THE PEDAGOGICAL VARIATION MODEL FOR LEARNING AND TEACHING IN THE VIRTUAL CLASSROOM

The Pedagogical Variation Model (Rogers 2013) for e-learning and teaching in the virtual classroom has been evaluated online by e-moderators at the University of Glamorgan, now known as The University of South Wales. Investigations are ongoing to evaluate the effectiveness of The Pedagogical Variation Model at The University of Kuwait, Faculty of Education. This research paper explores online teaching and learning and in particular, the role of the 'e-moderator' as pedagogical leader in relation to e-learner capabilities. The Pedagogical Variation Model (PVM, Rogers 2013, South Wales, UK) is introduced, which is based on a leadership paradigm (Bass and Avolio, 2000) that takes the two variables of leadership i.e. Transactional (task-giving) and Transformational (Motivational/empowering leadership) as the basis for e-moderator behaviour. These variables are shown in a 2 x 2matrix (e.g. similar to the Boston Matrix format) while e-learner behaviours are depicted again in a 2 x 2 matrix with the variables as "Collaborative Behaviour" and "Knowledge Construction Capability". When these two matrices are overlaid, The Pedagogical Variation Model for e-learning emerges. Salmon (2001, 2002) describes the role of an e-moderator with a number of metaphorical descriptors e.g. as an online tutor, facilitator, coach, gardener, 'a guide on the side', while other researchers conclude that online tutors will play such roles as 'scaffolder [of knowledge] and expert' (Squire and Johnson, 2000; Wozniak and Silveira, 2007) for learners within a constructivist pedagogical framework (Lau, Blackey and Jones, 2006). The aim of the training in the study was that lecturers would be able to become recognised 'e-moderators' to meet the growing development of online modules across the University. One of the issues that has concerned educationalists and institutions about 'new' learning media is that learners may withdraw or drop out of courses because of a lack of engagement. This can cover anything from a lack of skill to a sense of poor group ethos or 'community' experience. The teacher/e-moderator role therefore is a crucial one for helping to create and sustain positive learning environment and interactions (Berge, 1997; Thorpe, 2009). Moreover, Turoff (1995: 3) observes, "once we free ourselves from the mental limits of viewing this technology (virtual classroom) as a weak sister to face-to-face synchronous education, the potentials to revolutionize education and learning become readily apparent." Flexible, round the clock access to learning and teaching systems in online pedagogy has employment and work-time issues. Networked computer-based learning platforms and the achievements of cross-national telecommunication technologies, with availability of internet, search tools and smart applications, suggests the potential for less didactic, more flexible, modes of teaching and learning. Fewer limitations on access or retrieval mean that 'peer' learning is increasingly enabled. Such access, availability and enlargement however, may pose serious problems on e-tutor time.