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Fostering a transactional presence: a practical guide to supporting work-based learners

Marsden, Frances and Youde, Andrew (2012) Fostering a transactional presence: a practical guide to supporting work-based learners. In: Part-Time study: the new paradigm for Higher Education? UALL, Leicester, UK.

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Abstract

The paper provides an assessment of the approach to delivering a foundation degree, via blended learning, for part-time students working in educational management and administration. Course development was informed by Transactional Distance Theory, empathetic tutoring and meeting the needs of adult, work-based learners with the main desire being to foster a Transactional Presence amongst students. The choice of this construct is outlined and justified. Course structure, delivery, assessment and support mechanisms are explored and analysed including consideration of the effective use of educational technologies. An evaluation of the impact of the course on the participants and the workplace gives a first hand account of the student experience of distance and blended learning, leading the paper to suggest that the blended learning delivery model ensures students feel connected to tutors, peers and the university and that the quality of dialogue is more important than the quantity of interactions.

Item Type: Book Chapter
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Schools: School of Education and Professional Development
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Early Years Childhood Youth and Community Research
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Technology Enhanced Learning Research Group
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Depositing User: Andrew Youde
Date Deposited: 31 Jul 2012 10:32
Last Modified: 06 Aug 2013 12:00
URI: http://eprints.hud.ac.uk/id/eprint/14227

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