5.3 Data Presentation 112
5.3.6 Theme Six: Community 159
Activity theory rests on how people work together, using tools to achieve outcomes and this involves a sense of community (Kain & Wardle, 2008). According to Thuraisingam et al (2012), within the community role of the activity system the subjects (people) combine in a unified approach to achieve the object. The subject is an extension of a larger community joined by the work they have in common (Yamagata-Lynch, 2010). The community’s interests give purpose to the activity by dividing the workload into specific duties within the reach of objectives (Kain &
Wardle, 2008). Joyes (2006) argues that within the community of an activity system a researcher should consider the nature of the learning platform, determine the learners’ expectations in relation to the community, and figure how their roles can be supported. Thuraisingam et al (2012)
posit that even though people who are part of the activity system may be physically separated, their relationship and roles change if they converse in a common effort. In effect, they form a community and hence support the activity system.
Drawing from these assumptions the researcher has identified the community as a support base for the Curriculum Context and Change module, which ultimately affects students’ achievement of learning outcomes. Therefore the community members include technicians, peer students, external examiners, conference presenters and scholars in the field of curriculum, the academic cluster of Curriculum Studies, and the researcher. The technical staff will include personnel appointed by the university, as well as the Lan Manager and an expert for the AV component aspect. The technicians are part of the community because if there are any technical problems (i.e. with the computers, LMS, data projector or anything technically inclined) their services will ensure that the devices are attended to and fixed to solve the problems. This will ensure that the resources are in a good enough condition to be used so that a smooth operation of the teaching and learning process can be maintained. However, the researcher observed during a lecture that there was a technical problem with the data projector because it suddenly stopped displaying images from the computer to the white screen. As a result for a few minutes the facilitator was engaged with trying to solve the problem, whilst the students were interacting online. Further there was no Lan manager in their assigned office perhaps due to it being an evening lecture, but fortunately since the facilitator is experienced in the field of technologies, the problem was resolved. It is important to consider this experience because it has implications on a few things. It suggests firstly, that facilitators need to be aware of situations as such, because should a technical challenge arise during a lecture, they have to be prepared to handle it, in order not to waste time or limit the learning process (Leitch, 2011; Kim & Bonk, 2006). Secondly, the university faculty should ensure that there is available staff at all times. However, technical staff was available to assist but this would have also taken time to source them. And thirdly, if an online environment is implemented in teaching and learning, students should be appropriately taught how to use the tools, so that if there is a technical difficulty they can still continue learning on their own (provided the challenge does not affect them) as in this circumstance.
Peer students in the community indicated support for learning from other students in the class.
This was evident when students submitted their proposals online through the discussion forum and others had to critique their work. This critique helped students rectify errors and improve on other areas of their research that needed attention. The researcher also observed that some students helped others during the early stages of the module when they did not remember how to access the online learning space and the use of online tools. Further when they were preparing their assessment tasks they were conversing with each other online and face-to-face to offer
guidance and assistance. External examiners were influential in the role of community because they mark all the students’ projects after the facilitator’s marks. The final grading for each student is the average created by the marks given by the facilitator and the external examiners.
Conference presenters were instrumental because they held seminars related to curriculum and invited students and other facilitators to be apart of this. This not only influenced the perspectives associated with discipline of Curriculum Studies but also shared knowledge with students who were engaged in research in the same or similar arenas. Students were perpetually immersed with scholarly articles from books, journals and publications, through online sources and hard copy. This developed their understanding and knowledge of curriculum issues and assisted them in conducting research. It further impacted their role of educators in a positive way because one student commented the following:
P5: “After learning about the changes and actual practise of curriculum from different experts, it has motivated me to change not only my methods of teaching, but the impact it will have on students. Sometimes we teach just to cover content, but really are the students learning anything concrete? I mean are we teaching because of political ideals or the real value of educating?”
The academic cluster of Curriculum Studies ensure that appropriate content is selected for the module and follows up with the facilitator that this is administered. Students can also seek their assistance if they are unhappy with what they are being taught, assessed or the methods employed. In other words, they also provide a base of support for students and the facilitator. The researcher is part of the community because the work that this undertaken is to acknowledge and improve the module. The researcher’s study can shed light on possible areas for improvement and therefore can make plausible recommendations. As this study examines the use of online resources in teaching and learning, this could help similar contexts apply the same pedagogical strategy if they are pleased with the outcomes.
From the findings and analysis it can be established that the role of the community in an activity system is one of support (Thuraisingam et al, 2012). Each ‘member’ has their own ways of providing guidance to students to help them to achieve their goals (learning outcomes). Technical staff control problems that can be experienced with technological devices; scholars gave perspective to learning in an online environment; the external examiner evaluated students’
projects using a variety of resources to accommodate their achievement; the academic cluster encouraged the use of an online platform for teaching and learning; peers were a powerful resource in helping each other learn; and the researcher investigated the use of online resources to highlight the possible challenges and benefits of implementing this type of resource. Therefore they were all vital in increasing the learning opportunities of students (Kain & Wardle, 2008). It further recommended that there was some kind of interdependence between members that
contributed to the overall activity. This suggested that they needed each other because without an online learning environment technical staff might not be required; if students’ do not successfully complete their projects with fast, reliable online resources, external examiners will not be able to mark, and peers have not much to support; conference seminars will not attract as many students; and the researcher will not have a research task to investigate. Thus the position of community in the teaching and learning context is very important.