Search

Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out.  For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007).  The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008).  This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion?  What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others?  The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion.  A rich set of empirical data is gathered within the case studies.  A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences.  The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context.  A framework for learning through online discussion emerges from the discussion.

Recent documents published by the Scottish Government appear to signal an increase in the importance of young people in Scotland having a voice in their education (throughout the study I refer to children of primary school age as pupils; those of secondary school age as students and will use the term young people when referring to both age groups). To some extent, this is nothing new as pupil voice has been part of the educational landscape since the 1980s. However, this begs the question that if pupil voice has been with us for nearly 40 years why is it needing to be reemphasised? What is not working? These questions come at a time when there is increasing evidence that young people want more say over their learning. Therefore, the purpose of this critical ethnographic study is to explore whether dialogue through digital media alters participants' perceptions of power and what are the consequences for young people in terms of equity in their learning and empowerment in the classroom. Using a critical ethnographic approach (through observation of pupils developing their research, observing the learning they recorded and listening to 'respectful conversations) and based on focus groups, interviews undertaken by participants during 'respectful conversations' and research undertaken by pupils, the study focused on whether participants perceived there to be a change in the relationships between teachers and young people, particularly in terms of the power relationships between them. Field notes were used to record observations of young people and staff in classrooms. Results indicated that young people did not perceive themselves as having increased power within the teacher-pupil relationship. However, there was evidence that some pupils transformed the way they thought about learning and teaching and became more confident to ask questions and take more responsibility for their own learning. A group of pupils used this confidence to undertake their own research about learning in their school and use their findings to influence the school improvement plan. They also shared their findings at the 2016 Scottish Education Research Association (SERA) Annual Conference. There was evidence for increased participation in learning when measured against theoretical models of participation. The results of the study have implications for the way teachers engage with young people and use pupil voice to support learning and school improvement. There are also implications for further discussions on the use of the term pupil voice. This study suggests that the terms 'micro-dialogue' and 'macro-dialogue' may be helpful terms to consider using when discussing how to gather young people's views on learning.