The online learning environment—A new model using social constructivism and the concept of ‘Ba’ as a theoretical framework |
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| Authors: | Kim Bryceson |
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| Institution: | (1) School of Natural and Rural Systems Management, University of Queensland, Gatton, QLD, 4343, Australia |
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| Abstract: | Organisations that provide education are businesses and, as such, are not immune from the impact that the Internet has had
in recent years, both on the way organisations conduct their business and as a business supporting technology. Indeed, the use of the Internet as a facilitating mechanism for educational course delivery
has been growing steadily over the last 5–8 years and, although there are some significant issues that have arisen in that
time in relation to the quality of learning that can be achieved, there is no doubt that it will continue to be developed
as an educational tool. The real issue for educators is, therefore, not whether the Internet will be used in course delivery, or if it is a useful tool, but rather how can a teacher make best use of it to enhance learning? This article documents a study that has analysed five years of student
reflections on the scaffolding mechanisms used to promote and encourage learning in five Internet-based courses at the University
of Queensland run between 2001 and 2005. The courses involved include three Internet-delivered Masters coursework courses
and two Internet-delivered undergraduate courses in three different discipline areas. The outcomes of the study are: (1) a
Report Card documenting student evaluations of the scaffolding mechanisms used; (2) a What, Why, How, Where framework of scaffolding
mechanisms that are best suited to enabling deep learning through the online environment, and (3) a proposed new model of
knowledge acquisition in online learning environments entitled ESCIE, which is based on Nonaka’s SECI and Ba models of knowledge
creation. |
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| Keywords: | Ba Knowledge acquisition Learning environment Online learning Scaffolding Social constructivism |
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