Learning Environments Research

, Volume 10, Issue 3, pp 189–206 | Cite as

The online learning environment—A new model using social constructivism and the concept of ‘Ba’ as a theoretical framework

Original Paper
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Abstract

Organisations that provide education are businesses and, as such, are not immune from the impact that the Internet has had in recent years, both on the way organisations conduct their business and as a business supporting technology. Indeed, the use of the Internet as a facilitating mechanism for educational course delivery has been growing steadily over the last 5–8 years and, although there are some significant issues that have arisen in that time in relation to the quality of learning that can be achieved, there is no doubt that it will continue to be developed as an educational tool. The real issue for educators is, therefore, not whether the Internet will be used in course delivery, or if it is a useful tool, but rather how can a teacher make best use of it to enhance learning? This article documents a study that has analysed five years of student reflections on the scaffolding mechanisms used to promote and encourage learning in five Internet-based courses at the University of Queensland run between 2001 and 2005. The courses involved include three Internet-delivered Masters coursework courses and two Internet-delivered undergraduate courses in three different discipline areas. The outcomes of the study are: (1) a Report Card documenting student evaluations of the scaffolding mechanisms used; (2) a What, Why, How, Where framework of scaffolding mechanisms that are best suited to enabling deep learning through the online environment, and (3) a proposed new model of knowledge acquisition in online learning environments entitled ESCIE, which is based on Nonaka’s SECI and Ba models of knowledge creation.

Keywords

Ba Knowledge acquisition Learning environment Online learning Scaffolding Social constructivism 
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Notes

Acknowledgements

The author was supported in developing the two undergraduate courses and the eAgribusiness Masters level course discussed in this study with funds from the University of Queensland, Gatton, Distance Learning Enhancement Project. Thanks must also go to Caroline Steel and Emma Somagyi of the University of Queensland’s Tertiary Education Development Institute for their invaluable educational and instructional design advice.

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Copyright information

© Springer Science+Business Media B.V. 2007

Authors and Affiliations

  1. 1.School of Natural and Rural Systems ManagementUniversity of QueenslandGattonAustralia

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