Distance Education in Transition - Master of Distance Education ...

Visions of Autonomous Learning
� have opportunities, and are compelled, to express their ideas, thoughts and
knowledge verbally, partly even orally,
� are obliged to communicate clearly and comprehensibly,
� learn from other group members,
� enjoy the feeling of solving problems together,
� are additionally motivated.
A particularly attractive form of self-directed and self-responsible learning can be
achieved if a knowledge building community (Scardamalia & Bereiter, 1992) can be
established successfully in which several learners communicate via a central computer.
Originally these knowledge-building communities were developed in thriving scientific
disciplines, such as cellular microbiology. Here the researchers work jointly on the same
subject and inform each other regularly about what they have experienced, discovered
and worked out. At the same time they may criticise or praise information and texts they
have received from other members of the community. In this way a virtual project group
is created which produces new knowledge through joint discussions and individual
contributions. This model was also applied in schools. Its pedagogical advantages are
obvious: not only are we faced here with an ambitious form of »autonomous learning«, but
also with »partnership learning« and »group learning«, which strengthen the components of
»communicative learning«. Furthermore, new knowledge structures are developed here
jointly, which can be interpreted roughly in accordance with the radical constructivist
learning model (cf. Siebert, 1996, p. 16).
A form of autonomous learning is being developed here which leaves expository teaching
and receptive learning far behind, replacing them with independent achievements. The
new learning behaviour manifests itself in the search for, and assessment and application
of, suitable information and in careful (written!) communication and co-operation. The
proximity to learning by doing research and to academic work in general is remarkable.
7.5. Distributed Problem-based Learning
Problem solving is an acknowledged traditional goal of instructional design. It is a process
of recognising an obstacle or difficulty and of devising and testing possible solutions.
The pedagogical value of it is obvious when the learners generate new ideas, unique ways
to solve the problem, contribute new ideas and identify new problems. This method is
attractive as its high thinking levels can result in new learning. The traditional group
learning method distinguishes eight stages: problem definition, analysis, generation of
alternatives, selection and synthesis of optimal solutions, controlled implementation,
evaluation and revision.
What happens to this process when it is performed by autonomous learners in “networked
computer-supported collaborative learning environments (CSILE)”? Som Naidu (2003,
p. 356), by referring to Evensen & Hmelo (2000), analysed this situation meticulously.
He identified 15 stages. The main advantage of this scenario is that each learner combines
rigorous self-study with collaborate learning. Each learner is informed by the ideas,
thoughts and approaches of each member of the virtual group. Naidu distinguishes five
pedagogical phases of this process:
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