Taking Off: Encouraging deeper learning and cohort identity through dialogic learning

This paper explores the use of dialogic learning with distance learners to promote deep learning and an increased sense of cohort identity. The case study describes an experiment which took place as part of a new lecturers’ exploration of the possibilities afforded by CML for delivering tutor-led discussion of a defined topic area. The main purposes of the exercise were to try to encourage deeper learning outside of the traditional learning materials and to encourage students to use the VLE as a means of keeping in touch as a cohort. In this paper, the academic responsible for running the discussion and the distance learning development advisor consider both the academic and learning support offered by such an exercise.