Developing a Conceptual Framework of Online Learning for Youth (OLY) through Grounded Theory : Young Learners’ Experiences in a Croatian School

Zubovic, Tina and Lackovic, Natasa (2024) Developing a Conceptual Framework of Online Learning for Youth (OLY) through Grounded Theory : Young Learners’ Experiences in a Croatian School. PhD thesis, Lancaster University.

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Abstract

Whilst the theoretical underpinnings, learners’ experiences, and the overall impact of online learning (OL) in Higher Education (HE) has been well documented, learners’ OL experiences in pre-tertiary education have not been fully explored in educational research. In particular, scant focus has been directed towards developing a comprehensive framework for OL in the K-12 sector (primary and secondary school education). Due to the differences between K-12 and HE, the need for a conceptual framework and theory tailored to OL in K-12 has been identified (Picciano, 2017), but little progress has been made. Nevertheless, for OL practice to continue to evolve for pre-tertiary education, such a framework should serve as a fundamental reference point, providing confidence in making critical decisions pertaining to OL at these levels (Keegan, 1983), especially considering that in post-pandemic education, OL will remain part of many educational institutions. The research described in this thesis aims to address this gap by developing a holistic conceptual framework of OL for young individuals aged between 13 and 14 years old (falling under primary education in Croatia, secondary in the United Kingdom). From existing themes in educational literature about OL, I have developed research questions that underpin the empirical research presented in this thesis. The purposive literature review also served to build the provisional framework of OL - a literature-informed and comprehensive, initial conceptual framework of OL for youth that was, to a point, validated in the empirical study. Based on in-depth interviews with 15 participants (13 and 14 years of age) in the pilot online course created for the purpose of the study, following a grounded theory (hereafter GT) approach to data collection and analysis, I identified the relevant characteristics and dimensions of learning online from the students’ experiences. During the process of theorising, I related the subjective conceptual understanding stemming from the analysed data to existing research (provisional framework). Thus, the pre-existing theory (analysed and summarised in my initial provisional OL framework) was used as a building block to support the empirical findings, forming a newly constructed theory - the holistic conceptual framework of Online Learning for Youth: OLY framework. Designed around an initial literature-informed framework and the empirical study data, the OLY framework conceptualises optimal OL experiences for 13–14-year-old students as a process of acquiring new knowledge, skills and attitudes with the help of technology in one’s own time, pace, and place. OLY sees learning as a part of the process of becoming for a student, i.e., a transformation, that relates to: a) developing self-concept; b) change in perception; and c) behavioural change. In that way, OLY illuminates the educating the whole child dimension at its centre, attending to the child's academic, physical, cognitive, psychological, spiritual, socio-emotional, behavioural, ethical, creative and talent development. Further, in OL ecology, learning evolves synchronously and asynchronously, between autonomous learning and learning with others, involving appropriate human interactions mediated by an involved and caring teacher in an overall positive climate for learning. Additionally, OL reach and effectiveness is affected by twelve domains representing the factors/inputs and features of OL ecology. As a holistic approach to conceptualising OL for youth, OLY postulates that the complex interplay of all twelve OL factors must be considered to an equal extent. Likewise, a holistic approach appreciates the needs and experiences of the learners themselves, it ensures a responsive and inclusive OL experiences, and recognises that learning takes place within a broader context, including the student's family, community, and cultural background. As such, OLY is intended to serve as a potential roadmap for the integration of OL in schools, supporting upper primary and lower high school education, teachers, researchers, policymakers, and course designers to better understand the concept and characteristics of OL at the intersection of students’ experiences and literature recommendations in the spirit of a grounded theory. It serves as a foundation for design of future online courses to ultimately set the standard for OL in this level of education.