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.

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 Crowdsourcing Education on the Web

2012 ◽  
pp. 272-286 ◽  
Author(s):  
Joseph Corneli ◽  
Alexander Mikroyannidis
Keyword(s):  
Online Learning ◽  
Social Learning ◽  
Web 2.0 ◽  
Learning Communities ◽  
Case Studies ◽  
High Quality ◽  
Online Learning Communities ◽  
The Past ◽  
Open Content ◽  
The Web

Learning online has significantly evolved over the past decade due to the emergence of Web 2.0 and 3.0 technologies that facilitate social learning in adaptive online environments. The open content movement and the associated techniques of crowdsourcing (i.e. assimilating several small contributions into resources of high quality) have further influenced education on the Web. This chapter investigates the concept of crowdsourcing in education through an analysis of case studies dealing with two open online learning communities, Peer 2 Peer University, and PlanetMath.org. The case studies proceed via an analysis of the various roles played by the individuals involved in each organization. The outcomes of this analysis are used to extract general recommendations for building online communities and applying crowdsourcing techniques in educational contexts.

scholarly journals Social Network Analysis and Online Learning Communities in Higher Education: A Systematic Literature Review

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Shazia K. Jan ◽  
Panos Vlachopoulos ◽  
Mitch Parsell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Literature Review ◽  
Learning Communities ◽  
Systematic Literature Review ◽  
Online Learning Communities ◽  
Analytical Technique

This paper presents the results of a systematic literature review which sets out to explore the use of social network analysis (SNA) for investigating online learning communities in higher education. The impetus for such a review originated from an increased interest by researchers in SNA techniques to investigate interactions and learning engagement in various types of online communities. However, the researchers often omit to ground their research and SNA methods in community based learning frameworks such as communities of inquiry (CoI) and communities of practice (CoP). We identified a handful of studies that integrate SNA methods and key constructs from these frameworks and examined: SNA measures and corresponding theoretical constructs used; other analytical techniques used; limitations and; suggestions for further research. We found that while SNA is effective in detecting prominent participants, sub-groups and certain aspects of a CoP, a specific SNA measure cannot be correlated with a particular presence in a CoI. Therefore, SNA needs to be complemented with a qualitative analytical technique. Whether SNA can be used as a stand-alone technique for identifying communities remains to be seen. We also find a lack of consideration to attributional and performance variables in existing studies. In conclusion, we propose the development of a fully integrated research framework for a holistic analysis of online learning and teaching.

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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