Managing Learning in Virtual Settings: The Role of Context

Citation

Pymm, B. (2007), "Managing Learning in Virtual Settings: The Role of Context", The Electronic Library, Vol. 25 No. 2, pp. 253-254. https://doi.org/10.1108/02640470710741395

This collection comprises 16 papers from contributors around the world (definitely no USA predominance in this collection) focusing on the role of context, rather than content, in the establishment and ongoing management of Web‐based and other e‐learning. The editors suggest that context has been somewhat overlooked in the development of these learning environments and propose that this collection provides a level of balance to help explore new principles and practices in developing successful activity‐rich, interaction‐rich and culturally rich virtual learning environments. The papers are divided into two sections – the first covering concepts, principles and theories; the second, reports from practitioners describing various case studies and their success or otherwise.

Thus the first chapters cover areas such as the multiple contexts that comprise the learning environment and the impact this has on instructional design; engineering virtual contexts for specific learning purposes; the impact that an organisation's culture of learning will have on anticipated outcomes; the notion of “dwelling” and its creation in a virtual learning setting; team activities in the virtual environment; the complexity of designing good online programs and the development of cultural values, formed through interaction with the Web, that can usefully inform the design of learning programs.

All of these papers, prepared by academics, provide a wide range of references and engage in a broad narrative discussion of some of the issues impinging on the design and delivery of on‐line educational activities. None are easy to read and this is not for the faint‐hearted. However, for those who are involved in the online delivery of course material (and increasingly, many academics are), this section provides a thought provoking platform that, at the very least, may cause you to look at your course deliveries in a different light.

The second section, providing “real life” case studies of online activities that did, or did not work, makes interesting and useful reading for practitioners more widely concerned with establishing online learning communities that work. Results of these studies and surveys are summarized, participant's views recorded and conclusions drawn. In particular, a New Zealand case study compiling the views of a number of academics involved in the delivery of online programs provides a useful insight into the day‐to‐day experience of teaching in the virtual environment.

Overall, for educationalists this is highly recommended. For those in other disciplines, who teach online classes, this mix of papers provides some insights and may provoke an interest in the broader learning context but it is not essential reading.