Richter, Uwe Matthias; (2023) Understanding (professional) learning in online and distance work-based university degree courses: an exploratory study - Implications for curriculum design. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

This research investigated two online, distance, work-based learning (ODWBL) courses to identify how learning takes place in such courses and (related) workplaces, and which factors affect learning. The two courses were the Postgraduate Certificate in Learning and Teaching in Higher Education (LTHE) and the Postgraduate Certificate in Medical and Health Care Education (MHCE), both taught at Anglia Ruskin University (ARU). The research aimed to identify, what facilitated the knowledge transfer from the course to the workplace, specifically how students learned on an ODWBL course and then applied, used and shared the course knowledge in the workplace. The literature review positioned these two courses within the field of work-based learning, distance and online curriculum models, and teacher development in Higher Education (HE). I analysed how learning takes place in online courses and the workplace informed by Evans et al.’s (2010) recontextualisation framework. The research used a case study methodology and qualitative research (i.e., surveys, interviews, and participant reflections). My research findings which have implications for the design and delivery of ODWBL courses are: • All four types of Evans et al.’s (2010) recontextualisations are interlinked. • Learner engagement patterns and needs vary between different learners and activities which need to be considered in course pedagogic design and facilitation. • While a virtual learning community is important for some learners it should not be the only pedagogic design focus. • The transfer of knowledge from the online course to the workplace can be scaffolded and enhanced through authentic activities and assessments. While learning journeys can be scaffolded, the responsibility for learning success is ultimately the learners. The findings suggest a range of skills and approaches for learners to succeed. Finally, the depth of impact the learner achieves with recontextualising course knowledge in their workplace depends on whether their workplace culture is restrictive or expansive.

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