As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the framework for partnership in learning and teaching of the Higher Education Academy (HEA). The aim of the redevelopment was to steer the initiative towards a more integrative and sustainable implementation, as manifest in the applied construct of an online partnership learning community. Our evolving experience of the e-helpdesk highlighted the central role of the facilitator in engineering and maintaining social presence in the online community. We propose an extended model for building an online partnership learning community, whereby partnership encapsulates all the essential elements of student and staff partnership as outlined in the HEA framework, but is also critically defined by similar parameters of partnership between users and facilitators. In this model, the facilitator’s role becomes more involved in instructional teaching as disciplinary expertise increases, but descending levels of disciplinary expertise can foster ascending levels of independent learning and shared discovery for both users and facilitators.

中文翻译：

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将高等教育学院的高等教育学与教合作框架应用于在线合作学习社区：案例研究和扩展模型

随着互联网访问和使用呈指数增长，教学实践越来越嵌入在线平台。我们报告了一项参与式学生学习的在线计划，即由同行领导的工作人员协助的研究方法和统计电子服务台，我们使用框架的镜头和指导原则对其进行了评估和重新开发。高等教育学院（HEA）。重新开发的目的是引导倡议朝着更加综合和可持续的实施方向发展，正如在线合作学习社区的应用结构所体现的那样。我们对电子服务台不断发展的经验强调了协调员在设计和维护在线社区中的社会影响方面的核心作用。我们提出了一个用于构建在线合作学习社区的扩展模型，其中合作包含了 HEA 框架中概述的学生和教职员工合作的所有基本要素，但也由用户和促进者之间的类似合作参数进行了严格定义。在这个模型中，随着学科专业知识的增加，促进者的角色越来越多地参与教学教学，但学科专业知识水平的下降可以促进用户和促进者的独立学习和共享发现的上升水平。