Interacting with native speakers of Chinese through online learning communities: A case study with East Asian learners

2020 ◽  
Vol 6 (2) ◽  
pp. 215-235
Author(s):  
Boning Lyu ◽  
Chun Lai
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Native Speakers ◽  
Social Dimensions ◽  
Learning Context ◽  
Online Learners ◽  
Online Learning Communities ◽  
Authentic Language

Abstract Online language learning communities play an important role in providing learners of Chinese as a second language (CSL) with access to authentic language opportunities to communicate with native speakers of Chinese. However, few studies have examined CSL learners’ self-initiated naturalistic interactions with native speakers of Chinese on such platforms. This current study aims at filling this research gap by examining five East Asia CSL adult learners’ interactions with native speakers of Chinese in an informal learning context on an instruction-oriented social-networking based learning community. Adopting Henri’s (1992) analytic framework to understand the interactions between online learners from both cognitive and social dimensions, it finds that different types of interactions with native speakers of Chinese influenced learners’ differently. The study provides suggestions to CSL teachers as well as educational technology designers on how to maximize the benefits of online learning communities for CSL learners in their informal language learning beyond the classroom.

Designing Online Learning Communities to Encourage Cooperation

2011 ◽  
pp. 102-121 ◽  
Author(s):  
Miranda Mowbray
Keyword(s):  
Social Psychology ◽  
Online Learning ◽  
Social Structure ◽  
Learning Communities ◽  
Antisocial Behavior ◽  
Learning Community ◽  
The Other ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Technical Architecture

This chapter is concerned with how to design an online learning community in such a way as to encourage cooperation, and to discourage uncooperative or antisocial behavior. Rather than restricting design to visual and interface issues, I take a wide view, touching on aspects of the governance, social structure, moderation practices, and technical architecture of online learning communities. The first half of the chapter discusses why people behave antisocially in online learning communities, and ways to discourage this through design. The second half discusses why on the other hand people behave cooperatively in online learning communities, and ways to encourage this through user-centered design, applying some results of experiments in social psychology. The chapter is intended to be of practical use to designers of online learning communities.

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.

Online Learning Community

2011 ◽  
pp. 1506-1511
Author(s):  
Michelle M. Kazmer
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Computer Mediated Communication ◽  
Shared Knowledge ◽  
Collaborative Culture ◽  
Mediated Communication ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Computer Mediated

The study and implementation of online learning communities emerges from two approaches related to the idea of “community.” The first approach was how people began to think about learning community, but not restricted to online settings. Learning community incorporates the idea of a cohesive, collaborative culture among members with the purpose of supporting individual learning by facilitating shared knowledge creation. The idea of a learning community, and its importance for improving learning, pre-dated most online learning, and the focus was on building communitiesto support learning regardless of setting. The second approach was that people began to inquire whether it was possible to build community online, but not for purposes restricted to learning. The idea that true community was possible via computer-mediated communication (CMC) was, and still is, contentious. However, as the years have passed since this question first emerged, the idea that community can be formed online has been increasingly accepted.

Differentiating Instruction to Meet the Needs of Online Learners

2011 ◽  
pp. 114-132
Author(s):  
Silvia Braidic
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Online Learners ◽  
Online Learning Communities ◽  
Face To Face ◽  
Differentiating Instruction ◽  
Online Setting ◽  
The One

This chapter introduces how to differentiate instruction in an online environment. Fostering successful online learning communities to meet the diverse needs of students is a challenging task. Since the “one size fits all” approach is not realistic in a face-to-face or online setting, it is essential as an instructor to take time to understand differentiation and to work in creating an online learning environment that responds to the diverse needs of learners. It is our responsibility to ensure that the teaching and learning that takes place online is not only accessible, but of quality. The author hopes that developing an understanding of differentiation and specific instructional strategies to differentiate online will inform the learner of ways to maximize learning by addressing the diverse needs of students.

Hybridizing Online Learning with External Interactivity

2010 ◽  
pp. 24-41 ◽  
Author(s):  
Donna Morrow ◽  
Richard G. Bagnall
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Local Community ◽  
Online Professional Development ◽  
Online Learning Communities ◽  
On Line ◽  
External Learning ◽  
On Line Learning

One approach to hybrid learning is to hybridize online learning through recognizing and including external interactivity. This chapter examines that possibility. After reviewing the nature of interactivity and individual learner experience in online learning communities, it presents a recent study of interactivity in online professional development learning by practising teachers. From that study emerges the importance and scope of external interactivity between the learner and his or her local community of colleagues, friends, and family in a learning community beyond the traditional online class. Building on that case study, and indications from the literature that its implications may be generalizable, the chapter suggests ways in which external interactivity can be recognized and included in the online learning environment – as a way of hybridizing on-line learning through its inclusion of learners’ interactive engagements in the external learning communities that they bring to their studies.

Fostering Effective Learning Community in the Online Classroom

2021 ◽  
pp. 1786-1802
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Classroom ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Face To Face ◽  
Effective Learning ◽  
Faculty Concerns ◽  
Face To Face Learning

Online learning communities are an important aspect of successful virtual learning experiences. They bring opportunities for peer collaboration and sharing of ideas in a globally based classroom unrestricted by time and space. At the same time, online learning community participants may face some challenges of effective communication and collaboration as compared to traditional face-to-face learning environments. The author discusses issues, concerns, and potential solutions with regard to online learning communities in the areas of discussion participation, group work on assignments, faculty concerns, and miscellaneous issues such as technology access. Maximizing the potential of online learning communities will facilitate higher-order learning in the technologically mediated twenty-first century classroom.

scholarly journals Social presence in online learning communities: the role of personal profiles

2014 ◽  
Vol 22 ◽  
Author(s):  
Karen Kear ◽  
Frances Chetwynd ◽  
Helen Jefferis
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Social Presence ◽  
Communication Systems ◽  
Online Community ◽  
Online Communication ◽  
Learning Technology ◽  
Discussion Forums ◽  
Online Learning Communities

Online communication is increasingly used in education, but it is not without problems. One significant difficulty is a lack of social presence. Social presence relates to the need for users of technology-based communication to perceive each other as real people. Low social presence can be a particular issue in text-based, asynchronous systems such as discussion forums, leading to feelings of impersonality and disengagement from online learning. Features of online communication systems have the potential to increase social presence. One possibility, advocated in the literature on online learning, is the use of personal profiles and photos to help participants to learn something about each other and feel more connected. This paper discusses the question: To what extent do personal profiles enhance social presence in online learning communities? It presents research findings from two studies which investigated learners’ use and perceptions of personal profiles in online forums. The findings suggest that personal profiles and photos help some online learners to feel in touch with each other. Other learners, however, do not feel the need for these facilities, have privacy concerns or prefer to focus on the forum postings.Keywords: personal profile; online community; learning community; social presence; distance learning(Published: 7 August 2014)Citation: Research in Learning Technology 2014, 22: 19710 -http://dx.doi.org/10.3402/rlt.v22.19710

scholarly journals Models to evaluate online learning communities of asynchronous discussion forums

2003 ◽  
Vol 19 (2) ◽  
Author(s):  
Khe Foon Hew ◽  
Wing Sum Cheung
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Discussion ◽  
Thinking Skills ◽  
Discussion Forums ◽  
Online Learning Communities ◽  
Online Discussion Forums ◽  
Recent Developments ◽  
Geographical Locations

Recent developments in learning theory have emphasised the importance of context and social interaction. In this vein, the notion of a learning community is gaining momentum. With the advent of asynchronous online discussion forums, learning communities now need not be confined to any specific geographical locations, as people can now interact with one another at any place and time convenient to them. In this paper, we describe appropriate models that can evaluate these online learning communities. We examine pertinent issues including learner-learner interaction, learner-teacher interaction, the thinking skills of the learners, the levels of information processing exhibited by learners in the online discussion, and the roles played by the online moderator. A practical example is also provided to illustrate how these models can be used. Finally, we discuss some drawbacks related to each model and ways for overcoming them.

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.

The Key Elements of Online Learning Communities

2010 ◽  
pp. 119-132
Author(s):  
Jianxia Du ◽  
Yunyan Liu ◽  
Robert L. Brown
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Learning Communities ◽  
Learning Community ◽  
The Other ◽  
Online Classroom ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
New Ideas ◽  
Media Choices

An online learning community can be a place for vibrant discussions and the sharing of new ideas in a medium where content constantly changes. This chapter will first examine the different definitions that researchers have provided for online learning communities. It will then illuminate several key elements that are integral to onlinelearning communities: interactivity, in both its task-driven and socio-emotional forms; collaboration, which both builds and nurtures online communities; trusting relationships, which are developed primarily through social interaction and consist of shared goals and a sense of belonging or connectedness; and communication media choices, which impact the other three elements. This chapter also provides suggestions for the practical application of these elementsin the online classroom.

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