scholarly journals 18. Avatars: Usefulness in Collaborative Online Learning Environments

2011 ◽  
Vol 4 ◽  
pp. 115
Author(s):  
Lesley Wilton ◽  
Tonya Noël
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Digital Technologies ◽  
Online Course ◽  
Online Classes ◽  
Online Learning Environments ◽  
Online Learning Communities ◽  
Positive Effects ◽  
Computer Mediated ◽  
Computer Mediated Communications

Digital technologies that enhance computer-mediated communications are provoking change in the way educators interact with learners. As online course offerings expand and enrollment numbers increase, the challenges of effective online learning call for innovation and creativity. It is beneficial to introduce activities which establish trust and engagement in online learning communities. This paper describes the positive effects of an avatar activity that engaged the authors and their peers during two graduate-level collaborative online classes.

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.

scholarly journals Using three social network analysis approaches to understand computer-supported collaborative learning

2021 ◽  
Author(s):  
Fan Ouyang
Keyword(s):  
United States ◽  
Online Learning ◽  
Graduate Students ◽  
Learning Communities ◽  
Research University ◽  
The United States ◽  
Online Course ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Class Level

The dataset originated from a graduate-level semester-long online course offered at a midwestern research university in the United States. This course - <i>Online Learning Communities</i> - focused on theories and practices of online learning communities (see Figure 2). Twenty graduate students enrolled in this course during a 14-week semester in spring 2014. This course was primarily comprised of inquiry-based online asynchronous discussions; discussion topics focused on theories, practices, and applications of online learning communities. Each discussion was framed within one week; topics were independent to each other. Keeping the same scale, the dataset in this research was comprised of all class-level discussions

Collaborating with a (Non)Collaborator

2010 ◽  
pp. 305-330
Author(s):  
Carolyn Kristjánsson
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Social Practice ◽  
Graduate Program ◽  
Systemic Functional Linguistics ◽  
Online Collaboration ◽  
Frames Of Reference ◽  
Online Learning Communities ◽  
Collaborative Processes ◽  
Computer Mediated

In a climate of increasing globalization with calls for the development of online learning communities that thrive on diversity, it is important to consider how diversity might influence the nature of interpersonal action and the dynamics of collaboration in computer-mediated education. This chapter considers the case of problematic collaboration in an online graduate program. Discourse analysis grounded in Systemic Functional Linguistics is applied to illustrate how various aspects of stakeholders’ identities can be traced in the discourse related to online collaborative processes. A model of situated multidimensional identity is used to consider how localized constructions of identity may be linked to broader frames of reference. Findings suggest that when stakeholders from a range of backgrounds are drawn together, online collaboration becomes a complex social practice.

Online learning communities and their effects on relational capital

2018 ◽  
Vol 48 (4) ◽  
pp. 491-503 ◽  
Author(s):  
Jorge Cegarra-Sánchez ◽  
Ettore Bolisani ◽  
Juan-Gabriel Cegarra-Navarro ◽  
Eva Martínez Caro
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Communities ◽  
Knowledge Sharing ◽  
Learning Community ◽  
Undergraduate Students ◽  
Relational Capital ◽  
Content Type ◽  
Online Learning Communities ◽  
Positive Effects

Purpose An online learning community is defined as the context where knowledge sharing takes place virtually. Prior research has revealed that it is fundamentally important for higher education institutions to leverage on internal and external sources of knowledge, which can improve the value of relational capital. However, in a higher education setting, the positive effects of relationship improvement because of knowledge sharing can be jeopardized by the circulation of unverified information (i.e. counter-knowledge). The purpose of this study has been to analyse if online learning communities can counteract the effects of counterknowledge. Design/methodology/approach This study examined the relevance of online learning communities to counteract counter-knowledge, along with how this, in turn, can affect the creation of relational capital from the perspective of 210 undergraduate students using partial least squares. Findings Results support that online learning communities may help universities to not only create relational capital but also contribute to clarify misunderstandings and prevent counter-knowledge learned from badly informed sources. Originality/value There has been very limited research aimed at developing an adequate framework to analyze the role played by unverified information in universities. Therefore, this study fills this gap and proposes a framework focusing on the concept of online learning communities.

Collaborating with a (Non)Collaborator

2011 ◽  
pp. 1240-1264
Author(s):  
Carolyn Kristjánsson
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Social Practice ◽  
Graduate Program ◽  
Systemic Functional Linguistics ◽  
Online Collaboration ◽  
Frames Of Reference ◽  
Online Learning Communities ◽  
Collaborative Processes ◽  
Computer Mediated

In a climate of increasing globalization with calls for the development of online learning communities that thrive on diversity, it is important to consider how diversity might influence the nature of interpersonal action and the dynamics of collaboration in computer-mediated education. This chapter considers the case of problematic collaboration in an online graduate program. Discourse analysis grounded in Systemic Functional Linguistics is applied to illustrate how various aspects of stakeholders’ identities can be traced in the discourse related to online collaborative processes. A model of situated multidimensional identity is used to consider how localized constructions of identity may be linked to broader frames of reference. Findings suggest that when stakeholders from a range of backgrounds are drawn together, online collaboration becomes a complex social practice.

scholarly journals Using three social network analysis approaches to understand computer-supported collaborative learning

2021 ◽  
Author(s):  
Fan Ouyang
Keyword(s):  
United States ◽  
Online Learning ◽  
Graduate Students ◽  
Learning Communities ◽  
Research University ◽  
The United States ◽  
Online Course ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Class Level

The dataset originated from a graduate-level semester-long online course offered at a midwestern research university in the United States. This course - <i>Online Learning Communities</i> - focused on theories and practices of online learning communities (see Figure 2). Twenty graduate students enrolled in this course during a 14-week semester in spring 2014. This course was primarily comprised of inquiry-based online asynchronous discussions; discussion topics focused on theories, practices, and applications of online learning communities. Each discussion was framed within one week; topics were independent to each other. Keeping the same scale, the dataset in this research was comprised of all class-level discussions

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.

Sign in / Sign up

Export Citation Format

Share Document