Study 1 provided an opportunity to try out and test the research methods for data collection and analysis with a view to accepting and/or rejecting these. Two data gathering methods were taken forward to study 2: the learner reflective Blogs and tutor observations. Additionally content analysis was taken forward into study 2 for the purposes of data analysis. An outcome of study 1 was a focus on a qualitative methodological stance, one that is subjective and interpretive, using a case study as the research strategy. These methodological considerations are justified in section 4.2 and 4.3 in Chapter 4.
Additionally, study 2 served as the basis to try out and test the learning, teaching and assessment design that included the learning materials and the Wiki application (see Chapter 3). As a consequence changes were made to the design of the Wiki, which was adapted to include audio (podcast) and video linked to Wiki contributions. In this way, it was intended to provide additional opportunities for the collaborative experience. These are discussed in Chapter 3.
The role of the tutor was found to be a key factor in study 1 in ensuring student ownership and engagement, and in fostering a learning community. It was found that the learning activities set by the tutor should encourage this by designing activities for completion individually and in groups as an integral part of the overall module assessment (Doolan, 2006). Indeed, the role of the tutor was found to be so paramount, the study was repeated for a second year with a revised role of the tutor learning from study 1.
This work also highlighted the importance of the blend in combining face-to- face and online learning which should maximise on the pedagogic opportunities afforded by both approaches.
Study 1 explored the effectiveness of concepts and theories in the conceptual framework in Chapter 2 on pedagogical practice and helped to justify many of the assumptions made in the design of the Wiki and the face- to-face learning environments and the associated learning materials used in this thesis (see Chapter 3), particularly relating to active, social, collaborative, community and situated learning theories which are critiqued in Chapter 2. Study 1 also showed that the role of the tutor in setting up, developing and managing a collaborative Wiki learning environment is best supported by social constructivism (Vygotsky, 1978), participation and a sense of belonging (Wenger, 1998). Additionally, it is underpinned by the principles of good practice (Chickering and Gamson, 1987) in design for learning that set clear expectations, reciprocity and dialogue in the pedagogical practice. The importance of the tutor in designing a mix or ‗blend‘ between the face-to-face and Wiki learning environment that supported collaboration, interaction, engagement, reciprocity and participation amongst learners was also shown.
Results of content analysis of learner reflective Blogs used to gain insights into the learner experience in 2006 showed how the “students actively engage with the technology alongside traditional face-to-face meetings and class contact” (Doolan et al, 2006: 14). Quantitative evidence captured using a statistical counter in this work showed 35,599 hits or page loads to the Wiki
over a four week period and provided an indication of the students‘ study patterns and usage level, providing an insight that students were engaged with the Wiki technology and furthermore, how the technology supported participation and interaction amongst learners whilst they were engaged in group based assessment.
Lessons learnt through undertaking study 1 resulted in a Staff and Educational Development Association guide for tutors on setting up online collaborative learning groups using Wiki technology (Doolan, 2007b) and a publication on the use of Wiki as a means of developing learner competencies in an attempt to bridge the gap between IT profession and academia for the British Computer Society (Doolan, 2006c). Finally it was reported in the Times Higher (Doolan, 2007c) as an example of adapting curriculum and taking a risk with Wiki.
In summary, study 1 provided insights into the learner experience, their attitude and feedback relating to the Wiki designed by the tutor and used to support group-based assessment. Results showed that Wiki technology was able to support group work. However, similar to group work without technology not all learners equally participated in the group work experience. Results also showed that learners perceived the Wiki learning environment as a community to support them as ‗people‘ and the achievement of ‗tasks‘. ‗People‘ aspects of community development included ―to find someone who knows the answer and is willing to help you” (Doolan, 2007:81). ‗Task‘ aspects included “to ensure the successful completion of the tasks”.
This work also demonstrated the need for learners to feel a sense of belonging to a community “so if I put my idea forward in text, image or diagram and am not correct someone else in our group can edit it” (Doolan, 2007:81). This was particularly evident in those learners who were ‗people‘ oriented as opposed to ‗task‘ oriented. The results showed the importance for ‗task‘ oriented learners of having the opportunity to manage their learning and learning environment.
The contribution to the research in this thesis through the exploratory study, therefore, was the design and development of two learning environments (online and face-to-face) and the associated learning materials (Doolan et al., 2006; Doolan, 2006; 2007a; 2007b; 2007c) as presented in Chapter 3.
Study 1, therefore, assisted me in the development of ideas; the outcome is the crystallisation of research techniques and strategy. By testing, accepting, and rejecting research techniques, the most appropriate research techniques (necessary in answering the research question and informing the research strategy in this thesis) were made clear. The second study is described in the following section.