Developing a virtual project environment for research to aid doctoral level professional studies: 'the transitional autonomy model'(TAM).

This paper puts forward the proposition that an online epistemology (telepistemology) will guide a virtual learning environment design that can support the needs of the Professional Doctorate candidate.
A needs analysis survey/interview provided a preliminary profile of key issues faced by work based learners in current face-to-face practice. This, in part, served to inform the design of the pilot virtual learning system. A WebCT pilot module was also conducted online with Middlesex University’s National Centre for Work Based Leaning Partnership Professional Doctorate candidates.
Mason (2002) states that e-learning has not produced an all encompassing theory of learning, but instead a new emerging paradigm which reflects the growing connectivity of people and learning resources, which she concludes offers the opportunity to integrate working, learning and community in the workplace. This investigation presents the Transitional Autonomy Model (TAM), which incorporates the adaptation and application of three theories to a virtual learning environment for research, as an appropriate web-based learning paradigm.
• Web-constructivism (Basiel 1999): constructivism in web-based settings,
• Transactional Distance Theory (Moore 1993): relation of autonomy-structure and dialogue,
• Human Computer Interaction (Dix 1995): screen design for navigation and learnability.
This online learning paradigm will be validated using a soft systems methodology (Checkland 1999) informed by Popperian (1972) principles to monitor and measure changes to the online learning system. Qualitative and quantitative data collected on/off-line from participants (academics, learners and administrators) will be analysed to determine where the system fails or succeeds to support the online DProf. candidate’s research needs.