Applying the Higher Education Academy framework for partnership in learning and teaching in higher education to online partnership learning communities: A case study and an extended model

  • Eugenia Kravariti King's College London
  • Amy Gillespie University of Oxford
  • Kelly Diederen King's College London
  • Sophie E. Smart King's College London
  • Caroline Mayberry King's College London
  • Alan J. Meehan King's College London
  • Danielle Bream King's College London
  • Peter Musiat King's College London
  • Silia Vitoraou King's College London
  • Daniel Stahl King's College London
  • Kyle R. Dyer King's College London
  • Sukhwinder S. Shergill King's College London
  • Kelly Coate University of Sussex
  • Jenny Yiend King's College London
Keywords: Higher Education Academy, online learning community, e-helpdesk, instructional teaching, independent learning

Abstract

As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the framework for partnership in learning and teaching of the Higher Education Academy (HEA). The aim of the redevelopment was to steer the initiative towards a more integrative and sustainable implementation, as manifest in the applied construct of an online partnership learning community. Our evolving experience of the e-helpdesk highlighted the central role of the facilitator in engineering and maintaining social presence in the online community. We propose an extended model for building an online partnership learning community, whereby partnership encapsulates all the essential elements of student and staff partnership as outlined in the HEA framework, but is also critically defined by similar parameters of partnership between users and facilitators. In this model, the facilitator’s role becomes more involved in instructional teaching as disciplinary expertise increases, but descending levels of disciplinary expertise can foster ascending levels of independent learning and shared discovery for both users and facilitators.   

Author Biographies

Eugenia Kravariti, King's College London
Eugenia Kravariti is a Senior Lecturer at King’s College London (UK). Eugenia works in the Psychosis Studies department and is a Programme Leader for an MSc in Mental Health Studies. Her primary research interests include neuropsychology of psychosis.
Amy Gillespie, University of Oxford
Amy Gillespie is a Postdoctoral Researcher at the University of Oxford (UK). Amy was a PhD student and Graduate Teaching Assistant at King’s College London while this research was carried out. Her primary research interest is psychopharmacology.
Kelly Diederen, King's College London
Kelly Diederen is a Lecturer at the Department of Psychosis Studies at King’s College London (UK). Kelly is a module and co-module leader for an MSc in Mental Health Studies and Psychiatric Research and she supports an MSc in Early Interventions in Psychosis.
Sophie E. Smart, King's College London
Sophie E. Smart is a PhD student and Research Worker at King’s College London (UK). Sophie has worked as a Graduate Teaching Assistant, and her primary research interest is prediction response to antipsychotics.
Caroline Mayberry, King's College London
Caroline Mayberry was an MSc student at King’s College London (UK). Caroline completed her MSc in Addiction Studies and is now working as a Public Relations and Marketing Account Manager, focusing in international education clients.
Alan J. Meehan, King's College London
Alan J. Meehan is a Postdoctoral Research Associate at the Social, Genetic & Development Psychiatry Centre, King’s College London (UK). Alan was a PhD student and a Graduate Teaching Assistant while this research was being carried you’re his primary research interest is developmental pathways to psychiatric disorder.
Danielle Bream, King's College London
Danielle Bream was an MSc student at King’s College London (UK). She completed her MSc in Neuroscience in 2015.
Peter Musiat, King's College London
Peter Musiat is a Postdoctoral Researcher at King’s College London (UK). Peter works in the Department of Psychological Medicine. His primary research interest is e-platforms for mental health care.
Silia Vitoraou, King's College London
Silia Vitoratou is a Lecturer in Psychometrics at King’s College London (UK). Silia works in the Biostatistics and Health Informatics department and leads the Psychometrics and Measurement Lab.
Daniel Stahl, King's College London
Daniel Stahl is a Professor in Medical Statistics and Statistical Learning at King’s College London (UK). Daniel works in the Biostatistics and Health Informatics department, is Lead of the Precision Medicine and Statistical Learning Group, Lead Trial Statistician, and Education Lead for the department.
Kyle R. Dyer, King's College London
Kyle R. Dyer is a Reader in Distance Learning in Mental Health at King’s College London (UK). Kyle is the Director of Distance Learning, Academic Lead for Online Education, and Chair of the KCL Massive Open Online Course Strategy Committee.
Sukhwinder S. Shergill, King's College London
Sukhwinder S. Shergill is a Professor in Psychiatry and Systems Neuroscience at King’s College London (UK). Sukhi also leads the Cognition, Schizophrenia and Imaging Laboratory, and is a Consultant Psychiatrist at the Maudsley Hospital.
Kelly Coate, University of Sussex
Kelly Coate is Professor of Higher Education and Pro Vice Chancellor for Education and Students at the University of Sussex (UK). Kelly was formerly Vice Dean of Education for the Faculty of Social Science and Public Policy at King’s College London and Director of the King’s Learning Institute while this research was carried out.
Jenny Yiend, King's College London
Jenny Yiend is a Reader in Cognitive Psychopathology and Head of Graduate Studies (Taught) at King’s College London (UK). Herresearch interests include cognitive and emotional processing in mental health.
Published
2018-09-25
How to Cite
Kravariti, Eugenia, Amy Gillespie, Kelly Diederen, Sophie E. Smart, Caroline Mayberry, Alan J. Meehan, Danielle Bream, Peter Musiat, Silia Vitoraou, Daniel Stahl, Kyle R. Dyer, Sukhwinder S. Shergill, Kelly Coate, and Jenny Yiend. 2018. “Applying the Higher Education Academy Framework for Partnership in Learning and Teaching in Higher Education to Online Partnership Learning Communities: A Case Study and an Extended Model”. Teaching & Learning Inquiry 6 (2), 143-64. https://doi.org/10.20343/teachlearninqu.6.2.11.