scholarly journals The development of social presence in online Arabic learning communities

2010 ◽  
Vol 26 (7) ◽  
Author(s):  
Andrea Hall ◽  
Jan Herrington
Keyword(s):  
Learning Community ◽  
Social Presence ◽  
Online Courses ◽  
Research Approach ◽  
Sultanate Of Oman ◽  
Learning Context ◽  
Online Learning Community ◽  
Design Based Research ◽  
Cultural Preferences ◽  
Synchronous Chat

<span>An effective online learning community requires the development of social presence, as this helps learners to project themselves online and feel a sense of community. A literature review found that cultural preferences are important in developing relationships online, which may explain why some learners in international contexts may not participate in the learning community, with an unsuccessful online experience as a result. The effect of culture in the development of a learning community was investigated using a design-based research approach, in two fully online courses for faculty at a university in the Sultanate of Oman. It was found that the participants, all from an Arabic cultural background, preferred to develop responsible relationships before they went online, and preferred to use tools such as synchronous chat that gave increased immediacy to the learning context.</span>

Peer Learning and Peer Assessment to Enhance Participation in Online Courses

2020 ◽  
pp. 1-26
Author(s):  
Pierpaolo Limone ◽  
Giusi Antonia Toto
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Learning Community ◽  
Future Development ◽  
Online Courses ◽  
Peer Assessment ◽  
Peer Learning ◽  
Online Learning Community ◽  
Self Regulated Learning ◽  
Assessment Approach

The chapter discusses the development of a peer assessment approach in an online learning community. Peer assessment is an important construct because it is connected with self-regulated learning and correlated with the use of feedback, two of the most effective issues in facilitating online learning. The aim of the research is to demonstrate the innovative value of peer assessment and peer learning in new tech through a literature review and an analysis of a practical application to show future development in this field.

Learning for citizenship online: How can students develop intercultural awareness and construct knowledge together?

2009 ◽  
Vol 2 (3) ◽  
pp. 31-49 ◽  
Author(s):  
Hugh Starkey ◽  
Nicola Savvides
Keyword(s):  
Qualitative Research ◽  
Learning Community ◽  
Social Presence ◽  
Online Courses ◽  
Online Discussions ◽  
Intercultural Awareness ◽  
Face To Face ◽  
Higher Order Learning ◽  
International Learning ◽  
Constructing Knowledge

This article evaluates ways in which students on an online Master's programme are learning about citizenship and developing intercultural awareness in spite of the lack of face-to-face interaction. There is still debate about the effectiveness of online courses and whether they provide an adequate substitute for, or even an improvement on, classroom-based learning. We employ qualitative research methods and deploy instruments for analysing constructivist learning to evaluate the extent to which students are constructing knowledge through online discussions as well as learning from research-led teaching materials. We also analyse online discussions for evidence of social presence, including the interventions of the course tutor. We conclude that students do feel themselves to be members of an international learning community and that their interactions can promote higher-order learning. We draw attention to some advantages of online courses such as the possibility of crafting a contribution and the availability of discussions as a resource.

Connecting Communication to Curriculum and Pedagogy in Online Environments

2018 ◽  
pp. 1501-1525
Author(s):  
Marius Boboc
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Instructional Strategies ◽  
Social Presence ◽  
Mediated Learning ◽  
Online Chat ◽  
Online Learning Community ◽  
Grading Policy ◽  
Communicative Patterns ◽  
Communication Dynamics

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

Connecting Communication to Curriculum and Pedagogy in Online Environments

2016 ◽  
pp. 315-338
Author(s):  
Marius Boboc
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Instructional Strategies ◽  
Social Presence ◽  
Mediated Learning ◽  
Online Chat ◽  
Online Learning Community ◽  
Grading Policy ◽  
Communicative Patterns ◽  
Communication Dynamics

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

Connecting Communication to Curriculum and Pedagogy in Online Environments

2014 ◽  
pp. 132-156
Author(s):  
Marius Boboc
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Instructional Strategies ◽  
Social Presence ◽  
Mediated Learning ◽  
Online Chat ◽  
Online Learning Community ◽  
Grading Policy ◽  
Communicative Patterns ◽  
Communication Dynamics

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

A Close Look at Trust Among Team Members in Online Learning Communities

2019 ◽  
Vol 17 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Hungwei Tseng ◽  
Hsin-Te Yeh ◽  
Yingqi Tang
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Courses ◽  
Learning Experience ◽  
Team Members ◽  
Affective Trust ◽  
Building Trust ◽  
Learner Centered ◽  
Positive Correlations

Trust is one of the important factors either fostering or damaging students' online teamwork learning experience. Building trust among team members has become a necessary step for a successful collaboration experience. The purpose of the article was to understand students' learning and teamwork experiences and further to investigate the relationships of learner-centered instructions, team trust, and social presence in an online learning community. Also, this article adds to the research on the role of social presence in promoting cognitive and affective trust. The results indicated there were positive correlations between learner-centered instructions and trust, between learner-centered instructions and social presence, and between trust and social presence. The study could provide suggestions for instructors teaching online courses for the implementation of learner-centered instructions and the importance of creating a social presence and building trust for students in a collaborative online learning environment.

scholarly journals Online language teaching: The pedagogical challenges

2011 ◽  
pp. 428-447 ◽  
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Online Courses ◽  
Language Teaching ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Online Learning Community ◽  
University Of Technology ◽  
Bachelor Of Arts ◽  
The Way

Reflecting on the experience of teaching two fully online papers in Chinese at the Bachelor of Arts (Chinese) program at Auckland University of Technology (AUT) (delivered for a total of ten times since 2008), the object of this paper is to examine the problems along the way, and to address issues which arise. The problems are all pedagogical by nature, instead of being technical concerns upon which a large proportion of online language teaching research has been focused. The issues at stake are two very important assumptions: that there exists a Virtual Classroom, and that one can move the class to the cyberspace and build an Online Learning Community in online language teaching. Discussions are centred on the changing learner profile and the changed learner behaviours in online learning, and their far-reaching impacts on the way we traditionally teach. This author argues that both assumptions are mere myths, and urges a re-think of the online pedagogical approaches which still treat online courses as “classes” and insist on building the online learning community to re-invent traditional classroom-learning in cyberspace. An urgent call is then made for a radical pedagogical shift in online language teaching from teacher-centred approaches towards a personalised, small-group orientated, multi-dimensional model of teaching. In this spirits, a proposal on online language teaching design is formulated with specific and practical suggestions for online language teachers.

scholarly journals A Proposed Framework for the Growth of Online Learning Communities

2021 ◽  
Author(s):  
Nevine Mahmoud Fayek El Souefi
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Social Presence ◽  
Teaching And Learning ◽  
Emotional Engagement ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Use Of Technology ◽  
Challenges And Opportunities

AbstractThe abrupt shift to full online learning due to COVID-19, displaced students and teachers, created multiple barriers in teaching and learning, and caused some instructors not being able to build and maintain an online learning community. This situation resulted in students’ detachment from their instructor and peers causing lack of motivation and increase of failure chances. First the paper explores the challenges and opportunities of building and online learning community highlighting the needs, and reviewes some past frameworks in the field. Second, a framework is proposed that identifies four factors that help the growth of online learning communities. Those facots are; teacher presence, social presence, cognitive presence and students’ emotional engagement. Further the framework  specifies type of actions and activities that teachers/instructors should be adopting throughout the course.  The paper adds to the growing knowledge on Coronavirus effects on the educational sector and highlights the need for the efficeint use of technology in education.

scholarly journals Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Mei Jiang ◽  
Katie Koo
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Community ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Learning Community ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework posits that a collaborative online teaching and learning process can be achieved through three interdependent dimensions of presence: cognitive presence, social presence, and teaching presence. Emotion is considered an important factor in successful online learning. This study explored non-traditional graduate students’ perceived emotional presence that emerged in participants’ online learning experiences. Based on quantitative and qualitative data from 45 non-traditional graduate students in the field of education, the study showed that participants demonstrated both positive emotional expressions (e.g., enjoyment and happiness) and negative expressions (e.g., frustration and disappointment) in their responses. Emotional presence ratings were found be significantly lower than cognitive, teaching, and social presence ratings. Emotions serving different functions were also identified in responses. Direct affectiveness surfaced where participants showed a strong emotional need to make connections with instructors and peers. Outcome emotions were also identified where participants showed emotional responses in regard to their eventual learning outcome. We also found emotional presence by itself a significant predictor of non-traditional graduate students’ satisfaction with online learning. Implications for research and practice are discussed.

Sign in / Sign up

Export Citation Format

Share Document