interrelate.” In other words, Quentin found it meaningful to find relationships among new concepts learnt and those that have been constructed. When constructing a concept map, such relationships are clarified. For example, “how is collaborative learning linked to knowledge building?” This question was bothering Quentin for some time and there was a serendipitous discovery that the relationships were clarified in the concept maps that he/she constructed. Dylan shared the importance of communicating clearly and to accept disagreement as part of the process: “when you publish certain things, some people, definitely there will be people who do not agree with what you actually write.” Learners had different views about the assigned grouping. Quentin shared that coming from a program with cohort structure, the peers from the same program had been a valuable source of support. Even though these peers were assigned to different groups in this class, they still consulted one another and used other chat applications for discussion. Nolan revealed that learners from the same programme organized themselves in a chat group (self-organized group), but he was “busybody” enough to be invited to this group and benefited from the chat group, even after the completion of the course. To Diane, however, the assigned group members took a while to get to know one another, but having this small group helped in the process of knowledge building. Likewise, Thomas shared how his group evolved over the duration of the course, developing empathy along the way rather than just being task-focused: Yeah I think the group evolved from a very task orientated, we want to finish… then after that we know that some members have some struggles with families, then never mind, we tend to understand each other, more on the learning but other things about… so we help each other out. “In such a learning environment, those learners who are better at trying to incorporate a lot of what the others have mentioned they have learnt, it really helps to elevate the quality of the assignment,” shared John.
4.5. Conclusion: Learning design, inquiry and knowledge building In the Introduction section, the design rationales and principles for this course was explained. In essence, it was designed to appeal to adult learners by giving them agency and control over the learning processes and topics for inquiry, and more critically, engage them in collaborative meaning making and tapping into their rich experiences as resources for learning. Did the students noticed these learning design? Some learners apparently could discern the differences in learning design between this course and the “traditional” approach. Quentin summarised the main differences of how this course was structured and executed, compared with other courses: The first would be use of technology... I think this one the technology used was more interactive and more participative, and there’s a stronger self-directed component as compared, other ones were more directive. They tell you what to do and we did, what you expected to do we did and how you will do things with it. I think for this one there’s more possibility and more free play. And it’s really up to you to really deep dive or do something more surface, or just do the required as spelled out in brief. I think the second one is I think there was also express grouping right at the start. Most of the courses I’ve attended, NIE at least, they only group later in the course. They rarely group on the first lesson. So there’s definitely more collaboration, expectations from day one…I think the third, of course, would
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