title: Developing a Conceptual Framework of Online Learning for Youth (OLY) through Grounded Theory
title: Young Learners’ Experiences in a Croatian School
titleType: Subtitle
Creators: name: Zubovic, Tina
Publisher: name: Lancaster University
Year: 2024

description: 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.