Shironica Karunanayaka J.C.N. Rajendra H.U.W. Ratnayake Som Naidu The Open University of Sri Lanka Peer-facilitated discussions to enhance OER-based e-Learning AAOU-2015; Kuala Lumpur, Malaysia 30 November-02 December, 2015
Shironica Karunanayaka
J.C.N. Rajendra
H.U.W. Ratnayake
Som Naidu
The Open University of Sri Lanka
Peer-facilitated discussions
to enhance
OER-based e-Learning
AAOU-2015; Kuala Lumpur, Malaysia30 November-02 December, 2015
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Background
� A professional development online course on
OER-based e-Learning (OEReL) was implemented
by OUSL, adapted from a core-course of CEMCA.
�A Scenario-based learning design and a
constructivist pedagogy was adopted to facilitate
knowledge construction in a collaborative manner.
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OEReL Course
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Course Design
05 Modules
• Concept and
Practices of OER
• Search and
Evaluation of OER
Materials
• Licensing and
Copyrights
• Designing Learning
Experiences for OER-
based e-Learning
• Integrating OER in e-
Learning
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Discussion Forum
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Conceptual Framework
� From a social constructivist perspective,
ICTs enable opportunities for
co-construction of knowledge by learners.
(Jonnasen, Peck & Wilson, 1999; Vygotsky, 1978)
�Asynchronous discussion forums
are proven to be effective
peer-based e-learning environments.
(Baran & Correia, 2009; Harris & Sandor, 2007;
Rourke & Anderson, 2002, Garrison, 1997 )
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COI Framework
(Source: Garrison,
Anderson & Archer, 2001, p.88)
SP
TP
CP
TP
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1. How did peer-facilitated discussions affect the
OER-based e-Learning process among educators?
2. What factors supported the peer-facilitated
discussions in enhancing OER-based e-Learning?
3. What factors hindered the peer-facilitated
discussions in enhancing OER-based e-Learning?
4. What challenges were faced by the educators in
the peer-facilitated discussions?
Research Questions
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Methodology
�A descriptive study on how peer-facilitated
discussion forum activities affected
professional development of educators in
OER-based e-Learning at OUSL.
�A Case Study Approach was adopted, which
allowed an in-depth examination and gaining
first-hand understanding of people and events
in a real life context (Yin, 2003).
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Participant Profile
Male
49%Female
51%
PhD
36%
MPhil
9%
Masters
26%
PGDip
3%
Bachelors
26%
< 5
37%
6--10
26%
11--20
17%
>20
20%
Gender Qualifications
Experience
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Data Collection Methods
�Threaded
forum
discussions
(Content Analysis)
�Participants’
self-reflections
�Focus group
discussions
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Approach to Data Analysis
(Based on COI Coding Template – Garrison et.al., 2001)
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The “Three Presences”
0
10
20
30
40
50
60
70
80
90
100
DF 1-1
DF 1-2
DF 1-3
DF 2-1
DF 2-2
DF 2-3
DF 3-1
DF 3-2
DF 3-3
DF 4-1
DF 4-2
DF 4-3
DF5-1DF 5
-2CP
SP
TP-I
TP-S
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Units of Analysis
“Good work! Seems that you have almost completed the task. (SP)
You have…described the relevance, effectiveness and importance of
selected criteria on evaluation. (CP)
However your answer would be more comprehensive if you evaluate
the OER by using the identified criteria. (TP-S)
Good luck for your final submission! ” (SP) #M2-D3-B1
“ What a colorful concept map! (SP)
You have identified the key concepts and shown their relationships. (CP)
I have some comments to improve it further... Build your key concepts
and related concepts…linking them in a logical order (TP-S)
Hope you will do a better job in the next version. Hurry up!! Tomorrow
is the deadline!!! ” (SP) #M1-Dl-G2
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Multiple Presences
� Occurrence of multiple presences within a single
unit of analysis.
� A complementary relationship between all three
‘presences’, establishing the interdependence of
the three elements (Garrison & Arbaugh, 2007).
SP
TP CP
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Effect of ‘Three Presences’
� Confirmed the fact that in a Community of Inquiry,
�Social Presence lays the base for a high level
academic dialogue,
�while the Teaching Presence created through
course design, structure and instructor's
leadership impact on meaningful learner
interactions,
�through which Cognitive Presence can be
developed.
(Garrison & Arbaugh, 2007)
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Supportive Factors
• “…The design adopted - SBL liked it very much...”
• “...The consistent structure in the modules helped facilitate my
learning experience…”
• “…I am happy about the resources…they are very relevant and
interesting…”
• “…I have been able to improve, due to the constructive
feedback given by the facilitators...”
• “…This is the beauty of online learning, having all discussions
posts stored and can be retrieved later…”
• “…The best part of this is collaborative learning that takes
place through the discussion with peers.”
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Hindering Factors
• “...I am so late in submitting this assignment …if you
have time please go through my draft and give your
suggestions…”
• “…I was not very satisfied with the reading resources
given in this section… I could not grasp the main aspects,
clearly and easily…”
• “…I was trying frantically to upload the Assignment
…finally gave up…a serious problem with the server…”
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Challenges
• The major challenge faced by the participants was
coping with the expected workload within the
stipulated timeframe.
• Some participants faced confusions in
understanding certain tasks that required
additional support.
• The ‘cognitive load’ (Sweller, 1988) had been quite
challenging for them.
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Overcoming Challenges
• The participants’ commitment and motivation
in facing challenges, especially with peer-
support, helped them successfully complete the
course.
• Continuous guidance and motivation provided
by the instructors via a general News Forum,
without disturbing the peer discussions, was
also supportive.
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Knowledge Construction
• Peer-facilitated discussion forums were very
effective in enhancing participants’
knowledge construction.
• These allowed social negotiation, where
facilitation became a shared responsibility
among instructors and learners.
• A complementary relationship and
interaction between cognitive presence,
social presence and teaching presence
supported the knowledge construction.
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Learning Experience Design
• The SBL learning experience design with OER
integration was very supportive in learning, yet
adequate time allocation is essentially needed.
• Peer-facilitated forum discussions can be
effectively used for knowledge construction,
through carefully orchestrated, well-structured
and pedagogically-sound OER-based e-learning
environments.
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Role of Instructors
• Overall, the findings reaffirm the
significant role of the instructors in
cultivating the three presences within a
peer-facilitated OER-based e-learning
environment, by enabling learners to
engage with the content through
appropriate course design, structure
and leadership .
(Garrison & Arbaugh, 2007)
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Acknowledgements
• Commonwealth Educational Media Centre for Asia (CEMCA) –
For providing the course to be adapted & financial support
• The Open University of Sri Lanka (OUSL) – For support in
implementation
• Colleagues at Wawasan Open University (WOU), Malaysia,
involved in the original course development
• Participant academic staff members of the OUSL – For their
invaluable contributions