Mary Thorpe
Biographic Data
| ID | 6326328 |
|---|---|
| NAME | Mary Thorpe |
| GIVEN NAMES | Mary |
| FAMILY NAME | Thorpe |
| SIGNATURE | THORPE M |
| AFFILIATIONS | The Open University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 1 |
Online learning in the workplace
The design and conceptualisation of online learning environments for work-related, professional learning was addressed through research with users of an online environment for social workers. The core questions for the research were to identify the nature of participation in the online environment, the relationship between online participation and the offline context, and the implications for conceptualisation of online learning environments to s…
Student attitudes towards and use of ICT in course study, work and social activity
The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students' lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated model—the technology acceptance model—to explore the influence of work and social/leisure contexts as well as course study, on…
Effective online interaction
Quantitative and qualitative research of a case study course confirmed that the course achieved a highly interactive learning experience, associated with more effective student support and high student retention. Computer conferencing achieved high participation from the beginning and evidence of dialogue and argumentation within online tutor groups. This was achieved not by active tutor moderation but by a sequence of structured tasks. Compendiu…
Working at community boundaries
The interaction of agency and context in workplace learning is explored through a micro-analysis of the implementation of networked learning communities in schools in England. Interviews with local activists show evidence of co-participation between individuals' responses and their workplace roles and experience as they take up the opportunity to create a networked learning community for their schools. The paper raises issues about the community …
Role development in an open access system
Since the beginning of the 1980s there has been growing pressure on institutions of further and higher education to offer much more flexible opportunities for learning, oriented to the needs of the individual or client rather than to the providing institution primarily. Although a variety of phrases is in use, ‘open learning ̊s has been used as a shorthand referent for many of the variants of flexible learning which have developed. Since 1971, th…
Working at community boundaries
The interaction of agency and context in workplace learning is explored through a micro-analysis of the implementation of networked learning communities in schools in England. Interviews with local activists show evidence of co-participation between individuals' responses and their workplace roles and experience as they take up the opportunity to create a networked learning community for their schools. The paper raises issues about the community …
Role development in an open access system
Since the beginning of the 1980s there has been growing pressure on institutions of further and higher education to offer much more flexible opportunities for learning, oriented to the needs of the individual or client rather than to the providing institution primarily. Although a variety of phrases is in use, ‘open learning ̊s has been used as a shorthand referent for many of the variants of flexible learning which have developed. Since 1971, th…
Working at community boundaries
The interaction of agency and context in workplace learning is explored through a micro-analysis of the implementation of networked learning communities in schools in England. Interviews with local activists show evidence of co-participation between individuals' responses and their workplace roles and experience as they take up the opportunity to create a networked learning community for their schools. The paper raises issues about the community …
Effective online interaction
Quantitative and qualitative research of a case study course confirmed that the course achieved a highly interactive learning experience, associated with more effective student support and high student retention. Computer conferencing achieved high participation from the beginning and evidence of dialogue and argumentation within online tutor groups. This was achieved not by active tutor moderation but by a sequence of structured tasks. Compendiu…
Student attitudes towards and use of ICT in course study, work and social activity
The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students' lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated model—the technology acceptance model—to explore the influence of work and social/leisure contexts as well as course study, on…
Online learning in the workplace
The design and conceptualisation of online learning environments for work-related, professional learning was addressed through research with users of an online environment for social workers. The core questions for the research were to identify the nature of participation in the online environment, the relationship between online participation and the offline context, and the implications for conceptualisation of online learning environments to s…
Computer Science (5 works) · Psychology (5 works) · Pedagogy (4 works) · Educational technology (3 works) · Knowledge management (3 works) · Sociology (3 works) · Usability (3 works) · Human–computer interaction (2 works) · Impact of Technology on Adolescents (2 works) · Online and Blended Learning (2 works)