This thesis explores how and what people learn through networked collaborative discussions online, in order to establish whether this can be a rewarding learning experience and to address some of the gaps in our understanding of the underlying theory and pedagogy. The research examined an online distance learning programme aimed at educational professionals who were, or would be, implementing e-Iearning in their institutions in the United Kingdom. Its focus was a series of online collaborative discussions about aspects of e-Iearning. The study's virtual auto-ethnographic approach, in which the researcher experienced online learning first hand as a student, and its use of metaphor analysis and critical event recall to complement content analysis, aimed to put the learner's perspective at the centre of the research. The idea of the student as researcher rather than, for example, the teacher as researcher was also pursued. The study explores the issue of community in online learning and, in particular, the significance of non-participation ('silence') in collaborative discussions and found that valuable learning may occur, despite widespread non-participation and lack of a community of practice. However, while individuals may learn by 'lurking', the learning potential of collaboration may be reduced as a result. It is therefore important to balance the right of individuals to be silent with the group's need for collaboration. There was evidence of a strong link between metaphor and emotion. The study also suggests that online learners' language can transmit aspects of their identity, such as their values and gender, which may be a threat to the democratising nature of online learning. It is important to appreciate the significance and power of language, especially metaphors, as a teaching tool and as a means of expressing emotion, especially negative emotion, and overcoming lack of body language.

This dissertation reports research concerning the adaptation of learning systems to students' different learning styles (LSs), particularly in relation to the analysis and planning of Interactive Learning Systems (ILSs). Given the primacy of Interactive Learning and its pedagogical implication on educational designs, the motivation for this research is better understanding of students' different learning preferences and perceptions of Computer Mediated Learning Interactions (CMLIs), as this may present some insights into what and how interactivity can be incorporated more purposefully and efficiently into learning systems designs. This research undertakes a review of the literature relating to LSs' theories, which have been used to explore how individual learners approach learning, as well as different Learning Interactions in relation to Interactive Learning Systems (ILSs). The work undertaken in this research makes its contribution to the field in that it represents one of the first explicit investigations of the relationship between students' LSs (Active-Reflective/Visual Verbal dimensions) and their attitude towards different CMLIs that constitute essential part of ILSs, in terms of use, perceptions and learning preferences, from the users' (learners) perspective rather than the teachers and/or designers of these systems. The research provides evidence to support the differing views of learners of different LSs as well as evidence of common attitudes towards certain CMLIs. However, it warns against and highlights some of the limitations of using the LSs in isolation and the importance of considering other factors and aspects of students' individual differences. A model is proposed to guide the planning and design of ILSs, and to raise the designers' and teachers' awareness of learners' differences and call upon them to take necessary steps to consider actual learners' LSs in the learning design. Implications of the findings in terms of interactivity design considerations are discussed; research limitations and recommendations for future work are made.

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In TVET colleges, the traditional face-to-face mode of knowledge delivery appears to be the norm. Knowledge is often shared in a teaching space during a particular period of time. Students and a lecturer need to be in a specified venue during an allocated time slot for the learning process to take place which includes obtaining knowledge from the lecturer, sharing views and storing knowledge in their minds. There is often no interaction with the lecturer beyond the classroom. As such, learners with learning difficulties have no alternative platform into which they can get support; which compromises the quality of education and students’ success rate. The use of e-learning permits students to finalise a course in their own time and at their own location. It also implies that students are at an advantage as they do not need to go to a particular learning institution, and they can proceed with the training at their own pace. This research investigated how e-learning may be used as an enabler of learning by overcoming barriers associated with face-to-face learning. This was achieved through the development of a proposed e-learning framework based on the existing literature. The proposed framework was then tested through a survey distributed among TVET stakeholders to offer an improved framework. Furthermore, the improved framework was used to develop an e-learning architecture and prototype which can help guide institutions who wish to adopt e-learning. / Information Technology / M. Tech. (Information Technology)