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

Research output: Chapter in Book/Report/Conference proceedingConference Proceeding (Non-Journal item)


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.
Original languageEnglish
Title of host publicationThe Cambridge International Conference on Open and Distance Learning 2009
Subtitle of host publicationSupporting Learning in the Digital Age: rethinking inclusion, pedagogy and quality
EditorsAnne Gaskell, Alan Tait
Place of PublicationCambridge
Number of pages8
ISBN (Electronic)978-0-7492-29269
Publication statusPublished - Sept 2009


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