Isolation in the learning process

The findings from my study indicated students studying using an online environment (e- learning) as part of the BL process often experienced frustration in communicating with peers and the lecturers via the online community. Also the reduced face-to-face contact resulted in a reduced rapport with the other students as well as with the lecturer (module leader). The inability to discuss freely and at a synchronised time has the potential to create feelings of being alone (Ireland et al. 2009, Jonas and Burns 2010. This section will discuss the concept of aloneness or isolation during the learning process addressing not only

students but also lecturers. These areas were highlighted as an issue in the study on BL as well as from the literature review (McDonald et al. 2005, Roval and Jordan 2004, Ireland et al. 2009, Jonas and Burns 2010, Overbaugh and Nickel 2011).

The feeling of isolation is not always as a result of geographical distance. For some students simply by undertaking an online course there is a sensation of being alone and separate from the other students on the module (Mclnnerney and Roberts 2004, McDonald et al. 2005). This experience of being isolated can impact on the satisfaction a student has with the learning process. Daugherty and Funke (1998) stressed that being isolated often comes from the fact that students feel physically separated from the lecturer.

Within the classroom students interact and a sense of community is developed (Baepler et al. 2014). The findings from my study showed that students would often meet after the classroom session both socially and as part of on-going study commitments, for example, working for a presentation. This was particularly noted with those on the PICU module who would meet up in the clinical practice environment to discuss and develop their

learning/ knowledge. Learning takes place within social interactions and within a variety of social contexts (Garrison and Anderson 2003). There is a possibility that web-based

modules result in the student feeling separated and excluded from the learning process (McDonald et al. 2005). Modules that are primarily online based may lose this sense of community (Mclnnerney and Roberts 2004). There is an inevitability towards this;

however there are strategies that can help alleviate this concept, for example regular online discussions, in real time, with the other students. Essentially there must be regular contact with the lecturer. It is important that lecturers involved in the BL process consider how a sense of community can be developed and maintained throughout a module.

BL can reduce the feelings of isolation as it offers a mixed approach to learning with face- to-face interactions as well as e-learning. It is therefore suggested that any feelings of isolation are reduced or disappear as students are able to build a sense of community. McDonald et al. (2005) commented on one major area that could improve the sense of closeness. They believed that student choice over what they were learning and the mixed approach to learning improved the sense of community. Unfortunately they do not expand on why this might be which could be an area for further research. Developing friendships within the classroom setting or prior to the online work reduces isolation and are likely to be carried into the online community (Rovai and Jordan 2004, Overbaugh and Nickel 2011). This was demonstrated with the paediatric participants in the study; they worked and studied together and as a result there was a sense of cohesiveness within the module.

This developed despite the fact that the discussion board was not active for the majority of the module due to IT issues.

There seems to be primarily a concern for the students’ sense of isolation (Garrison and Anderson 2003, Jokinen and Mikkonen 2013); however it is possible that lecturers will also experience a sense of aloneness. Lecturers have the potential for feeling detached from their learners as they do not have as much face-to-face time. This maybe particularly seen where the module has large numbers as in the adult physiology module. It is possible this sense of isolation happens with the change in role brought about by the increasing use of e- learning and the decline of classroom teaching (Hanson 2009, Smith and Boyd 2012). Lecturers participating in this research mentioned their changing role but did not consider how the advent of technology enhanced learning would potentially change their role and, as such, impact on their identity as a lecturer. Hanson (2009) drew attention to e-learning displacing the lecturer as knowledge becomes readily available online. This highlights that academics now need to review their role as they are expected to engage in new ways of learning an example of which is BL (Smith and Boyd 2012, Torrisi-Steele and Drew 2013). This change in the way education is delivered can lead the lecturer to feel isolated from the process of educational development. The academic is often in a position of learner themselves as they develop BL resources, especially e-learning.

BL can alter the relationships between student and lecturer. There is the possibility that through the blending of the learning experiences students and teachers will feel more connected not less (Aspden and Helm 2004). Although not evidenced in this research it could be argued that there was a sense of enthusiasm towards new ways of learning and teaching that could eventually contribute to a cohesive connectedness to knowledge acquirement. Ultimately this could reduce any sense of isolation felt by students and lecturers.