Reality at the coal face

Abstract

Online and blended learning modalities have made education accessible to those whose lifestyle, work obligations or geographical location would otherwise deny them such opportunities. The enthusiasm with which such approaches to learning have been embraced has often overlooked those factors within physical and virtual learning spaces that impact on the educational experience. This paper reports on the first phase of a study that sought to engender a Community of Active Learners who are Flexible, Adaptive, Connected and Engaged (the COAL FACE project). Through analysis of focus group data, the authors describe processes of participants getting access to the learning spaces and resources, getting comfortable in this environment, and getting connected to support mechanisms that enhance the learning and teaching.