This short paper reports on the evaluation of an induction module offered on a Master’s course offered exclusively as e-learning. The aim was to ascertain whether the module arrangements provided a bridge between the professional community that students belong to and the academic community. An evaluation tool was used heuristically to assess components of induction (Forrester et al. 2005). Findings suggest that the module was successful in helping students negotiate their entry into postgraduate study and e-learning, and that the components provided a valuable tool for module evaluation.

1. A-F Dujardin and D Farbey
Sheffield Hallam University
Managing boundaries:
inducting students into online Master’s studies

2. Introduction
• HE context:
– transition to postgraduate study
– online MA professional communication
• A case study
– question: how effective was the induction
module?
– framework: induction, boundaries and
communities of practice

3. HE context
• Transition
– adult learners (Merriam 2003)
– postgraduate transition (O’Donnell 2009)
• Assumptions about postgrad students
– have relevant degrees
– remember academic practices acquired
5, 10, 20 years ago
– are savvy about computers and ICT
• know how to contribute to online learning
communities?

4. Case study context
• First online module (‘induction’)
– Topic: ‘communication theory and planning’
– academic tasks
– online community-building
• 11 mature student participants
– 2 women, very active online
– 7 men, only 4 active online
– 2 withdrawals
• Key issues
– online study: social and cognitive presence
– postgraduate vs professional knowledge
– status of writing

5. Qualitative approach
• Questionnaire (6 respondents)
• Analysis of naturally occurring data
– emails
– Blackboard discussions
– Blackboard instructions (static and emergent)

6. Conceptual framework
• Phase 1
– Communities of practice (Wenger 1998, 2000)
– Forrester et al.’s matrix for evaluating
induction (2005)
– Bourdieu’s Homo Academicus (1988)

7. Communities of practice
• “A community of practice defines what
constitutes competence in a context”
• Three elements to competence:
– joint enterprise
– engagement
– repertoire of communal resources
• Boundary between communities
– “disquieting… humbling… explore the edge”
– need bridges: people, artefacts, interactions

8. START OUT components of induction
Social provide a welcoming atmosphere
Transitional learner help with online learning
Academic explain expectations and formalities
Registration attend to admin issues
Tutor support make apparent nature and level of
tutor support
Orientation provide a ‘tour’ of the course and uni
Identify with Uni help students feel part of a community
Tutors explain how, where, and when to
communicate with tutors

9. Module design

10. How did students fare on the induction module?
• high participation
• social presence
• no issue with the
programme or the
technology
• Importance of the
study guide
• joint creation of
knowledge

11. Social aspects
• Welcoming atmosphere
• uncomfortable about interactions
– I think that students (on all modules) could benefit from
guidelines on how to tactfully offer constructive criticism.
I am aware that generic netiquette guidelines are available;
perhaps they could be amplified and posted on all Arrivals
lounge as part of the intro to each module.
• unclear understanding about the level of social
interaction
– I feel at times, particularly in the group work, let-down by
other members of the group. Although that maybe because
they had ‘decided’ not to contribute.
– I wasn’t really looking for any social aspects. I simply wanted
to learn, and become a better tech communicator.
• differences between men and women

12. Transition to e-learning
• Expectations: • Helpful aspects
– not attending uni – initial handholding
– easy accessible data – feedback
– regular support and – discussion
guidance • Hard work but
• Concerns enjoyable
– isolation – the discussion board
– tutor support promoted a
– groupwork community of interest
– self-motivation

13. Email Yes Yes Yes Yes Yes Yes
Blogs No No No No No No
Wikis No No Yes No Yes No
Discussion lists No Yes Yes Yes No No
Mailing lists No No Yes No Yes No
Instant messaging No No Yes Yes Yes No
Social networking No Yes Yes No No No

14. Academic study
• Initial concerns
– A fear of not understanding what is expected of me
– Ability to make the grade
– Academic writing and argument
• Understood what academic study involves
– The ability to read various texts and see connections that support,
contradict, or raise questions that are still to be addressed. Thereafter, to
develop an argument that lucidly exposes these connections while
bringing to bear my own position on the argument.
– A lot of hard work! Research & preparation particularly.
– Field studies; Theoretical considerations; Literature research; Writing
essays
– Extracting the information from the discussions, readings and self-
reflection on practice to form an opinion and argument that one can
support. It’s a continuous process of learning.
• Helpful aspects:
– periodic tasks
– feedback
– academic writing

15. University / course member
• Students felt part of the course
– Its intensive task-based approach helped students to
build a community spirit
– Discussing key aspects of practice with others new to
this level of study
– Builds confidence and relationships – makes one feel
that they are not alone in a new environment
– Its intensive task-based approach helped students to
build a community spirit
• Students felt part of the university
– Feel proud to be studying the MATC and proud of
studying with the SHU
– read regulations

16. One dissenting voice
• Specific student profile: a separate case
study in its own right
• Some ideas to address student needs
– analyse essay questions
– discuss assessment criteria
• differentiate between description and argument
• use literature and examples
– real-time meetings

17. Academic Literacies pointers
• Reframe practices
– explicit compare academic and professional writing
practices
• ‘new work order’ (Gee 1996, Belfiore 2004)
– address the differences between ICT use at work and
on a postgraduate course
• task vs debate orientation
• peers as source of knowledge
– Some students contributed more than others and this, in my
opinion, suppressed the potential for learning about the
diversity in practice.
– I think more ‘forced’ involvement is required in online
discussions.

18. • Discuss prior experiences of learning
– at university (lecture + exam ‘diet’)
– at work: informally, in training courses
– contrast with self-directed learning in a community
– real-time vs asynchronous
• Discuss power issues
– Writing to a brief is not an issue
– Critiquing is – and so is the idea of critiquing as the
norm for academic writing
– Having a voice / writing about writing
• I want to be a better Tech Communicator not a better
academic

19. Conclusion
• Using the Communities of Practice
framework, the induction module is
reasonably successful in its present
incarnation
• An Academic Literacies critique suggests
that more could be done to facilitate
induction into postgrad online study

20. References
• Barton, D. and Tusting, K. (2005) Beyond Communities of Practice: Language, Power and Social Context. Cambridge: Cambridge
University Press.
• Belfiore, M. E., Defoe, T. A., Folinsbee, S., Hunter, J. and Jackson, N. (2004) Reading Work: Literacies in the New Workplace. Mahwah,
NJ: Lawrence Erlbaum.
• Bourdieu, P. (1988) Homo academicus. Cambridge: Polity.
• Forrester, G., Motteran, G., Parkinson, G. and Slaouti, D. (2005) 'Going the distance: students’ experiences of induction to distance
learning in higher education'. Journal of Higher and Further Education, 29 (4) 293-306.
• Gee, J. P., Hull, G. and Lankshear, C. (1996) The New Work Order: Behind the Language of the New Capitalism. London: Allen &
Unwin.
• Lea, M. R. (1998) 'Academic literacies and learning in Higher Education: constructing knowledge through texts and experience'. Studies
in the Education of Adults, 30 (2) 15.
• Lea, M. R. (2005) Communities of practice in Higher Education: useful heuristic or educational model? In: Barton, D. & Tusting, K. (Eds.)
Beyond Communities of Practice: Language Power and Social Context. Cambridge: Cambridge University Press. 180-197
• Lea, M. R. and Street, B. (1998) 'Student writing in Higher Education: an academic literacies approach'. Studies in Higher Education, 32
(2) 15.
• Merriam, S. B., Courtenay, B. and Baumgartner, L. (2003) 'On becoming a witch: learning in a marginalized community of practice'.
Adult Education Quarterly, 53 (3) 170-188.
• O'Donnell, V. L. and Tobbell, J. (2007) 'The transition of adult students to Higher Education: legitimate peripheral participation in a
community of practice?' Adult Education Quarterly, 57 (4) 312-328.
• O'Donnell, V. L., Tobbell, J., Lawthorn, R. and Zammit, M. (2009) 'Transition to postgraduate study'. Active Learning in Higher
Education, 10 (1) 26-40.
• Street, B. V. (2003) 'What's 'New' in New Literacy Studies? Critical approaches to literacy in theory and practice'. Current Issues in
Comparative Education, 5 (2).
• Street, B.V (2004) 'Academic literacies and the ‘new orders’: implications for research and practice in student writing in higher
education'. Learning and Teaching in the Social Sciences, 1 (1) 9-20.
• Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
• Wenger, E. (2000) 'Communities of practice and social learning systems '. Organization, 7 (2) 225-246.

21. Contacts
• a-f.dujardin@shu.ac.uk
• d.s.farbey@shu.ac.uk