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Towards Collaboration as Learning: Evaluation of an Open CPD Opportunity for HE Teachers

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Nerantzi, C. and Gossman, Peter (2015) Towards Collaboration as Learning: Evaluation of an Open CPD Opportunity for HE Teachers. Research in Learning and Technology, 23 (26967). ISSN 2156-7069

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Official URL: https://journal.alt.ac.uk/index.php/rlt/article/vi...

Abstract

Flexible, Distance and Online Learning (FDOL) is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL) design(FISh) to foster collaborative learning. How this was experienced by participants and how it affected learning within facilitated small groups are explored in this paper. Findings show that authentic learning in groups can be applied directly to practice, and greater flexibility and a focus on the process of collaborative learning has the potential to increase engagement and learning.

Item Type:	Article
Additional Information:	This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix,transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.
Uncontrolled Discrete Keywords:	distance learning, teachers, online instruction, teaching, problem-based learning, academic development, phenomenography, open educational practice
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	College of Arts, Humanities and Education > School of Education
Related URLs:	https://journal.alt.ac.uk/
Copyright Info:	Open access article
Depositing User:	Peter Gossman
Date Deposited:	07 Apr 2019 09:21
Last Modified:	17 Jun 2020 17:28
URI:	https://eprints.worc.ac.uk/id/eprint/7824

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