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.

E-Learning Methodological Models and Typologies

2009 ◽  
pp. 249-255 ◽  
Author(s):  
Maria Ranieri
Keyword(s):  
Online Learning ◽  
Social Networking ◽  
Learning Communities ◽  
Learning Models ◽  
Online Learning Communities ◽  
E Learning ◽  
The Web

This article aims to examine these different e-learning models and discuss some recent evolutions in this field due to the development of online learning communities (Palloff & Pratt, 1999) and the diffusion of social networking practices that have emerged in the Web in recent years (Bonaiuti, 2006).

scholarly journals Cooperative Online Education

Seminar.net ◽  
2008 ◽  
Vol 4 (2) ◽  
Author(s):  
Morten Flate Paulsen
Keyword(s):  
Online Learning ◽  
Cooperative Learning ◽  
Online Education ◽  
Web 2.0 ◽  
Learning Communities ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Individual Freedom ◽  
Online Learning Communities

Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities. The pedagogical and administrative challenges with regard to accommodating both individual freedom and cooperation are explained in the Theory of Cooperative Freedom. This article shows that cooperative learning can be implemented successfully through a set of instruments or means. To illustrate this with current examples, the article presents NKI Distance Education’s surveys and experiences with cooperative learning. The article also discusses how issues such as web 2.0, transparency, learning partners and individual progression plans relate to cooperative online education.

Overcoming Implicit Bias in Collaborative Online Learning Communities

2020 ◽  
pp. 19-38
Author(s):  
Ludmila T. Battista ◽  
Lisa Wright
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Communities ◽  
Case Studies ◽  
Implicit Bias ◽  
Faculty Perspectives ◽  
Online Students ◽  
Online Learning Communities ◽  
Online Higher Education ◽  
Education Environment

This chapter will lay the groundwork for exploring implicit bias and the effects in the online higher education environment. The authors will analyze privilege, power, oppression, and institutionalized bias and explore examples in higher education, through both student and faculty perspectives. The chapter will focus on collaborative solutions to a diverse variety of case studies on implicit bias across race, culture, gender, ability, and other dimensions. An emphasis will be placed on reflective analysis and creating collaborative experiences for online students and educators.

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.

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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