Resource Access

4.2.2.1 Meaning Structure

In this category, learning through relations is perceived as resource access: a process

of limited interaction between student and learning resources. Responses in this

category perceived connections as opportunities to gain access to new information and

knowledge sources. Those knowledgeable sources might include course materials

provided by teachers or useful materials shared by other students on the LMS.

Accessing course materials provided by the teachers on the LMS appeared to be the

most important learning sources for the participants – being coded 12 times.

“The LMS is very important because the teacher uploads course material before a class session. It also leads me to interactions and connections with my teachers, fellow students and course materials.”

“The LMS is a place for accessing online course material with features for connecting with other sources.”

“The LMS serves as a tool for accessing course material, scholarships, tuition fees, etc.”

The latter response indicates that students do not always conceive of institutional ‘networked learning’ provision separately from other institutional processes that are supported using ICT systems.

Those responses indicating this category also claimed that creating connections with

108 LMS, but also through searching and accessing other sources of information on the

Internet. For example:

“The Internet gives me free access to a wide range of information beyond course materials. There is a huge potential for finding valuable sources such as articles, slides and relevant course material. It makes my learning easier.” “From my experience, I use library by browsing online resources to find relevant learning sources to my subject.”

“Once I have signed up for a course, I have to access to the course’s website to read the learning resources for this course. The learning resources include some reading information that I need to search on the Internet.”

“Accessing online instructional resources [on the LMS] ... is always important for a course … Further, I always use Google to search online sources for my learning.”

“The Internet provides a huge of valuable information to students.”

Participants also expressed their ways of accessing peers’ information as follows:

“Learning together offers a way to receive more information through a high level of interactions with each other.”

“We share information by uploading files on the LMS.”

4.2.2.2 Structure of Awareness

In this category, participants’ attention centred on the process of accessing knowledge from knowledgeable sources. Knowledgeable sources residing in course materials

109 the focus of this category. Comments such as “accessing to online instructional

resources” or “accessing course material” illustrated this conception.

The thematic field of awareness for this category was comprised of two aspects: a)

acquiring information and b) particular learning context. Awareness concerning

acquiring information referred to finding information in knowledgeable sources; for

example, finding information in learning materials on the LMS. With regard to learning

context, either or both the ‘task context’ and the resources themselves are to some extent

‘provided’ (by the teacher) in many of the scenarios being described. An example to illustrate a particular learning context would be searching online for information needed

for a course of study or an assignment. In this sense, these aspects were related to the

theme in the background. Some quotations illustrate this point:

“Accessing online instructional resources [on the LMS] ... is always important for a course”

“…search online sources for my learning.”

“I found relevant learning sources for my projects on the Internet.”

The margin of this category was prior knowledge. Students might have some prior

knowledge concerning the knowledgeable sources but it was not regarded as being an essential part of the theme. In this sense, students’ prior knowledge was obviously co- present with the theme, and was located in the margin of awareness.

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Figure 4.2 Structure of awareness for resource access

4.2.2.3 Dimensions of Variation

1. Role of technology

The LMS was considered as an important tool for establishing connections with

learning resources:

“LMS is very important for my learning, course materials, teachers’ and other students’ contact information…”

“LMS is a place for accessing online course material with features for connecting with other sources.”

“LMS serves as a tool for accessing course material, scholarships, tuition fees, etc.”

The connections with online learning resources on the LMS were described as

“accessing”, “reading” and “connecting”. Furthermore, some responses in this category focussed on online opportunities outside the LMS, particularly finding

learning resources on the Internet and social media:

“Facebook groups were valuable sources for learning.”

“While an LMS is an important platform to deliver course content, Google is an important search engine in finding valuable resources.”

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“The Internet gives me free access to a wide range of information beyond course materials. There is a huge potential for finding valuable sources such as articles, slides and relevant course material. It makes my learning easier.”

Those responses indicating this conception remarked on difficulties in assessing

content quality when using the Internet for searching relevant information sources

for their study:

“It is difficult to make a decision regarding the academic quality of a source.” “The Internet offers opportunities to find a lot of valuable information. However, some of information sources on the Internet are not reliable. They may mislead the understanding.”

“An introduction to how to evaluate a site’s validity as an academic resource is very helpful.”

2. Role of teachers

This dimension of variation concerns the relationship between the teacher and the

learning resources. The role of teachers within this conception was on providing

both course materials on the LMS and recommendations about information to

search for on the external Internet. This point is illustrated by the following

quotations:

“The role of the teacher is not only to deliver content but also provide information and materials to students.”

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3. Role of students

The role of students within this conception was on finding information in response

to their perceived needs:

“Resources found on the Internet were valuable. Without these resources, it was not possible to complete my final project.”

“We can upload files for our group on the LMS.” “I access course materials on the LMS.”

4. Location of knowledge

The location of knowledge within this conception is associated with information

and knowledge residing in knowledgeable sources:

“We have to read materials before a lecture.” “I find relevant sources for project on the Internet.”

4.2.2.4 Summary

The category of description resource access is summarised in Table 4.2.

Resource Access

Meaning Structure Key quotes

The process of interaction between the student and learning resources

Read materials

Accessing online course material

Resources found on the Internet were valuable. Without these resources, it was not possible to complete my final project.

Structure of Awareness

Theme: Knowledgeable sources

Thematic field: Acquiring information and particular learning context Margin: Prior knowledge

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Role of technology

Establishing connections with learning resources Role of teachers

Provide information and materials to students Role of students

Searching for information that they have decided would help them Location of knowledge

Information and knowledge residing in knowledgeable sources

Table 4.2 Summary for category of description – resource access