering all stages of the required learning process. The research aims to make an original contribution to the call for actionable knowledge in organisational research, using a collaborative, equitable and rigorous action-oriented and theory-building approach, which also aims to achieve measurable impact.
Highlights
Introduction and Research AimThis paper describes a work-in-progress action research project to investigate how technology-enabled learning networks may achieve practical organisational improvement outcomes in the author’s own institution, a UK distance learning higher education (HE) context
Research Questions and Objectives The primary objective of this doctoral research is to answer the following research questions: 1) What practical improvement outcomes can be achieved from the technology-enabled learning networks under investigation?
Methodology and Analytical Techniques Within a pragmatic research philosophy, action research has been chosen because the purpose of a collaborative action research strategy is to ‘understand and improve’ (Bradbury, 2015), and to engage in a project which seeks the achievement of a practical improvement outcome, in order to research about the mechanisms required to achieve it
Summary
This paper describes a work-in-progress action research project to investigate how technology-enabled learning networks may achieve practical organisational improvement outcomes in the author’s own institution, a UK distance learning HE context. Collaborative learning technology affords the geographically scattered and disparate practitioner stakeholders involved in distance learning module design and delivery, the ability to work together to grapple with a. In this particular HE distance learning context, there is a perennial organisational need to close a feedback loop between remote module tutors and campus based teams, to develop a joint understanding of teaching and learning design challenges, and to put tutors as close as possible to the development of solutions. The term ‘technology-enabled’ is used to distinguish a collaborative learning activity enabled by technology that was not previously achievable, in contrast to ‘technologyenhanced’ learning (TEL), which is intended to convey an enhancement to previously existing educational practice
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