Transitioning an independent learning model to an on-line environment

In this paper, we adapt an existing on-campus model for developing independent learning skills to the online environment. The on-campus model adapted was designed to support the independent learning skills of self-management, critical thinking and creative thinking. The model addressed the aspects of contact structure, assessment tasks and feedback processes. A key feature of the model was small group work and frequent formative feedback, which we wanted to retain in the online environment. We therefore designed an approach whereby students participate in group work through a structured mix of synchronous and asynchronous activities. Feedback is provided on the outcomes produced and the group processes. A number of interesting issues with implications for educational practitioners emerged through our reflections on the transition of the model to the online environment. One was that concerns about the difficulties of group work online led us to a design that reduced the control that online students had over their learning. For instance, online students were given less freedom in the choice of assessment topics, and more direction was provided regarding interim tasks and deadlines. This was due to concerns about the difficulty of establishing student responsibilities’ and resolving conflicts in the absence of face-to-face contact. A drawback of providing greater direction is that, paradoxically, it diminishes students’ opportunities to develop the very self-management skills independent learners require. Another interesting consideration that emerged was in relation to the motivation generated by requiring students to interact synchronously, requiring them to present knowledge and ‘perform’ in front of their peers. This is analogous to students doing formal class presentations on-campus. Having a small number of such synchronous interactions is feasible. To maximise the benefits of these few sessions, we ensured that a number of interim activities led up to them, and that these activities were linked to assessments, along with students’ performance in the session itself.