Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      But the learning has already passed: Rethinking the role of time in e-mediated learning settings

      Khoo, Elaine G.L.; Cowie, Bronwen
      Thumbnail
      Files
      Khoo & Cowie 2014 But the learning has already passed.pdf
      Published version, 408.4Kb
      DOI
       10.2304/elea.2014.11.2.176
      Find in your library  
      Citation
      Export citation
      Khoo, E. G. L., & Cowie, B. (2014). But the learning has already passed: Rethinking the role of time in e-mediated learning settings. E-Learning and Digital Media, 11(2), 176–190. http://doi.org/10.2304/elea.2014.11.2.176
      Permanent Research Commons link: https://hdl.handle.net/10289/8931
      Abstract
      Time takes on a different character when online teachers take advantage of the possibilities for interactions occurring over different scales of time. Online teachers' pedagogical link-making becomes cumulative and progressive. This article reports on a qualitative case study of a fully online postgraduate course in Educational Research Methods within a New Zealand tertiary institution where the intention was to develop a learning communtity. The study was framed within a lecturer-researcher colllaborative approach to facilitate online lecturer devel;opment. Data collected from the online postings between lecturers and students, and among students and lecturer and student interviews, revealed how postings that point towards previous group ideas, current developing ideas and forward-focused ideas at pivotal points in the course supported student reflection, collaboration, and provided for socio-emotional support albeit in different ways and means. The authors argue that there is value in explicitly considering the mediating role of time when learning is understood as multidimensional and cumulative and provide implications for further research and practice.
      Date
      2014
      Type
      Journal Article
      Publisher
      Symposium Journals
      Rights
      This article is published in the journal: E-Learning and Digital Media. © 2014 Symposium Journals
      Collections
      • Education Papers [1408]
      Show full item record  

      Usage

      Downloads, last 12 months
      62
       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement