scholarly journals Mediando a Aprendizagem de Idiomas pela Internet em Comunidades Virtuais

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Gerson Bruno Forgiarini de Quadros
Keyword(s):  
Foreign Language ◽  
Learning Community ◽  
Virtual Communities ◽  
Virtual Community ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Virtual Learning Community ◽  
Common Interests ◽  
Learning Language

Resumo: Esta pesquisa, de cunho qualitativo, tem como objetivo mostrar os elementos que envolvem a aprendizagem do espanhol como língua estrangeira (E/LE) em uma comunidade virtual de aprendizagem de idiomas conhecida como Livemocha. O propósito dessa comunidade é dar aos aprendizes a possibilidade de compartilhar interesses em comum, como aprender o espanhol, conhecer pessoas ao redor do mundo e suas culturas. Desse modo, o estudo de caso realizado nesta investigação, considerada netnográfica, buscou compreender, sob a ótica da Teoria da Atividade (TA) e das Comunidades de Aprendizagem, o modo como os estudantes de uma escola pública, sujeitos do estudo, se mobilizaram para construir seus conhecimentos em relação a um idioma estrangeiro em um ambiente virtual de aprendizagem. Os dados mostram que o sistema da atividade de aprendizagem de espanhol, mediado pelo Livemocha, é organizado e regido por regras e divisão de tarefas, assim os sujeitos nos processos de aprendizagem ora assumem o papel de aluno, ora o de professor. Identificou-se que os sujeitos integrados à comunidade virtual e com orientação presencial se mantiveram motivados para a sua aprendizagem. Mas à medida que atividades se repetiam e as interações presenciais foram reduzindo houve desinteresse e perda de estímulo. Esse fenômeno se explica pela noção de Entropia Sociointerativa, na qual a energia da interatividade na comunidade virtual é fundamental para que ela se sustente. Palavras-chave: Comunidades virtuais, aprendizagem, idiomas. MEDIATING LANGUAGEM LEARNING THROUGH THE INTERNET IN VIRTUAL COMMUNITIES Abstract: This research, considered as a qualitative study, aims to show the elements that involve the learning of Spanish as a foreign language in a virtual learning community language known as Livemocha. The purpose of this community is to give learners the ability to share common interests, how to learn Spanish, they meet people around the world and their cultures. Thus, the case study conducted in this investigation, considered nethnographic, sought to understand under the perspective of Activity Theory (AT) and Learning Communities, the way how the students at a public school, subjects of this study, were mobilized to build their knowledge about a foreign language in a virtual learning environment. The data show that the system of learning activity Spanish, mediated by Livemocha is organized and governed by rules and division of labor, so the subjects in the learning process now assume the role of student, now a teacher. It was found that subjects integrated into the community with guidance in virtual and remained motivated for their learning. But as the activities are repeated and the interactions were reduced the attendance were apathy and loss of motivation. This phenomenon is explained by the notion of social interactive entrophy in which the interaction’s energy in the virtual community is crucial to sustain it. Keywords: Virtual communities. Learning, Language. 

Knowledge Access and Interaction Evolution in Virtual Learning Communities

2012 ◽  
pp. 1019-1038
Author(s):  
Maria Chiara Caschera ◽  
Alessia D’Andrea ◽  
Fernando Ferri ◽  
Patrizia Grifoni
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Intelligent Agents ◽  
Virtual Communities ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Software Systems ◽  
Virtual Learning Community ◽  
Support Interaction ◽  
Interesting Alternative

Interaction among members in Virtual Learning Communities influences the communities’ evolution. Starting from this consideration, this chapter provides a discussion on the more widely used software systems that support interaction between virtual communities’ members and virtual learning environment underlining the advantages and the disadvantages considering the several processes that characterize the VLCs. Moreover in education environments interactions are important in order to facilitate the learning process, and this chapter describes how the intelligent agent approaches can bean interesting alternative to a human facilitator. The analysis of intelligent agents describes how they allow both analysing interaction and improving the level of participation of members of a Virtual Learning Community.

Knowledge Access and Interaction Evolution in Virtual Learning Communities

2010 ◽  
pp. 113-132 ◽  
Author(s):  
Maria Chiara Caschera ◽  
Alessia D’Andrea ◽  
Fernando Ferri ◽  
Patrizia Grifoni
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Intelligent Agents ◽  
Virtual Communities ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Software Systems ◽  
Virtual Learning Community ◽  
Support Interaction ◽  
Interesting Alternative

Interaction among members in Virtual Learning Communities influences the communities’ evolution. Starting from this consideration, this chapter provides a discussion on the more widely used software systems that support interaction between virtual communities’ members and virtual learning environment underlining the advantages and the disadvantages considering the several processes that characterize the VLCs. Moreover in education environments interactions are important in order to facilitate the learning process, and this chapter describes how the intelligent agent approaches can bean interesting alternative to a human facilitator. The analysis of intelligent agents describes how they allow both analysing interaction and improving the level of participation of members of a Virtual Learning Community.

scholarly journals Teachers Access to a Brazilian Virtual Learning Community Over Time: Why They do Not Come Back

EAD em FOCO ◽  
2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Mauricio Pinto da Luz ◽  
Daniel Salvador ◽  
Luiz Rolando
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Virtual Community ◽  
Development Program ◽  
Virtual Learning ◽  
Biology Teachers ◽  
Sharp Drop ◽  
Virtual Learning Community ◽  
Demographic Profiles ◽  
Digital Skills

A virtual learning community, created in association with courses offered within an online professional development program for Brazilian biology teachers, was reviewed over a two-year period. This virtual learning community is designed to be moderated and managed solely by the teachers themselves without any guidance. The results showed a recurring participation pattern, expressed by a large number of page and message views, for short periods of time during the courses, followed by a sharp drop in those views after the courses closed. This pattern was unrelated to course subject or duration. The questionnaires revealed that teachers who did or did not access the virtual community after the end of their courses were indistinguishable from their demographic profiles or digital skills. The analysis of teachers responses to the questionnaire showed that the lack of time due to work overload was the main reason why teachers abandoned the virtual learning community, regardless of highly positive user evaluations. The implications of the results for the future implementation of virtual learning communities in developing countries are discussed. Keywords: In-service teacher education. Lifelong learning. Virtual Learning Communities

Re-Visiting Democratic Pedagogy in the Context of Virtual Learning Communities

2012 ◽  
Vol 4 (3) ◽  
pp. 47-58
Author(s):  
Hayriye Tugba Oztürk
Keyword(s):  
Literature Review ◽  
Learning Communities ◽  
Learning Community ◽  
Virtual Communities ◽  
Democratic Education ◽  
Virtual Learning ◽  
Open Education ◽  
Virtual Learning Community ◽  
Democratic Pedagogy

The purpose of this research is two-fold. First, it provides an overview of the debates over whether technology facilitates democratic education. Second, from this emergent body of discussions in the literature, it critically examines the potential of a virtual learning community to materialise democratic education, both through its underpinning of ideal values such as autonomy, participation and mutuality and through the technological spaces which learners inhabit. Virtual learning communities (VLCs) are increasingly appearing in the field of open education and in that sense, these emerging virtual communities demand a new understanding of democratic pedagogy. With regard to this, drawing on the theoretical debates, it aims to discuss how technology can take place in re-exploring the democratic pedagogy under the scope of VLCs. In doing this, a critical in-depth literature review was undertaken in an emergent area of virtual communities by aiming to contribute to the discussions over conceptualizing the democratic VLCs.

Technical Analysis on Three-Dimensional Virtual Learning Community

2012 ◽  
Vol 557-559 ◽  
pp. 2029-2032
Author(s):  
Xin Lei Yuan
Keyword(s):  
Learning Community ◽  
Sense Of Community ◽  
Three Dimensional ◽  
Virtual Community ◽  
Virtual Learning ◽  
Technical Analysis ◽  
Virtual Learning Community

Cultivating a sense of community in education has become increasingly popular. The purpose of this study was to analysis the three-dimensional virtual learning community. States of students in virtual community discourse were discussed from the technical view, than the paper sought to explore how media affected relationship between students.

scholarly journals Socio-Culturalism and Knowledge Sharing in Multicultural Virtual Learning Communities: Mapping a Conceptual Framework using a Case-based ‘Quanto-Phenomenography’ Approach

2011 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Farooq Mughal ◽  
Aneesa Zafar
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Learning Community ◽  
Cultural Values ◽  
Virtual Communities ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Integrative Model ◽  
Internet Mediation ◽  
The Impact

Abstract The aim of this paper is to investigate the impact of socio-cultural values on the process of knowledge sharing in a multicultural virtual (online) learning community. The study was conducted on a community of place consisting of a mix of students (n = 50) from different parts of the world using a virtual learning environment designed to support learning within and outside the classroom. Pertinent to this, the paper explores three significant areas: a). what societal and cultural values influence the process of knowledge sharing; b) which values are considered important by the community members; and c). do these socio-cultural values limit the utility of a virtual learning environment. The theoretical basis of this study is strongly related to Vygotsky’s (1983) theory of ‘mediated mind’ and Thorne’s (1999) theory on ‘internet-mediation’. The authors conduct a theoretical discourse of the literature to develop a framework consistent upon the VLC model proposed by Schwier (2007) and the three-phased integrative model of virtual communities as societies developed by Romm et al. (1997). The authors use an integrative ‘quanto-phenomenographic’ approach by employing a mix of descriptive and phenomenographic research. The analysis revealed that the socio-cultural values influenced the knowledge sharing process at two-levels i.e. the user level and the environment level yielding altogether 12 socio-cultural values which including nationality, integrity, trust, gender etc. which might inhibit the utility of a virtual learning environment. Keywords: knowledge sharing, virtual learning community, socio-culturalism, culture, multiculturalism, virtual learning environment, phenomenography

Users' Intention to Share Knowledge Using Wiki in Virtual Learning Community

2020 ◽  
Vol 16 (1) ◽  
pp. 1-15
Author(s):  
Hany A. Ismail
Keyword(s):  
Knowledge Sharing ◽  
Learning Community ◽  
Collaborative Work ◽  
Virtual Community ◽  
Virtual Learning ◽  
Educational Organizations ◽  
Virtual Learning Community ◽  
Postgraduate Students ◽  
Behavior Intention ◽  
Ideal Tool

Many educational organizations are using Wikis to enhance virtual learning to encourage knowledge sharing inside between students and instructors. Wiki is an ideal tool for the online knowledge sharing at educational organizations which help to achieve more collaborative work environment between students and instructors. However, educational organizations sometimes fail of building successful virtual community and users abound Wikis for several reasons. This research explored the use of Wikis to share knowledge in virtual learning community. A proposed conceptual framework was developed examining the UTAUT model in new context by using it to test the behavior intention to share knowledge through the Wiki technology in virtual community. A survey to postgraduate students shows that social influence, performance, and effort expectancy have impact on students' attitude to share knowledge through Wikis.

The development of meaningful interactions on a blog used for the learning of English as a Foreign Language

ReCALL ◽  
2010 ◽  
Vol 22 (3) ◽  
pp. 376-395 ◽  
Author(s):  
Annick Rivens Mompean
Keyword(s):  
Foreign Language ◽  
Learning Community ◽  
Real Life ◽  
Added Value ◽  
Written Expression ◽  
Learning Activity ◽  
Critical Element ◽  
Publication Online ◽  
Master's Students ◽  
Real Activity

AbstractThe use of a blog as a pedagogical aid for the learning of foreign languages is gaining support among teachers’ communities (Soubrié, 2006; Tomé, 2007) as it can help students develop online interactions and authentic productions. The current study is analysing the use of such a multimedia setting in a group of Master’s students in France, studying English as a Foreign Language, who had to keep a blog in groups of three or four, dealing with a specific topic of their interest. The introduction of such a tool was meant to motivate learners to practise written expression with an added value: the authenticity of the posted message, aimed not only at the teacher and the learning community but also made visible to the outside world.The aim of this article is to measure the pedagogical added value of such a blog for the development of written expression more specifically, and to see the potential to transform a real activity which is well-known to the younger learners’ community1 into a learning activity for the learning of English. The aims are in agreement with the principles of the Common European Framework of References for Languages (Council of Europe, 2001), which establishes specific goals for language learners with the implementation of ICT: task-based learning, authentic interactions or collaborative learning (Wenger, 1998).Three main aspects have been considered in this article:(i) a description of the way the interactions take place on the blog;(ii) an analysis of the motivating factors for such a publication online;(iii) reflection on the role of the tutor and on the place for feedback.A quantitative analysis of the interactions shows that the project is quite successful in terms of participation, as there are more posts on average than required in the pedagogical contract. Yet there are some disparities, concerning the level of activity from one blog to another and among the participants, that can be related to the role they undertake within the blog (do they prefer to post messages or comments, who are these for and why are they posted?) and to their level of motivation. Qualitatively, the project is also positively perceived: although the blog is not considered as a “real-life” one (the activity is perceived as a pedagogical one), the interactions are meaningful because they make sense for the learners who are fully engaged in the writing process and in the interactions. Finally, the place for feedback needs to be discussed, as the corrections online, although described as necessary, are also very often perceived as inhibiting and appear to be a critical element of the project.

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