Abstract:

Online learning can be a linear experience, with students working through content at a pace and level determined by their tutor and with little or no opportunity to differentiate.

The aforementioned ‘ripple effect’ takes shape when a specific concept is introduced like a pebble thrown into water. Ripples emanate from this concept in concentric rings, with each ring examining the central concept at a deeper level of cognition than the level before it.

Cardiff University’s School of Healthcare Sciences (HCARE) has developed a number of online, self-study resources for our students based upon this ripple effect. Students are introduced to a concept, then choose their own pathway through the resource in order to learn more about this central conceit, only stopping when they feel that their desired level of understanding has been reached.

It must be made clear that any key information students must be aware of in order to complete their course of study is presented within the first two or three ‘rings’ of learning – any subsequent, deeper rings contain supplementary information and activities that students are not required to know, but may choose to access in order to gain a deeper level of understanding, beyond the knowledge that is required. This allows study to become more self-directed and for students to take more ‘ownership’ of their own learning.

Keywords:

Online learning, distance learning, self-directed, learning, students, ownership.