Wheeler, Kelly and Gale (2005) Indentifying Students' Changes in Professional Identity and Practice Style in Online Problem Based Learning

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Indentifying Students' Changes in Professional Identity and Practice Style in Online Problem Based Learning

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CONTRIBUTORS:

	Author:	Wheeler, Steve (University of Plymouth)
	Author:	Kelly, Peter
	Author:	Gale, Ken

CONFERENCE TITLE:

European Association for Research on Learning and Instruction

CONF. LOCATION:

None

YEAR:

2005

PUB TYPE:

Conference Paper

SUBJECT(S):

Education, Online Learning, Student Support, Professional Practice, Continuing Professional Development, Teacher Education

DISCIPLINE:

Education

HTTP:

LANGUAGE:

English

PUB ID:

103-420-154 (Last edited on 2007/03/14 04:25:11 GMT-6)

SPONSOR(S):

ABSTRACT:
We report a study into the changing professional identities and practice styles of a small group of qualified teachers during their participation in an online teaching and learning programme at Masters level study. The online module engages the group in distributed Problem Based Learning (dPBL) activities supported by online discussion. The study employs longitudinal mapping across a variety of professional contexts in which possible changes in students’ professional identities and practice styles are recorded and critically examined.

The research focuses upon both individual and group identities, and investigates the manner in which online cultures may play a part in shaping the development of individual minds. We also examine how the thoughts and activities of individuals can be seen to influence the cultural milieu. The research is grounded in spatio-temporal contexts and aligns itself to Lave and Wenger’s ‘communities of practice’ model. This involves mapping the possible changes across a variety of practice situations over a period of a year, with cross cultural and historical perspectives taken account of within the research process. Data obtained through a number of semi-structured interviews indicated that practice styles were positively influenced by course material and online discussion but that there was no firm evidence to suggest that online learning and problem based activities affected individual identities.

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