Evaluating the Social Dimension in Online Learning Communities

2009 ◽  
pp. 498-506 ◽  
Author(s):  
Francesca Pozzi
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Social Dimension ◽  
Online Learning Communities ◽  
The Social

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Strategies ◽  
Online Courses ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Face To Face ◽  
The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

scholarly journals Online Learning Communities in the COVID-19 Pandemic: Social Learning Network Analysis of Twitter During the Shutdown

2020 ◽  
Vol 2 (1) ◽  
pp. 85 ◽  
Author(s):  
David John Lemay ◽  
Tenzin Doleck
Keyword(s):  
Online Learning ◽  
Social Learning ◽  
Network Analysis ◽  
Learning Communities ◽  
Learning Networks ◽  
Online Learning Communities ◽  
Learning Network ◽  
Media Technologies ◽  
Conventional Teaching ◽  
The Social

This paper presents a social learning network analysis of Twitter during the 2020 global shutdown due to the COVID-19 pandemic. Research concerning online learning environments is focused on the reproduction of conventional teaching arrangements, whereas social media technologies afford new channels for the dissemination of information and sharing of knowledge and expertise. We examine Twitter feed around the hashtags #onlinelearning and #onlineteaching during the global shutdown to examine the spontaneous development of online learning communities. We find relatively small and ephemeral communities on the two topics. Most users make spontaneous contributions to the discussion but do not maintain a presence in the Twitter discourse. Optimizing the social learning network, we find many potential efficiencies to be gained through more proactive efforts to connect knowledge seekers and knowledge disseminators. Considerations and prospects for supporting online informal social learning networks are discussed.

scholarly journals Faculty Online Learning Communities to support physics teaching

2015 ◽  
Author(s):  
Andy Rundquist ◽  
Joel C. Corbo ◽  
Stephanie Chasteen ◽  
Mathew "Sandy" Martinuk ◽  
Charles R. Henderson ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Physics Teaching ◽  
Online Learning Communities

scholarly journals Taking a Stand against Cyberbullying in Higher Education

2016 ◽  
pp. 197-235
Author(s):  
Margaret Anne Carter ◽  
Marie M'Balla-Ndi ◽  
Ariella van Luyn ◽  
Donna Goldie
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Action Research ◽  
University Students ◽  
Learning Communities ◽  
Higher Education Institutions ◽  
Education Students ◽  
Online Learning Communities ◽  
The Third ◽  
Ongoing Development

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.

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