Loisier, J. (2014) Socialisation des Etudiants en FAD au Canada Francophone Montréal QC: REFAD
REFAD (the Canadian francophone distance education network) has published a very interesting research paper on socialization and distance education in francophone Canada by one of its research consultants, Dr. Jean Loisier. If you can read French, and are interested in research on the extent to which socialization exists and the role it plays in online and distance education, this report is essential reading. (Because of the value of this report, I hope it will be made available in English so that it can have a wider market).
As well as providing a good review of theoretical issues around the subject of socialization in education, which takes into account students’ use of social media, the report is based on in-depth interviews with 26 distance education leaders in the majority of francophone post-secondary institutions, and 121 questionnaires received from distance education instructors.
The report covers six topics:
- characteristics of francophone distance learners and their mode of distance learning (individual, cohort, flexible);
- technologies that support or discourage socialization;
- teaching strategies that focus or not on collaborative activities;
- phenomena associated with group activities;
- the need for “social relations” between students;
- actions taken by Canadian institutions to support the integration of distance students, and the importance these institutions give to different aspects of socialization in relation to educational goals, and the importance these aspects of socialization have in maintaining and strengthening ties within the Francophone communities outside Quebec.
I’m not going to attempt to summarize a 144 page report in French, but Loisier’s conclusions in particular are quite provocative (if I have translated correctly!). He notes that while most distance education leaders support the idea of collaborative learning and the socialization of students, in practice this does not happen often in distance programs, and in any case collaborative learning often conflicts with the desire of distance students for individual and flexible learning. Furthermore, socialization does not occur automatically online merely by putting students together in groups. Nevertheless, there are important educational goals that are best facilitated through collaborative learning, but careful planning and a framework/context are needed that avoid the more affective or emotional elements of socialization, and focus more on the cognitive elements of learning in a group.
This is one of the most interesting, provocative and useful research reports I’ve read in a long while.