Should I really be doing this course? (H809), Week 1

This blog was to have started last week, when I started this course, but due to technology problems.......anyway, I did write down my thoughts then and will post these below. But I am now thinking - why am I doing this course? It seemed a good idea at the time - I do see a number of benefits to using elements of online learning as supplementary or flexible components of courses; whether I will be converted to completely online study remains to be seen. I want to know enough to be able to carry out valid research to see how online components could be used to develop traditional classroom-based management courses.
07/02/08

Initial thoughts – start of course - Help!
Reading postings from others, I am feeling that my technology knowledge may be lacking.
Felt a little lost without a box of books, etc. arriving; have had to print out the calendar and assignment book, as a security blanket!
Problems setting up the blog – will leave it a few days.
Found the first reading – Hiltz and Meinke – understandable and easy to follow.
Phoned IT for blog help – will get back to me within 3 working days.

Have decided to type up reflections, so they are ready to post when I do get the blog set up; so, for the first questions
The key research questions were stated on the first page. But I think asking if ‘VCs are viable’ is not the same as ‘outcomes being as good’ – this should have perhaps been clarified.
The setting is HE, so formal ‘taught’ learning, within an arts college and a technology college
Theories and concepts – VC; CMC; active participation; collaborative learning; cognitive maturity; expanding access; key skills; mastery of subject; motivation
Methods – 107 students - questionnaires (pre and post); statistical data collection (behaviour, grades); personal interviews; case reports; participant observation
Findings – inconclusive; being a viable option depends on the range of variables; need motivated students, access and key skills (the same as you would for good outcomes using other delivery methods?)
Limitations – small sample; dictated to by available technology and data collection system; assumption of typical participation
Ethics – monitoring of participants; use of pen names; using participants statements (have they been asked); poor access = poor results (unfair?)
Implications – need investment in technology access, study/key skills, teaching and learning via VCs; also teaching/facilitation skills; further research for higher level course or look at embedding skills earlier in life?
Accessed TGF and decided to post Activity 1.5, as someone else had been brave enough to do this and also because I can’t get the blog sorted out.
So, for Reading 1…
What counts as evidence?
I see this as the samples provided of the interactions and the qualitative statements from those taking part; this is key evidence used for the analysis. Also the statistical data on performance and the questionnaires, as any data generated is still ‘evidence’ – even if it is backing up the fact that conclusions cannot be made (?).

How do the two explicit research questions relate to the design of the research?
I think the first research question is a little unclear – I have a view that a ‘viable option’ (subjective? How do we measure?)is not the same as ‘good outcomes’ (measured against poorer ones, sounds reasonable). That said, the use of statistics was appropriate for this use and the collection of qualitative statements contributed to the assessment of variables (where I agree – there seemed too many).

In what ways is the wider literature used in the paper?
This was used to introduce existing views and relevant ideas, such as collaborative learning, to ‘back up’ the approach taken or explain behaviour, such as ‘cognitive maturity’.

What views of education and learning underpin the research?
The view that making ‘more learning’ available, through technology, means that it is more accessible to a wider audience and could increase participation; but this may not be the case.
Is there is also an assumption that teachers are still required to ‘deliver’ this online learning?