Academic conversations in cyberspace

A model of trialogic engagement

Abstract

In the past three decades, the move towards mass higher education in universities has resulted in an increase in “non-traditional” students (defined as part-time, adult, without a strong academic background). Concurrently, there has been an information and technology revolution which has had a profound impact on approaches to teaching and learning in higher education. This study was located at the intersection of these two forces. It focused on distance non-traditional and traditional students who received online academic learning support (ALS). The research was informed by the understanding that ALS faces new challenges in an online environment. This paper reports on an action research study that investigated experiences of non-traditional and traditional students as they focussed on the development of written discourse competencies and their teachers in an online distance learning course. These students looked to the curriculum and conversations with lecturers to facilitate understanding and their acquisition of the required literacies, however, this was unrealistic given the heavy teaching loads of their lecturers who also had little expertise in this area. By contrast, contextualised academic support interventions provided an effective response. As a result of the research, a model that suggests how ALS might be embedded within the delivery of online programs was produced.