Βeyond the Clock Manousou

Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher education, for negotiating the dichotomy between campus-based and ICT-enabled education. The access options of BL are in focus for this dissertation, although BL is generally seen as a campus phenomenon, and shares a place perspective. The main research questions in the dissertation are 1) how BL can be understood in the context of increased access to education, moreover, (2) how time can be work as a more constructive perspective for designing ICTs in education, compared to place. The dissertation comprises five articles. The first is conceptual and concentrates on place and time in blended learning, and forms a time-based model and perspective, drawing on the tension between synchronous and asynchronous modalities instead of a place-based center-periphery model. The following article examines the differences between North American and European use of the term BL, in education and research, and finds that BL is not much used by European researchers, although the term is frequently used in educational environments. Two design and intervention studies, articles 3 and 4, make experiments using the BL time-based model. In article 3, a group of untraditional learners at a learning centre in Arvidsjaur attends a synchronous co-located study circle group and participates in an asynchronous and global Massive Open Online Course (MOOC). In article 4, nine students in a preparatory year for entering engineering studies volunteer and participate in a pilot distance course experiment, where prevention of procrastination is a high priority. For this, agile framework theory, constructivist learning theory and the time-based model are used in design and analysis. The last article (5) reconnects learning to place by discussing and adapting Triple- and Quadruple Helix theory for regional development in the knowledge society to four regional European cases. At the end of the synthesis, an outline of the access affordances with the time-based model is given, drawing on Adam’s timescape theory. The discussion of ICT integration into education is made drawing on Floridi’s Philosophy of Information, which provides many tools to view discourses of ICTs in education critically, and also envisions the concept of e-ducation in the infosphere, where other blend issues appear connected to weak artificial intelligence and the pervasive power of ICTs.

European Scientific Journal, ESJ, 2016

Over the last several years distance education (DE) class offerings at U.S. universities and colleges have been increasing at a rate of approximately 10% or more per year (Allen & Seaman, 2014). While the effectiveness of DE courses vis-à-vis face-to-face (F2F) courses has been sufficiently documented, there are few studies that compare student evaluations of the two class delivery systems. Therefore, we sought to answer the question, is there a significant difference between student evaluations of the teaching methods and styles (TM&S) of DE and F2F classes as measured on a student completed class and instructor survey, examined through the lens of Moore's Transactional Distance Theory's (TDT) constructs of student autonomy, dialogue and structure (1997, 2010, 2012)? Moore maintains that DE is not only a geographical separation of student and teacher; it is also a psychological and pedagogical separation. The twenty TM&S questions included in the survey data for 765 classes offered from September 6, 2011 to December 19, 2013 were collected and analyzed for classes identified as SOC 101 Introduction to Sociology through SOC 340 Applied Research in the Behavioral Sciences that are offered by the College of Social and Behavioral Sciences at a Mid-Atlantic Open University. A t-test analysis of variance was conducted and analyzed. The results of the study indicate that 16 of the 20 TM&S questions returned statistically significant results, 3 of 4 for student autonomy, 8 of 10 for dialogue and 5 of 6 for structure. Three of the TDT construct dialogue/interaction questions and 2 of the TDT construct structure questions returned medium effect size magnitudes. Three of the TM&S questions associated with the TDT construct autonomy returned statistically significant results with low effect size magnitudes. Based on the results of the study, we have concluded that psychological and pedagogical separation, or TD between student and teacher is reduced when the DE course structure

13th Annual Workshop of the Psychology of …, 2001

European Distance and E-Learning Network (EDEN) Conference proceedings, 2020

The results presented are part of a doctoral thesis which is being finalized. The research is centred on the online distance learning student experience in higher education, considering the variable time management, its relationship with technologies, and the virtualization of teaching and learning. Exploratory in nature, the research takes the form of a case study using a mixed methodology. One of the main objectives of the study is to contribute to the construction of a theoretical framework on the distance learning student time variable. We present a profile of academic time use by e-students (monochronic or polychronic) and suggest an intermediate profile. The conclusions point out that the profile of academic time use varies according to the degree of the course attended. It was found that undergraduate students show a more polychronic profile than masters and doctoral students.

System, 2001

. Developing autonomy in a distance language learning context: issues and dilemmas for course writers. System, 29 , pp. 341-355. For guidance on citations see FAQs. c [not recorded] Version: Proof Link(s) to article on publisher's website: http://dx.doi.org/Abstract The relationship between autonomy and the teaching and learning of languages at a distance is complex. On the one hand, in order to complete successfully a distance learning programme, learners need to develop a series of strategies and skills that will enable them to work individually. At the same time, distance learning programmes have a clear structure in which the amount, rate and content of the learning programme is determined by the course writers, and not by the student. If autonomy is about the learner being 'able to make significant decisions about what is to be learned, as well as how and when to do it' (Van Lier, L., 1996. Interaction in the Language Curriculum, Awareness, Autonomy and Authenticity. Longman, London and New York, pp. 12-13), then it would seem to be incompatible with distance learning. This paper investigates the notion of autonomy in relation to distance language learning, and examines the skills and strategies needed by those learning at a distance in order to achieve successful outcomes. It explores in particular the dilemma posed by the highly structured nature of Open University language courses and the need for learners to develop autonomous approaches. Using examples from the Spanish Diploma, it outlines ways in which autonomy can nevertheless be effectively promoted through careful attention to materials design. #

2012

This study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in "French as a Foreign Language". Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social...

2010

The integration of information and communication technologies (ICT) in course offerings in institutions of higher learning (IHLs) is the catalyst towards empowering learners to become autonomous lifelong learners. In an effort to produce quality and independent learners, Learning Management Systems (LMS) are seen as a means to assist educators in developing quality online internet based courses and websites as well as to fulfil students' needs in acquiring information anywhere and anytime. This paper explores the Malaysian perspective in addressing issues and challenges faced by adult learners in IHLs to keep abreast with this latest trend. This research paper is based on a pilot study that investigated learner autonomy via a distance learning programme in a local university in Malaysia. Initial findings indicated that first-year students lacked the confidence needed to learn autonomously. Even though they showed some confidence in planning, results indicated they needed help in organising, monitoring and evaluating their learning. If students are required to participate in asynchronous online learning, necessary steps have to be taken to ensure they are empowered with the necessary skills and tools to help them manage their own learning for their journey to become lifelong autonomous learners.

Electronic Journal e-Learning Volume, 2008

This paper presents the findings from a small scale sociological investigation which studied the way mature students manage their time while attending to postgraduate studies by e-learning. Thirty postgraduate students from the University of the Aegean, Greece, were asked to record their daily activities using a semi-structured time-use diary over a period when the demands of the course were at their peak. Follow up interviews with the students were conducted once they handed in their diaries whereby they were asked to reflect on their recorded activities. Two groups of students have emerged from analysing the diaries as having distinctive patterns of time usage; namely, married women with children and married men and single individuals. Policy implications are discussed, as the disparities in the experience of attending to e-learning programmes while at home constitute a severe source of resistance to the stated aim of elearning programmes, which is to overcome social and geographical marginalisation.

Open Oceans: Learning without borders. Proceedings ASCILITE 2018, 2018

Many universities claim to provide flexible learning opportunities, but most still require students to keep pace with prescribed curriculum delivery and assessment deadlines, and few have disrupted the academic calendar. In this paper, we report on an innovation called 'Start anytime' that was purposefully designed to break from a trimester model and instead give students the flexibility to study in their own space and pace online. Here we report on measures put in place to support students during self-paced online study, and share insights from research investigating students' expectations and experience of 'Start anytime'. For many students, the self-management required for self-paced study was a challenge, but for most students those challenges were out weighted by the benefits of flexible learning. Importantly, the majority of students thought that access to learning support and teaching staff was the same or better in 'Start anytime' units than in a timetabled unit, and many students found that self-paced study was easier and more enjoyable. Thus, we have shown that where it is carefully designed and supported, self-paced online learning and disruption of the academic calendar, can have considerable benefits for experienced adult learners who have difficulty fitting study around their busy lives.

E-Learning and Digital Media, 2014

Online learning has been conceptualized for decades as being delivered in one of two modes: synchronous or asynchronous. Technological determinism falls short in describing the role that the individuals' psychological, social and pedagogical factors play in their perception, experience and understanding of time online. This article explores the history of synchronous and asynchronous concepts and argues that an examination of students' perception of time in online contexts is required if we are to move past asynchronous-synchronous dualities toward a more nuanced understanding of how time manifests itself and affects pedagogical practices. Bakhtin's concept of the dialogic is used as a framework to explore how time in online learning has been reshaped through dialogue. A new description of time online as being polysynchronous is suggested and the illustrations provided explore the educational implications of this time shift on online discussions.