Connecting with Online Learners: Case Studies from a Scottish University

Abstract

In this chapter, we consider some of the key ideas that impact on the creation of online learning environments. By exploring some aspects of theory, namely connectivism and its relation to wider ideas of community-building, heutagogy, and motivation, we articulate some of the factors that have influenced the authors’ practice in creating online learning. We illustrate these influences by outlining examples of three courses which we have been party to creating, so that interlinked theory and practice are in evidence. By looking at a teacher education program, a childhood practice program, and a short access course, we provide examples of some of the ways in which we have scaffolded the development of learning communities, encouraged students to have autonomy over the direction of their learning, and engaged students to maintain their motivation for learning. At times, these three dimensions are interpenetrating, and in two of our case studies, longevity and ongoing improvements have enabled the authors to have confidence in the quality and value of these courses, while the third focuses on a newly created course.

Citation

Syme-Smith, L., Campbell, L. and Boyle, L. (2021), "Connecting with Online Learners: Case Studies from a Scottish University", Hoffman, J. and Blessinger, P. (Ed.) International Perspectives on Supporting and Engaging Online Learners (Innovations in Higher Education Teaching and Learning, Vol. 39), Emerald Publishing Limited, Leeds, pp. 59-72. https://doi.org/10.1108/S2055-364120210000039005