The role of crossing boundaries in collaborative open learning in cross-institutional academic development

Nerantzi, Chrissi (2019) The role of crossing boundaries in collaborative open learning in cross-institutional academic development. Research in Learning Technology, 27. ISSN 2156-7069

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Official URL: https://journal.alt.ac.uk/index.php/rlt/article/vi...

Abstract

This paper reports findings relating to boundary-crossing experiences from a phenomenographic study which explored collaborative open learning in two cross-institutional academic development courses. Four of the 11 categories of description and their qualitatively different variations emerged through the analysis and provide new insights into how learners experienced boundary crossing, through modes of participation; time, places and space; culture and language; and diverse professional contexts. Implications and opportunities for academic development linked to boundary crossing are highlighted in this paper, which might also be of use, and relevant to, in other professional areas and disciplines in higher education.

Item Type:	Article
Peer-reviewed:	Yes
Date Deposited:	25 Feb 2019 09:43
Publisher:	Association for Learning Technology
Additional Information:	This is an Open Access article in the journal Research in Learning Technology, published by the Association for Learning Technology.
Divisions:
Subject terms:	Open education, academic development, collaborative open learning, boundary crossing, phenomenography, cross-institutional courses, 1303 Specialist Studies in Education
URI:	https://e-space.mmu.ac.uk/id/eprint/622519
DOI:	https://doi.org/10.25304/rlt.v27.2111
ISSN	2156-7069

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