Applying Grounded Conversation Design to Instruction

2008 ◽  
pp. 203-217
Author(s):  
Rocci Luppicini
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Learning Environments ◽  
Social Contexts ◽  
Critical Discourse ◽  
Online Learning Community ◽  
Online Learning Environments ◽  
The Social ◽  
Conversation Theory

A grounded conversation design approach is posited as a way to study complex conversational processes within online learning environments. This approach is applied to online learning contexts to leverage conversation quality and learning. Study I examines conversations emerging within an online learning community created within an undergraduate class to critically discuss research. Study II applied conversational protocols derived from study I within an undergraduate online editorial board simulation intended to generate critical discourse. The chapter suggests how basic grounded conversation techniques can be applied in a variety of online learning environments to study conversation and develop grounded conversation theory within the context of online learning. Grounded conversation design is based on the assumption that conversation is situated and grounded within the social contexts from which it emerges.

scholarly journals DEVELOPING LEARNING COMMUNITY IN ONLINE ASYNCHRONOUS COLLEGE COURSES: THE ROLE OF TEACHING PRESENCE

2019 ◽  
Vol 9 (4) ◽  
Author(s):  
Peter Shea ◽  
Chun Sau Li ◽  
Karen Swan ◽  
Alexandra Pickett
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Community ◽  
Learning Environments ◽  
Course Design ◽  
Critical Role ◽  
Teaching Presence ◽  
College Level ◽  
Online Learning Community ◽  
Online Learning Environments

This paper builds on the model we have developed for creating quality online learning environments for higher education. In that model we argue that college-level online learning needs to reflect what we know about learning in general, what we understand about learning in higher-education contexts, and our emerging knowledge of learning in largely asynchronous online environments. Components of the model include a focus on learner roles, knowledge building, assessment, community, and various forms of “presence.” In this paper we focus on two components—teaching presence and community—and review the rationale and benefits for an emphasis on community in online learning environments. We argue that learning is social in nature and that online learning environments can be designed to reflect and leverage the social nature of learning. We suggest that previous research points to the critical role that community can play in building and sustaining productive learning and that teaching presence, defined as the core roles of the online instructor, is among the most promising mechanism for developing online learning community. We present a multi-institutional study of 2,036 students across thirty-two different colleges that supports this claim and provides insight into the relationship between online learning community and teaching presence. Factor and regression analysis indicate a significant link between students’ sense oflearning community and their recognition of effective instructional design and directed facilitation on the part of their course instructors—and that student gender plays a small role in sense of learning community. We conclude with recommendations for online course design, pedagogy, and future research.

Electronic Classroom, Electronic Community

2010 ◽  
pp. 439-456
Author(s):  
Lisa Harris
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Case Studies ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Electronic Classroom ◽  
Electronic Community ◽  
Quality Learning ◽  
New Evidence ◽  
The Relationship

The capacity for online learning environments to provide good quality learning experiences for students has been the focus of speculation and debate in the higher education sector from the late 1990s to the present day. In this area, “quality” has become synonymous with engaging students in a learning community. This chapter reports on a qualitative research project designed to explore the significance of community for students studying online. Using three fundamentally different types of online learning environments as case studies, this research explored the relationship between the constructed online learning environment and the development of learning communities or what the author has termed social learning support networks (SLSN). Exploring the common themes to emerge from these three case studies, this research provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.

Online Knowledge Sharing

2012 ◽  
pp. 394-402 ◽  
Author(s):  
Will W.K. Ma
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Knowledge Sharing ◽  
Learning Environments ◽  
Rapid Development ◽  
The Internet ◽  
Review Of The Literature ◽  
Online Learning Environments ◽  
The Social ◽  
Forms Of Knowledge

The concept of knowledge sharing finds historical support in theories on the acquisition and creation of knowledge. While the key to knowledge sharing depends on frequent and regular social interaction, the recent rapid development of the Internet has enhanced much of the social interaction taking place among individuals at any time, at any place, and with any person. Through a review of the literature, this chapter defines online knowledge sharing, discusses the effects of intrinsic and extrinsic motivational factors in explaining online knowledge behavior, explores the various forms of knowledge sharing in different online learning environments, and reviews the measurement of online knowledge sharing. The chapter also discusses online knowledge-sharing issues that should be addressed in future.

scholarly journals A STUDY OF STUDENTS’ SENSE OF LEARNING COMMUNITY IN ONLINE ENVIRONMENTS

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Learning Environments ◽  
College Campuses ◽  
Female Students ◽  
Online Learning Environments ◽  
Student Centered ◽  
Theoretical Assumptions ◽  
Core Elements ◽  
Pedagogical Models

This paper looks first at some of the often unspoken epistemological, philosophical, and theoretical assumptions that are foundational to student-centered, interactive online pedagogical models. It is argued that these foundational assumptions point to the importance of learning community in the effectiveness of online learning environments. Next, a recent study of 2314 online students across thirty-two college campuses is presented. This study reports on learners’ sense of community and it is concluded through factor and regression analysis that elements of the Community of Inquiry model —specifically learners’ recognition of effective “directed facilitation” and effective instructional design and organization on the part of their instructor contributes to their sense of shared purpose, trust, connectedness, and learning—core elements of a community of learners. Gender also appears to play a small role in students’ sense of learning community with female students reporting higher levels than their male classmates. Implications for online learning environments design are discussed.

Investigation of Higher Education Student Perceptions of Social Presence and Motivations in Online Learning Environments

2022 ◽  
pp. 341-362
Author(s):  
Murat Çoban
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environment ◽  
Education Student ◽  
Online Learning Environments ◽  
The Social

This chapter determines the social presence perceptions and motivation levels of higher education students participating in the online learning environment and reveals the possible causes that affect these variables. According to the findings obtained from the study in which the explanatory design was used among the mixed research methods, it was concluded that the social presence perceptions of the participants were lower compared to their motivation. Besides, it was found out that there is a positive relationship between social presence and motivation variables. According to the qualitative findings, the majority of the participants stated that they were not satisfied with distance education, encountered technical and hardware problems, and the online learning environment was not effective enough in the context of communication and interaction. The research results contribute to the literature in terms of the effectiveness of online learning environments.

scholarly journals Developing Coding Structures For Becoming Affect-Savy in the Fully Online Community Model

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Ufuk Yagci ◽  
ROLAND VANOOSTVEEN
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Facial Expressions ◽  
Social Presence ◽  
Online Community ◽  
Positive Emotions ◽  
Body Language ◽  
Coding System ◽  
Online Learning Community ◽  
The Social

This study aims to provide support for the efficacy of the Fully Online Learning Community (FOLC) Model by examining communication between participants within a series of recorded online focus groups and by investigating the behaviours that are undertaken by participants. A coding system based on body language expressions is proposed as an outcome of this study and the affective domain of the participants is analyzed through facial expressions, body language and content (words) employed. Findings suggest that affects (emotions) have a preeminent role in the social presence in FOLC environments. Positive emotions are easier to detect as individuals exhibit them without masking, with some possible exceptions arising from personal dispositions and cultural inferences. Negative emotions can also be detected through a combination of facial expressions and body language coding. However, findings were not consistent for determining sadness and surprise states and further studies will have to explore ways to differentiate these affects from others. The instigations set forward by the participants and affective responses to the behaviours of instigators provided support for the empirical study about the efficacy of facilitation and interactions within fully online learning environments.

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