Engagement in Professional Online Learning: A Situative Analysis of Media Professionals Who Did Not Make It Article
Dorit Maor, Simone Volet, Murdoch University, Australia
IJEL Volume 6, Number 1, ISSN 1537-2456 Publisher: AACE, Chesapeake, VA
This article discusses the multi-faceted challenges experienced by professionals embarking on professional development online. It is argued that the barriers to successful completion identified in the literature reflect the complex, overlapping, and not always supportive social systems in which professional learners are embedded. A "person-in-context" perspective is proposed to examine the situatedness of professional online learning challenges. Indepth interviews with 30 media professionals who started a course, gradually disengaged, and finally, dropped out were completed. The situative analysis highlighted how challenges emerged at the intersection of work, home, and study environments. Three major educational issues for the development of professional online learning are identified: the importance of recognising professional study as an integral part of work; the significance of congruence between online study features and professional learners' characteristics; and, the need for course developers to further enhance their technological and pedagogical capacity in the area of professional online learning.
Maor, D. & Volet, S. (2007). Engagement in Professional Online Learning: A Situative Analysis of Media Professionals Who Did Not Make It. International Journal on E-Learning, 6(1), 95-117. Chesapeake, VA: AACE. Retrieved March 10, 2014 from http://www.editlib.org/p/6203.
© 2007 AACE
- Aitken, J. E., & Shedlesky, L. J. (2002). Using electronic discussion to teach communication courses. Communication Education, 51(3), 325-331.
- Althaus, S. L. (1997). Computer-mediated communication in the university classroom: An experiment with online discussions. Communication Education, 46(2), 158-174.
- Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. A. (2000). Perspectives on learning, thinking and activity. Educational Researcher, 29(4), 11-13.
- Arbaugh, J. B. (2001). How instructor immediacy behaviours affect student satisfaction and learning in web-based courses. Business Communication Quarterly, 64(4), 42-54.
- Atack, L., & Rankin, J. (2002). A descriptive study of registered nurses’ experiences with Web-based learning. Journal of Advanced Nursing, 40(4), 457-465.
- Atack, L. (2003). Becoming a Web-based learner: Registered nurses’ experiences. Journal of Advanced Nursing, 44(3), 289-297.
- Berge, Z. L. (2002). Obstacles to distance training and education in corporate organisations. Journal of Workplace Learning, 14(5/6), 182-189.
- Billett, S. (1998). Appropriation and ontogeny: Identifying compatibility between cognitive and sociocultural contributions to adult learning and development. International Journal of Lifelong Education, 17(1), 21-34.
- Bocchi, J., Eastman, J. K., & Owens Swift, C. (2004). Retaining the online learner: Profile of
- Boekaerts, M. (1999). Motivated learning: The study of student-situation transactional units. European Journal of Psychology of Education, 14, 41-55.
- Brooker, R., & Butler, J. (1997). The learning context within the workplace as perceived by apprentices and their workplace trainers. Journal of Vocational Education and Training, 49(4), 487-510.
- Cunningham, J. (1998, February). The workplace: A learning environment. Paper presented at
- Curran-Smith, J., & Best, S. (2004). An experience with an online learning environment to support a change in practice in an emergency department. Computer Information for Nurses, 22(2), 107-110.
- De Corte, E., Greer, B., & Verschaffel, L. (1996). Mathematics learning and teaching. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 491-549). New York: MacMillan.
- EdNA VET Online (2005). A National Project to support the organisation and retrieval of
- Frith, K. H., & Kee, C. C. (2003). The effect of communication on nursing student outcomes in a Web-based course. Journal of Nursing Education, 42(8), 350-357.
- Gallagher, J. (2001). E-Learning success depends on employees’ role. Insurance and Technology, 26(7), 55.
- Gorard, S., Selwyn, N., & Williams, S. (2000). Must try harder! Problems facing technological solutions to non-participation in adult learning. British Educational Research Journal, 26(4), 507-521.
- Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st Century: A framework for research and practice. London: Routledge Falmer.
- Greeno, J. G. (1998). The situativity of knowing, learning and research. American Psychologist, 53(1), 5-26.
- Gwele, N. S. (2000). Online teaching and learning in a graduate course in nursing education. Curationis, 23(3), 20-25.
- Hartley, R., Mills, M., & Cupitt, M. (2004). A case study in mainstreaming flexible learning in health: Perspectives from the bush. Australian Health Review, 27(1), 131-133.
- Hickey, D. T. (2003, August). Engaged participation: A stridently sociocultural alternative to intrinsic motivation. Paper presented at the 10th Biennial Conference of the European Association for Research on Learning and Instruction, Padova, Italy.
- Hoag, A., & Baldwin, T. F. (2000). Using case-method and experts in inter-university electronic learning teams. Educational Technology & Society, 3(3), 337-348.
- Maor, D. (2003). Teacher’s and students’ perspectives on on-line learning in a social constructivist learning environment. Technology, Pedagogy and Education, 12(2), 201-218.
- McCaslin, M. (2004). Coregulation of opportunity, activity, and identity in student motivation. In D. McInerney & S. V. Etten (Eds.) , Big theories revisited (Vol. 4, pp. 249-274). Greenwich, CT: Information Age.
- McKavanagh, C. W. (1996). Comparison of classroom and workplace learning environment. In J.
- Nocente, N., & Kanuka, H. (2002). Professional development in the online classroom. The Canadian Journal for the Study of Adult Education, 16(1), 34-55.
- Phillips, R. (2005, February). Beyond the "warm bath": Using audio documentary as an online teaching tool. Paper presented at the Teaching Learning Forum, Murdoch University, Western Australia.
- Pintrich, P. (2000). Educational psychology at the millennium: A look back and a look forward. Educational Psychologist, 35(4), 221-226. Maor and Volet
- Rossett, A., & Schafer, L. (2003). What to do about e-dropouts. Technology and Development, 57(6), 40-46.
- Sadler-Smith, E., Down, S., & Lean, J. (2000). "Modern" learning methods: Rhetoric and reality. Personnel Review, 29(4), 474-490.
- Salmon, G. (2002). E-tivities: The key to active online learning. London, UK: Kogan Page.
- Salomon, G., & Perkins, D. N. (1998). Individual and social aspects of learning. In P. D. Pearson & A. Iran-Nejad (Eds.), Review of research in education (Vol. 23, pp. 1-24). Washington: AERA.
- Schmitt, M. B., Titler, M. G., Herr, K. A., & Ardery, G. (2004). Challenges of web-based education in educating nurses about evidence-based acute pain management practices for older adults. Journal of Continuing Education in Nursing, 35(3), 121-127.
- Sims, R. (2003). Promises of interactivity: Aligning learner perceptions and expectations with strategies for flexible and online learning. Distance Education, 24(1), 85-103.
- Smith, P. J. (2000). Flexible delivery and apprentice training: Preferences, problems and challenges. Journal of Vocational Education and Training, 52(3), 483-502.
- Smith, P. J. (2001). Technology student learning preferences and the design of flexible learning programs. Instructional Science, 29, 237-254.
- Smith, P. J. (2003). Workplace learning and flexible delivery. Review of Educational Research, 73(1), 53-88.
- Smith, P. J., & Henry, J. (2000). Case studies in new technology. Melbourner: TAFE-Frontiers.
- Smith, P. J., Robertson, I., & Wakefield, L. (2002). Developing preparedness for flexible delivery of training in enterprises. Journal of Workplace Learning, 14(5/6), 222-232.
- Smith, W. E. (1994). Computer-mediated communication: An experimental study. Journalism Educator, 48(4), 27-33.
- Steckler, A., Farel, A., Bontempi, J. B., Umble, K., Polhamus, B., & Trester, A. (2001). Can health professionals learn qualitative evaluation methods on the World Wide Web? A case example. Health Education Research, 16(6), 735-745.
- Turner, J. C. (2001). Using context to enrich and challenge our understanding of motivational theory. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 105-128). Amsterdam: Elsevier Science.
- Turner, J. C., & Meyer, D. K. (2000). Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35(2), 69-85.
- Volet, S. E. (2001). Understanding learning and motivation in context: A multi-dimensional and
- Volet, S. E. (2004). Understanding learning and motivation in context: What do alternative
- Warner, D., Christie, G., & Choy, S. (1998). The readiness of the VET sector for flexible delivery including on-line learning. Brisbane, Australia: Australian National Training Authority.
- Weaver, P. (2002). Preventing e-learning failure. Technology and Development, 56(8), 45-50. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
- Wilkinson, A., Forbes, A., Bloomfield, J., & Fincham Gee, C. (2004). An exploration of four
- Wilson, G., & Stacey, E. (2004). Online interaction impacts on learning: Teaching the teachers to teach online. Australasian Journal of Educational Technology, 20(1), 33-48. Yukselturk, E., & Inan, F.
- Zhang, J., Sun, Y., Wang, X. & Wu, G. (2003). How do learners utilize the course package and
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.