Self-Directed Learning and Guidance in Non-Formal Open Courses

Autor/in	Ponti, Marisa
Titel	Self-Directed Learning and Guidance in Non-Formal Open Courses
Quelle	In: Learning, Media and Technology, 39 (2014) 2, S.154-168 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2013.799073
Schlagwörter	Educational Technology; Ethnography; Open Source Technology; Online Courses; Facilitators (Individuals); Informal Education; Open Education; Expertise; Case Studies; Lifelong Learning; Nontraditional Education; Programming; Distance Education; Peer Teaching; Independent Study + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Ethnografie; Online course; Online-Kurs; Informelle Bildung; Nichtformale Bildung; Offene Erziehung; Offener Unterricht; Expert appraisal; Case study; Fallstudie; Case Study; Life-long learning; Lebenslanges Lernen; Non-traditional education; Alternative Erziehung; Programmierung; Distance study; Distance learning; Fernunterricht; Peer group teaching; Peer Group Teaching; Selbststudium
Abstract	Digital media and open educational resources (OER) are said to redraw the boundaries between learners and teachers, by weakening the centralization of expertise and the distribution of subject-matter authority. This paper presents the findings of an ethnographic study of how the use of OER mediates the relations between self-directed learners and facilitators in two online open courses offered at a non-formal educational organization. Findings highlight the different role played by OER in mediating the relations between learners and facilitators in the two courses. In one course, early-stage learners encountered difficulties in repurposing OER and needed help to move to a more advanced stage of conceptual understanding. In the other course, well-read participants used OER to develop an affinity space in which the facilitator was a fellow learner. The findings suggest that OER are better viewed as artifacts-in-interaction rather than resources to be delivered as they are to learners. Although facilitators at P2PU do not play the role of academic teachers, it is argued that the influence of OER on the facilitator role can have implications for that of the academic teachers as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10