Join Dr Liz Matykiewicz for an online lecture looking at the issue of 'Invisible' learners - is non-participation in online activities a cause for concern? Wednesday 14th June - 1pm-2.30pm.
Asynchronous online learning offers an alternative approach to traditional taught programmes, providing a unique opportunity to deliver teaching and learning experiences that are inclusive and accessible through careful curriculum design. Within the e-learning literature, engagement is identified as a critical indicator of the success or otherwise of the learning experience, for both tutor and learner (Wang et al, 2022).
Learning engagement occurs through a range of interactions between the individual learner and other learners, the tutor and the learning materials, or content (Tsai et al., 2021; Wang et al., 2022). Activities such as collaborative learner-to-learner discussions, instructor-to-learner announcements and learner-to-content materials, are designed to encourage engagement of both learner and tutor across dimensions of social, cognitive and teaching presence (Garrison et al, 2001). There is a strong argument in the literature that engagement, through active participation in online activities such as posting and reposting in discussion boards, correlates positively with academic performance. However, what does this mean for those students who do not actively participate - the invisible online learners? Brunton et al. (2022) challenge the dominant narrative around converting non-participant learners (lurkers) into active participants (posters), suggesting that we should reconsider our understanding of engagement and positively embrace "quiet participation".
Taking inspiration from this, Liz will present her first-hand experience of tutoring on completely online, asynchronous Masters programmes by exploring student engagement and reflecting on participation as an indicator of success for a positive e-learning experience.
Dr Liz Matykiewicz is a Senior Lecturer working in the School for Business and Society (SBS) at the University of York where she has pursued a career in teaching and scholarship, delivering on undergraduate and postgraduate programmes in areas of public sector and strategic management, organisational change and research methods. Her research interests fall broadly within organisational theory and management, including organisational development, leadership, change and organisational identity. Liz was awarded her PhD in Management from the University of York in 2011, a qualitative case study which explored clinical leadership role and identity construction within the English National Health Service. Liz currently holds the post of Deputy Associate Dean for Online Teaching & Learning with responsibility for leading the development of the School’s online education delivery and student experience. Drawing upon five years’ experience of designing and tutoring postgraduate online modules, she has developed a keen interest in the pedagogical opportunities and challenges that educators and students experience within the asynchronous online teaching and learning environment. Before joining the University of York, Liz worked in both not-for-profit organisations and academia, in teaching, research and project management roles for The British Council, The King’s Fund and Northumbria University. She has published research, receiving the Top Article award for a Special Issue in Gender in Management - An International Journal (Matykiewicz & McMurray, 2013) and acts as a peer reviewer for Human Relations and Gender in Management journals. Liz has Certified Management Business Educator status and is a member of The British Academy of Management.