Strand: Course Identity
The MSc Occupational Therapy (post graduate) course is delivered entirely online using Blackboard VLE. Although online learning can have advantages for students in allowing more flexibility across distance and time (Helbers et al 2005) and possibilities for different styles of communication (Casimiro et al 2009), the development of an online course identity can be problematic in the absence of the usual physical and visual cues available in classroom learning (Murphy 2004). We encouraged the development of an online course identity from the start in a number of ways: identifying students’ own learning needs and aspirations to build a sense of personal commitment to the course; recognising and valuing students personal, academic and professional contributions to build social cohesion and commitment to each other and introducing students to the wider academic and support team in the faculty to create a sense of belonging to a vibrant academic learning community. With an e-learning technologist, we developed a range of creative and interactive e-learning resources and activities to use in the two week induction period and the first module of the course. We utilised Salmon’s 5 stage model of online learning (Salmon 2004), in particular the ‘access and motivation’ and ‘online socialisation’ stages, to structure the e-learning resources and activities.
.The anticipated outcomes of this presentation are to:
- Evaluate a range of e-learning resources and activities used during the induction and first module of the course in promoting course identity.
- Apply pedagogical theory, in this case Salmon’s 5 stage model of online learning, to underpin the way that e-learning resources and activities are utilised.
- Consider the wider relevance of the approach to other post-graduate courses.
The session will include demonstration of some of the e-learning resources and activities and how these contributed to the formation of course identity.
Helbers, D, Rossi, D, Hinton, L (2005) ‘Students use of an on-line learning environment: Comparisons of group usage within a first year Health Communications course’, Student in Learning, Evaluation, Innovation and Development, 2 (1) P 20-33
Casimiro, L. (2009) ‘Grounding theories of W(e)Learn: A framework for online interprofessional education’, Journal of Interprofessional Care, 23(4), pp 390-400
Murphy, E. (2004) ‘Recognising and promoting collaboration in an online asynchronous discussion’, British Journal of Educational Technology, 15 (4)
Salmon, G. ( 2004). E-moderating: The key to teaching and learning online. London and New York: Taylor and Francis.