The role of crossing boundaries in collaborative open learning in cross-institutional academic development

  • Chrissi Nerantzi Centre for Excellence in Learning and Teaching, Manchester Metropolitan University
Keywords: Open education, academic development, collaborative open learning, boundary crossing, phenomenography, cross-institutional courses

Abstract

This paper reports findings relating to boundary-crossing experiences from a phenomenographic study which explored collaborative open learning in two cross-institutional academic development courses. Four of the 11 categories of description and their qualitatively different variations emerged through the analysis and provide new insights into how learners experienced boundary crossing, through modes of participation; time, places and space; culture and language; and diverse professional contexts. Implications and opportunities for academic development linked to boundary crossing are highlighted in this paper, which might also be of use, and relevant to, in other professional areas and disciplines in higher education.

Downloads

Download data is not yet available.

References


Ashworth, P. D & Lucas, U. (1998) ‘What is the “world” of phenomenography?, Scandinavian Journal of Educational Research, vol. 42, no. 1, pp. 415–431. doi: https://doi.org/10.1080/0031383980420407


Ashworth, P. D. & Lucas, U. (2000) ‘Achieving empathy and engagement: a practical approach to the design, conduct and reporting of phenomenographic research’, Studies in Higher Education, vol. 25, no. 3, pp. 295–308. doi: https://doi.org/10.1080/713696153


Bamber, V. (2009) ‘Framing development: concepts, factors and challenges in CPD frameworks for academics’, Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, vol. 4, no. 1, pp. 4–25, [online] Available at: https://eresearch.qmu.ac.uk/handle/20.500.12289/610


Beetham, H. (2015) Developing Digital Know-How: Building Digital Talent: Key Issues in Framing the Digital Capabilities of Staff in UK HE and FE, Jisc, Bristol, [online] Available at: https://digitalcapability.jiscinvolve.org/wp/files/2015/08/5.-Report.pdf


British Council (2015) ‘Connecting universities: future models of higher education’, Analysing innovative models for Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka. An economist intelligence unit report produced for the British Council, January 2015, [online] Available at: http://www.britishcouncil.org/sites/britishcouncil.uk2/files/new_university_models_jan2015_print.pdf


Brown, S. (2013) ‘The 20 books that influenced educational developers’ thinking in the last 20 years: opinion piece’, Innovations in Education and Teaching International, vol. 50, no. 4, pp. 321–330. doi: https://doi.org/10.1080/14703297.2013.839390


Conole, G. (2013) Designing for Learning in an Open World, Springer, London.


Crawford, K. (2009) Continuing Professional Development in Higher Education: Voices from Below, Doctoral thesis, University of Lincoln, [online] Available at: http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis-CPDinHE-FINAL%28Sept09%29.pdf


Engeström, Y., Engeström, R. & Kärkkäinen, M. (1995) ‘Polycontextuality and boundary crossing in expert cognition: learning and problem solving in complex work activities’, Learning and Instruction, vol. 5, no. 4, , pp. 319–336.


European Commission (2013) ‘High level group on the modernisation of higher education’, in Report to the European Commission on Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions, European Union. [online] Available at: http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf


European Commission (2015) ‘Draft 2015 joint report of the council and the commission on the implementation of the strategic framework for European cooperation in education and training (ET2020)’, in New Priorities for European Cooperation in Education and Training, European Commission, Brussels, [online] Available at: http://ec.europa.eu/education/documents/et-2020-draft-joint-report-408-2015_en.pdf


Gunawardena, C., et al., (2001) ‘A cross-cultural study of group process and development in online conferences’, Distance Education, vol. 22, no. 1, pp. 85–121.


Hall, R. & Smyth, K. (2016) ‘Dismantling the curriculum in higher education’, Open Library of Humanities, vol. 2, no. 1, pp. 1–28. doi: http://doi.org/10.16995/olh.66


Healey, M., Flint, A. & Harrington, K. (2014) Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education, Higher Education Academy, York, [online] Available at: https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education


HEFCE (2011) Collaborate to Compete – Seizing the Opportunity of Online Learning for UK Higher Education, [online] Available at: http://bit.ly/gZIoBB


Liyanagunawardena, T.R. (2012) Information Communication Technologies and Distance Education in Sri Lanka: A Case Study of Two Universities, Doctoral thesis, University of Reading, [online] Available at: http://centaur.reading.ac.uk/32337/


Marton, F. (1981) ‘Phenomenography – describing conceptions of the world around us’, Instructional Science, vol. 10, pp. 177–200. doi: https://doi.org/10.1007/BF00132516


Marton, F. (1986) ‘Phenomenography – A research approach to investigating different understandings of reality’, Journal of Thought, vol. 21, no. 3, pp. 28–49, [online] Available at: https://www.jstor.org/stable/42589189


Meloni, J. (2010) ‘Tools for synchronous and asynchronous classroom discussion’, The Chronicle of Higher Education, Updated 11/11/2010, [online blog] Available at: http://chronicle.com/blogs/profhacker/tools-for-synchronousasynchronous-classroom-discussion/22902


Mittelmeier, J., et al., (2016) ‘Using social network analysis to predict online contributions: the impact of network diversity in cross-cultural collaboration’, WebScience 2016, 22–25 May 2016, Hannover, Germany, [online] Available at: https://www.researchgate.net/publication/301888670_Using_Social_Network_Analysis_to_predict_online_contributions


Morgan, T. & Carey, S. (2009) ‘From open content to open course models: increasing access and enabling global participation in higher education’, The International Review of Research in Open and Distributed Learning, vol. 10, no. 5. [online] Available at: http://www.irrodl.org/index.php/irrodl/article/view/632/1397


Nerantzi, C. (2017) Towards a Framework for Cross-Boundary Collaborative Open Learning for Cross-Institutional Academic Development, Doctoral Thesis, Edinburgh Napier University, [online] Available at: https://www.napier.ac.uk/research-and-innovation/research-search/outputs/towards-a-framework-for-cross-boundary-collaborative-open-learning-for


Nerantzi, C. (2018) ‘The design of an empirical cross-boundary collaborative open learning framework for cross-institutional academic development’, Open Praxis, vol. 10, no. 4, pp. 325–342. doi: http://dx.doi.org/10.5944/openpraxis.10.4.907


Ou, C. M. (2012) ‘The Dynamics among Non-English Speaking Online Learners’ Language Proficiency, Coping Mechanisms, and Cultural Intelligence: Implications for Effective Practice for Online Cross-Cultural Collaboration, Doctoral Thesis, Kent State University College and Graduate School of Education, Health and Human Services


Parsons, D., et al., (2012) Impact of Teaching Development Programmes in Higher Education, The Higher Education Academy, York, [online] Available at: https://www.heacademy.ac.uk/system/files/resources/hea_impact_teaching_development_prog.pdf


Pawlyshyn, N., et al., (2013) ‘Adopting OER: a case study of cross-institutional collaboration and innovation’, Educause Review, Why IT Matters to HE, Updated 04/11/2013, [online] Available at: http://er.educause.edu/articles/2013/11/adopting-oer-a-case-study-of-crossinstitutional-collaboration-and-innovation


Perryman, L.-A. & Coughlan, T. (2013) ‘The realities of “reaching out”: enacting the public-facing open scholar role with existing online communities’, Journal of Interactive Media in Education, vol. 3, [online] Available at: http://oro.open.ac.uk/39100/


Perryman, L.-A. & Coughlan, T. (2014) ‘When two worlds don’t collide: can social curation address the marginalisation of open educational practices and resources from outside academia?’, Journal of Interactive Media in Education, vol. 2, [online] Available at: http://oro.open.ac.uk/41629/1/344-2731-1-PB.pdf


Poore, M. (2016) Using Social Media in the Classroom. Best Practice Guide, Sage, London.


Sin, S. (2010) ‘Considerations of quality in phenomenographic research’, International Journal of Qualitative Methods, vol. 9, no. 4, pp. 305–319.


Stake, R. E. (1995) The Art of Case Study Research, Sage, Thousand Oaks, CA.


Traxler, J. (2007). ‘Defining, discussing and evaluating mobile learning: the moving finger writes and having writ….’, The International Review of Research in Open and Distributed Learning, vol. 8, no. 2. doi: https://doi.org/10.19173/irrodl.v8i2.346


Wall, G. (2015) ‘Future thinking: imaginative expectations for the leaky university’, Journal of Perspectives in Applied Academic Practice, vol. 3, no. 1, pp. 6–10. doi: https://doi.org/10.14297/jpaap.v3i1.153
Published
2019-02-20
How to Cite
Nerantzi, C. (2019). The role of crossing boundaries in collaborative open learning in cross-institutional academic development. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2111
Section
Original Research Articles