This is a participative case study of a self-facilitating, collaborative, women’s learning group. The group’s longevity afforded a unique opportunity to investigate, in depth, both what encouraged its members to join at its outset, and what has sustained the participation of its current members for thirteen years. Its longevity also provided an opportunity to explore the impact of sustained membership on the women in the group. These two components of the study are its most significant original contributions to the existing literature which does not appear to cover anything similar. The initial raison d’étre of the group was its members’ professional development and this forms a central strand of the investigation, along with identity and self-facilitation. A pragmatic research paradigm, the collaborative nature of the group and the writer’s dual role as both participant and researcher were all influential in the decision to use a participative approach. A range of methods, chosen by the participants, was utilised during the investigation which, whilst participatory, is not emancipatory research. This experimental divergence from how a participative approach is traditionally employed is offered for consideration by researchers who wish to work in a new way that minimises power in other, non-emancipatory situations. The findings support, contradict and add to the literature. The mutuality of longevity and the depth of discourse and learning experienced by group members is a particularly striking aspect of this study. As members of the group have aged, its focus has segued from professional development to encompass a much broader agenda: it has shifted from contributing to members’ professional identity to sustaining their perceptions of self as women who remain capable of complex, critical thinking as they move out of full-time work. The longevity of the group has also fostered deep attachments between group members, despite the differences between them: sustained membership of the group, in turn, provides sustenance for its members. The significance of grounding, ground rules and group composition are highlighted, as is the need to contemplate how members will leave a group during its formation. Alignment between participants in a group is identified as important for its continuation but not always possible. This research makes no claim to offer a definitive model for collaborative learning groups but, instead poses a series of questions for consideration by others who are interested in collaborative learning.

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The thesis presents a model, suitable for the design of any type of qualification in integrative eGovernment education. The integrative approach combines education of adult learners and students and promotes international cooperation.

Collaboration is essential for some types of research, which is why some agencies include collaboration among the requirements for funding research projects. Studying collaborative relationships is important because analyses of collaboration networks can give insights into knowledge based innovation systems, the roles that different organisations play in a research field and the relationships between scientific disciplines. Co-authored publication data is widely used to investigate collaboration between organisations, but this data is not free and thus may not be accessible for some researchers. Hyperlinks have some similarities with citations, so hyperlink data may be used as an indicator to estimate the extent of collaboration between academic institutions and may be able to show types of relationships that are not present in co-authorship data. However, it has been shown that using raw hyperlink counts for webometric research can sometimes produce unreliable results, so researchers have attempted to find alternate counting methods and have tried to identify the reasons why hyperlinks may have been created in academic websites. This thesis uses machine learning techniques, an approach that has not previously been widely used in webometric research, to automatically classify hyperlinks and text in university websites in an attempt to filter out irrelevant hyperlinks when investigating collaboration between academic institutions. Supervised machine learning methods were used to automatically classify the web page types that can be found in Higher Education Institutions’ websites. The results were assessed to see whether ii automatically filtered hyperlink data gave better results than raw hyperlink data in terms of identifying patterns of collaboration between UK universities. Unsupervised learning methods were used to automatically identify groups of university departments that are collaborating or that may benefit from collaborating together, based on their co-appearance in research clusters. Results show that the machine learning methods used in this thesis can automatically identify both the source and target web page categories of hyperlinks in university websites with up to 78% accuracy; which means that it can increase the possibility for more effective hyperlink classification or for identifying the reasons why hyperlinks may have been created in university websites, if those reasons can be inferred from the relationship between the source and target page types. When machine learning techniques were used to filter hyperlinks that may not have been created because of collaboration from the hyperlink data, there was an increased correlation between hyperlink data and other collaboration indicators. This emphasises the possibility for using machine learning methods to make hyperlink data a more reliable data source for webometric research. The reasons for university name mentions in the different web page types found in an academic institution’s website are broadly the same as the reasons for link creation, this means that classification based on inter-page relationships may also be used to improve name mentions data for webometrics research. iii Clustering research groups based on the text in their homepages may be useful for identifying those research groups or departments with similar research interests which may be valuable for policy makers in monitoring research fields; based on the sizes of identified clusters and for identifying future collaborators; based on co-appearances in clusters, if identical research interests is a factor that can influence the choice of a future collaborator. In conclusion, this thesis shows that machine learning techniques can be used to significantly improve the quality of hyperlink data for webometrics research, and can also be used to analyse other web based data to give additional insights that may be beneficial for webometrics studies.

This thesis examines the collaborative development of corporate responsibility (CR) standards from the perspective of organisational learning theory. The author proposes that standards development projects can be understood as Network Learning episodes where learning is reflected in changes in structures, interpretations and practices accompanied by learning processes. Network Learning alone is seen as insufficient to reflect the diverse contributions and outcomes in the special case of CR standards. Concepts from multi-stakeholder learning like the role of dissensus in learning and the empowerment of weaker stakeholders are therefore used to create a synthesis of the two theories in a single conceptual framework. This framework is then tested against a pilot case and three case studies of corporate social responsibility (CSR) standards including the development of the new ISO international standard on social responsibility (SR). The data validates and extended this framework to yield a Multi-Stakeholder Network Learning theory capable of describing the how participants and non-participant stakeholders learn in this context. New concepts are generated from the data, like dislocated learning, which demonstrate how participants in the process and those they represent can experience quite different learning outcomes. Stakeholders whose learning is aligned with the learning of their participant representatives truly have a stake in these influential standards. However, where representatives fail to learn from those represented, the latter's stake is diminished. By shedding light on the mechanisms of effective collaborative learning this work contributes to learning theory, the practice of standardization and the normative stakeholder empowerment agenda.

This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design.

How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.

<p>This research investigates mobile learning effectiveness in higher education. Mobile learning is composition of two words Mobile and Learning. In simple words mobile learning is mobility of learners by using mobile technologies in learning environment. Many researches addressed mobile learning but few of them covered mobile learning effectiveness. This study explores mobile learning effectiveness with the help of learning theories and models. Behaviorist, cognitive, humanistic, situational, and mobile learning theories are discussed that elaborate social, psychological, and philosophical aspects of learning.  Detailed evolution of learning is also part of this report that covers the literature of distance learning, electronic learning as well as formal and informal learning. Three effective learning models are taken in consideration: the Garrison’s Community of Inquiry, the Swan’s Interactivity and Online Learning, and the Danaher and his colleagues’ model of mobile learning and teaching evaluation model. Danaher’s model is selected as a conceptual framework of the study that is composed of three elements that are engagement, presence and flexibility. Engagement is the active participation of the learner in learning activities. Presence means being there, physically or mentally, in learning activity or place. Flexibility is how easy and facilitative the system is for teachers and students. These three elements are used to determine mobile learning effectiveness.  Survey method was used as our research approach. Empirical data was collected from Linnaeus University (prev. Växjö University) Sweden, by using two separate questionnaires for students and teachers. Collected data was analyzed with respect to learning theories and the theoretical model. The result reveals the potential of mobile learning as an effective mode of learning in terms of engagement and presence but flexibilty approved to be weaker in mobile learning.</p>

This thesis reports a qualitative study of the use of multimodal technologies in museums— specifically, it examines the relationship between visitor engagement and learning, focusing on the use of multimodal technologies during school trips. The study was conducted in the Natural History Museum and the Churchill Museum, both in London, with participants from several secondary schools. These sites were chosen due to their concern for the added value of learning and public engagement, including their education-orientated investments in technology, museum activities, and architecture. In the course of data collection, visits were made to six schools and both museum sites; the participants included 117 students, 18 teachers, three museum educators, and eight museum curators and media designers. The study used a combination of video data analysis, stimulated recall interviews, document analysis, and engaging students in talk and reflection about their visit both at the museum and afterwards. The qualitative approach and multimodal analysis identify how the students’ social interactions help them construct learning through decontextualised bodily movements, which trigger contextualised discussion. The study demonstrates how multimodal analysis can be used in research to capture a wide scope of information, while maintaining a micro-level of analysis and understanding—here, capturing the detail of students’ interactions and perceptions. The findings suggest that the learning experience in museums is produced through multiple layers of interaction and through the exchange of physical and psychological behaviour among people, resources, and space. Here, the multimodal technologies with which the students engaged essentially acted as initial platforms for sensory stimuli and social interaction, supporting their peer communication and motivating them to further explore both the given topic and their own understanding of their learning methods. It was the students’ further conversation, observation, and participation, however, that created a more meaningful and entertaining learning experience in the museums.

Made available in DSpace on 2016-03-15T19:25:38Z (GMT). No. of bitstreams: 1 Flavia Mardegan.pdf: 6734833 bytes, checksum: 44c550451932b8eb4d4d20a9673e242b (MD5) Previous issue date: 2011-09-19 / This research aim to a basic matter: how planed furniture commercial consultants learn individually and collectively work processes required to the practice of their professional tasks? General objective is to comprehend the manner that individuals (planned furniture commercial consultants) have learned and learn the practice of their professional tasks, inside organizations that manufacture, sell and give assistance in the home furniture sector. To achieve this objective it was established three specified objectives: (a) indentify, describe and comprehend individual processes that this group of people uses to learn their professional tasks; (b) describe and analyze social interactions role inside organizational environment, as well context influence in learning development; (c) describe and analyze personal route from this group of people in this organization type. Research base theories and concepts are: learning which occurs in work sites in collective level; and significant learning in individual level. It was used narrative analysis of life history as a research method under descriptive and interpretative focus. Data were collected through interviews performed with five consultants. Results reveal the relation between formal and informal learning, in collective level, as well the need of a significant learning in order to new knowledge be retained in individual level. Narratives analysis revealed seven main types of informal learning, as following: a) in diary activities; b) in social interactions; c) by means of leadership; d) self-directed; e) reflection; f) observation and g) through errors. It was also identified occurrence of conditions in a manner to acquired learning that was significant to study participants. It is considered that work presented a contribution in the academic sphere to promote a theoretical complementarity between two sectors of knowledge, business management and education. / Esta pesquisa está orientada por uma questão básica: como os consultores comerciais de móveis planejados aprendem individual e coletivamente - os processos de trabalho necessários ao exercício de suas tarefas profissionais? Seu objetivo geral é compreender de que maneira os indivíduos (consultores comerciais de móveis planejados), aprenderam e aprendem o exercício de suas tarefas profissionais, dentro de organizações que fabricam, vendem e prestam assessoria na área de móveis residenciais. Para atender este objetivo foram estabelecidos três objetivos específicos: (a) identificar, descrever e compreender os processos individuais que este grupo de pessoas utiliza para aprender suas tarefas profissionais; (b) descrever e analisar o papel das interações sociais dentro do ambiente organizacional, bem como a influência do contexto no desenvolvimento da aprendizagem; (c) descrever e analisar as trajetórias pessoais deste grupo de pessoas, nesse tipo de organização. As teorias e conceitos que embasam a pesquisa são: a aprendizagem que ocorre nos locais de trabalho no nível coletivo; e a aprendizagem significativa no nível individual. Como método de pesquisa, utilizou-se a análise de narrativas da história de vida profissional, sob um enfoque descritivo e interpretativo. Os dados foram coletados por meio de entrevistas, realizadas com cinco consultores. Os resultados revelam a relação entre a aprendizagem formal e informal, no nível coletivo, bem como a necessidade de um aprendizado significativo para que o novo conhecimento seja retido, no nível individual. A análise das narrativas revelou sete tipos principais de aprendizagem informal, a saber: a) nas atividades diárias; b) nas interações sociais; c) por meio da liderança; d) autodirigida; e) reflexão; f) observação e g) por meio dos erros. Identificou-se também a ocorrência de condições para que a aprendizagem adquirida fosse significativa para os participantes do estudo. Considera-se que o trabalho apresentou uma contribuição na esfera acadêmica, por promover uma complementaridade teórica entre dois campos de conhecimento, a administração de empresas e a educação.