Collaboration and Ethics in Distance Learning Design

Authors

DOI:

https://doi.org/10.19173/irrodl.v24i4.7267

Keywords:

collaborative learning, asynchronous distance learning, online learning, learning ecosystem, social-constructivism

Abstract

Ethical education practices require that all students have access to quality learning resources, necessary learning supports, diverse learning strategies, and deep learning opportunities. When it comes to learning strategies and opportunities, collaborative learning practices foster deep learning through socio-cultural interactions, asserting that individual learning is limited compared to what can be learned as a community. Education systems have an ethical obligation to ensure that what is advocated for in curricula can be achieved and will be supported. Although K–12 curricula are typically rooted in collaborative approaches, many asynchronous secondary online learning courses continue to be associated with individual learning approaches. This research used insights gleaned from 35 survey responses and 18 semi-structured interviews with secondary asynchronous distance learning teachers to analyze how collaborative learning is actualized and examine barriers to its implementation. Collaborative online learning opportunities were increasingly prevalent when communities outside of the school were leveraged for experiential learning and when students were paced as a cohort. The data indicated that an increase in collaborative learning was not likely to occur unless the learning ecosystem valued online learning as equitably as face-to-face learning in terms of investment in research-based pedagogy, student support, teacher support, and teaching and learning resources. Until such time, distance learning students will be disadvantaged concerning building collaborative competence that can lead to deeper learning opportunities.

References

Anderson, T., & Dron, J. (2012). Learning technology through three generations of technology enhanced distance education pedagogy. European Journal of Open, Distance and E-Learning, (2). https://doi.org/10.19173/irrodl.v12i3.890

Barbour, M., & Rich, P. (2007). Social constructivist e-learning: A case study. International Electronic Journal for Leadership in Learning, 11(5). https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1161&context=ced_fac

Biem, R. (2022). Learning ecosystems: Connecting social constructivism and distance learning [Doctoral dissertation, University of Saskatchewan]. Harvest. https://harvest.usask.ca/bitstream/handle/10388/13905/BIEM-DISSERTATION-2022.pdf?sequence=1&isAllowed=y

Barkley, E., Major, C., & Cross, P. (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.). Jossey-Bass.

Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach. In P. Leithwood, N. McAdie, N. Bascia, & A. Rodrigue (Eds.), Teaching for deep understanding: What every educator should know (pp. 17–25). Corwin Press.

Billings, E., & Walqui, A. (2018). The zone of proximal development: An affirmative perspective in teaching ELLs/MLLs. New York State Education Department. http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/zone_proximal_development.pdf

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238

Brierton, S., Wilson, E., Kistler, M., Flowers, J., & Jones, D. (2016). A comparison of higher order thinking skills demonstrated in synchronous and asynchronous online college discussion posts. NACTA Journal, 60(1), 14–21. https://www.jstor.org/stable/10.2307/nactajournal.60.1.14

Creswell, J., & Plano Clark, V. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.

Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). Pearson.

Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

Ghilay, Y. (2022). Quantitative courses in higher education: A comparison between asynchronous and synchronous distance learning. Journal of Education and Learning, 11(5), 93–106. https://doi.org/10.5539/jel.v11n5p93

Gunes, S. (2019). What are the perceptions of the students about asynchronous distance learning and blended learning? World Journal on Educational Technology: Current Issues, 11(4), 230–237. https://www.ceeol.com/search/article-detail?id=961001

Hecht, M., & Crowley, K. (2020). Unpacking the learning ecosystems framework: Lessons from the adaptive management of biological ecosystems. Journal of the Learning Sciences, 29(2), 264–284. https://doi.org/10.1080/10508406.2019.1693381

Jackson, N. (2013). The concept of learning ecologies. In Lifewide learning, education, and personal development e-book. http://www.normanjackson.co.uk/uploads/1/0/8/4/10842717/chapter_a5.pdf

Lemke, J. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture and Activity, 7(4), 273–290. https://doi.org/10.1207/S15327884MCA0704_03

McMullen, B., & Rohrbach, A. (2003). Distance education in remote aboriginal communities: Barriers, learning styles and best practices. College of New Caledonia Press.

Mehall, S. (2020). Purposeful interpersonal interaction in online learning: What is it and how is it measured? Online Learning, 24(1), 182–204. https://doi.org/10.24059/olj.v24i1.2002

Merriam, S. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.

Murphy, E., & Rodríguez-Manzanares, M. (2008). Revisiting transactional distance theory in a context of Web-based high-school distance education. International Journal of E-Learning and Distance Education, 22(2), 1–14. https://www.ijede.ca/index.php/jde/article/view/38

Nardi, B. A., & O’Day, V. L. (1999). Information ecologies. Using technology with heart. MIT Press.

Offir, B., Lev, Y., & Bezalel, R. (2008). Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers & Education, 51(3), 1172–1183. https://doi.org/10.1016/j.compedu.2007.10.009

Saskatchewan Ministry of Education. (2010). Renewed curricula: Understanding outcomes. https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Renewed_Curricula .pdf

Saskatchewan Ministry of Education. (2018). Inspiring success: First Nations and Métis preK12 education policy framework. Government of Saskatchewan. https://www.saskatchewan.ca/residents/education-and-learning/first-nations-and-metiseducation

Saskatchewan Ministry of Education. (2021). K-12 school divisions in Saskatchewan. https://www.saskatchewan.ca/residents/education-and-learning/prek-12-education-early-learning-and-schools/k-12-school-divisions-in-saskatchewan

Schoonenboom, J., & Johnson, R. (2017). Wie man ein Mixed Methods-Forschungs-Design konstruiert [How to construct a mixed methods research design]. Kolner Zeitschrift fur Soziologie und Sozialpsychologie, 69(S2), 107–131. https://doi.org/10.1007/s11577-017-0454-1

Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36–52. https://doi.org/10.1080/08923647.2019.1706019

State of the Nation. (2022). Data and information. https://k12sotn.ca/data/

Statistics Canada. (2017). Focus on geography series, 2016 Census. Statistics Canada Catalogue no. 98-404-X2016001. https://www12.statcan.gc.ca/census-recensement/2016/as-sa/fogs-spg/Index-eng.cfm

Toshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. Jobs for the Future. https://studentsatthecenterhub.org/wp-content/uploads/Motivation-Engagement-Student-Voice-Students-at-the-Center-1.pdf

Walqui, A., & Van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. WestEd.

Wu, X., He, Z., Li, M., Han, Z., & Huang, C. (2022). Identifying learners’ interaction patterns in an online learning community. International Journal of Environmental Research and Public Health, 19(4), 2245. https://doi.org/10.3390/ijerph19042245

Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during COVID-19: The influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59–73. https://doi.org/10.1080/1475939X.2020.1854337

Vygotsky, L. (1978). Mind in society. Harvard University Press.

Published

2023-12-05

How to Cite

Biem, R., & Morrison, D. (2023). Collaboration and Ethics in Distance Learning Design. The International Review of Research in Open and Distributed Learning, 24(4), 194–213. https://doi.org/10.19173/irrodl.v24i4.7267

Issue

Section

Research Articles