Strategies for Creating Virtual Learning Communities

2009 ◽  
pp. 175-197
Author(s):  
Beth Perry Mahler ◽  
Margaret Edwards
Keyword(s):  
Nursing Education ◽  
Distance Learning ◽  
Learning Communities ◽  
Online Teaching ◽  
Virtual Learning ◽  
Virtual Classrooms ◽  
The Social ◽  
Social Discipline ◽  
Research Questions ◽  
Learning Research

Teaching nursing online requires teachers to purposefully use strategies that facilitate the development of virtual learning communities. The chapter proposes answers to the question, “How can educators effectively teach the very social discipline of nursing in virtual classrooms?” Specific online teaching strategies including Photovoice, Virtual Reflective Centers, and Conceptual Quilting are explored. The social and socio-technical implications of teaching nursing online are considered. A final section in the chapter describes how these developments in online nursing education are changing the social and pedagogical perspectives of distance learning. Research questions that arise from this exploration are presented.

scholarly journals Enhancing the Impact of Research: Experimenting with Network Leadership Strategies to Grow a Vibrant Nature-Based Learning Research Network

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Catherine Jordan ◽  
Cheryl Charles ◽  
Avery Cleary
Keyword(s):  
Social Impact ◽  
Research Network ◽  
Leadership Strategies ◽  
Common Goal ◽  
Network Building ◽  
The Social ◽  
Research Questions ◽  
Learning Research ◽  
The Impact ◽  
Advance Knowledge

Research can fall short of having societal impact due to traditions of the research enterprise as well as the perceptions of researchers about their appropriate role. What if researchers saw their work as part of a social movement to make change, and the research enterprise was designed to encourage that view and to facilitate relevance, rigor, activation of research, and a collaborative approach to address research questions aligned with a common goal? What would such a research enterprise look like? In this article, we describe the application of “network leadership strategies” to develop a “generative, social-impact network” to support the efforts of a nature-based learning research network to advance knowledge of the natural environment's impact on children's learning and educational outcomes. The activities and achievements of the nature-based learning research network are examined through the lens of network-building approaches aiming to create social impact. Though inspired by and grounded in these approaches, the reality is that certain constraints influenced our ability to function collaboratively as a generative, social-impact network and to fully realize the potential of this approach. We describe these challenges and offer recommendations for other researchers interested in enhancing the social impact of research.

scholarly journals Knowledge Management and Reuse in Virtual Learning Communities

2019 ◽  
Vol 14 (16) ◽  
pp. 23 ◽  
Author(s):  
Houda Sekkal ◽  
Naila Amrous ◽  
Samir Bennani
Keyword(s):  
Knowledge Management ◽  
Learning Communities ◽  
Virtual Communities ◽  
Virtual Learning ◽  
Shared Knowledge ◽  
Online Learning Communities ◽  
Sources Of Knowledge ◽  
Management Processes ◽  
The Social ◽  
Source Of Information

One of the main sources of knowledge in the web is the social networks and especially online communitie because they contain human experiences which are considered as a rich source of information. This knowledge is in the most cases unstructured and is in the form of discussions organized generally by topics. The aim of this paper is to propose a process of knowledge extraction and Management in Online or Virtual Communities. With the widespread of communities in social media due to the services provided by those technologies, many of those communities are in the form of Learning communities created by expert to share knowledge about a topic of their interest. The knowledge shared by members in the online communities is unfortunately not structured and not capitalized. Many members try to access and learn from the shared knowledge in the community but cannot benefit from it due to its unstructured form. If that knowledge could be represented and stored in order to be reused, it would facilitate the knowledge acquisition by members. For this purpose, the present paper try to analyze the studies that treat the question of extracting and managing knowledge in Online Learning Communities based on several criteria exposed all along this paper. Then we propose a framework for managing knowledge in Virtual Learning communities inspired from the different previous frameworks presented in the analyzed studies, and try to propose and approach to overpass the different challenges present in the actual knowledge Management processes of Virtual Communities.

scholarly journals Implementation of Online Teaching in Medical Education: Lessons Learned from Students’ Perspectives during the Health Crisis in Marrakesh, Morocco

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Majda Sebbani ◽  
Latifa Adarmouch ◽  
Adil Mansouri ◽  
Ouassim Mansoury ◽  
Sarah Michaud ◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Online Courses ◽  
Virtual Learning ◽  
Cross Sectional Study ◽  
Lessons Learned ◽  
Educational Approach ◽  
Cross Sectional ◽  
Health Crisis ◽  
June July

Background. On the announcement of the COVID-19 health emergency, the Marrakesh School of Medicine accelerated the digitization and the establishment of courses available to students through the faculty platform. We aimed to describe the students’ perspectives toward the online educational approach implemented during the COVID-19 pandemic and to investigate the factors that might affect the implementation of online teaching in the future. Methods. This was a cross-sectional study among medical students in Marrakesh during June-July 2020. Data collection was based on a self-administered electronic questionnaire distributed via the student platform. We studied the knowledge and previous practices of virtual technologies and students’ appreciation of distance learning during the lockdown. Univariate and multivariate analyses were performed using SPSS16.0 software. Results. A total of 111 students participated. The female-to-male sex ratio was 2.2 with an average age of 20.6 ± 1.8. The majority of students felt that they had a good knowledge of virtual technologies (on a scale of 1 to 10, 81% ≥ 5/10), and two-thirds reported using them in medical studies. Before the COVID-19 lockdown, 16.2% of the students used the platform and 39.6% did not attend in-person courses (16.0% in 1st cycle versus 49.2% in 2nd cycle, p = 0.01 ). During the pandemic, 79% of the students appreciated the virtual learning (54.0% in 1st cycle versus 89.0% in 2nd cycle, p < 0.001 ) and 80.2% thought that the online courses were understandable. Regarding to student’s preferences, 41.4% preferred blended education and 68.5% of the students would recommend continuing distance learning after the pandemic. Regarding satisfaction, previous use of the educational platform (OR = 66.3, CI 95% [1.9; 2.2 ∗ 103]), improvement of learning during distance learning (OR = 22.6, IC 95% [4.1, 123.7]), and professor support (OR = 7, IC95% [1.3, 38]) seemed to be the most powerful factors in the multivariate analysis. Conclusion. Our results will contribute to the implementation of actions by taking advantage of the experience during the health crisis. The institutionalization of virtual learning with more interaction in addition to the in-person courses is the main recommendation of this study.

Online Social Networking and Learning

2013 ◽  
pp. 15-31
Author(s):  
Christine Greenhow
Keyword(s):  
Social Networking ◽  
Formal Education ◽  
Online Social Networking ◽  
Online Behavior ◽  
Network Analytics ◽  
The Social ◽  
Research Questions ◽  
Learning Research ◽  
Preliminary Research ◽  
Technical Features

This article introduces a youth-initiated practice: online social networking that is transforming our society in important ways and has vast implications for research concerning online behavior, the social and psychological aspects of online learning and the institution of education. In this paper, the author introduces the socio-technical features that characterize social networking systems and outlines results from preliminary research that suggests the informal social and intellectual practices in which participants naturally engage and how these relate to the competencies increasingly valued in formal education. The paper outlines four overlapping categories for research such as activities and outcomes, tool, place, and medium, identity and communication, and network analytics and methods. Within these categories the author outlines interesting research questions to pursue in documenting and interpreting the complexity of ‘learning’ within these spaces. Goals are to catalyze inquiry that bridges informal and formal learning and stimulate interdisciplinary conversation about where such agendas fit within and advance learning research.

A Knowledge Management Roadmap for E-Learning

2011 ◽  
pp. 3328-3335 ◽  
Author(s):  
Miltiadis D. Lytras ◽  
Ambjörn Naeve ◽  
Athanasia Pouloudi
Keyword(s):  
Knowledge Management ◽  
Knowledge Society ◽  
Research Community ◽  
Critical Research ◽  
The Social ◽  
New Period ◽  
E Learning ◽  
Research Questions ◽  
Learning Research ◽  
The New Period

The technological pace and the advent of the knowledge society will set in the next years the new context for e-learning evolution: The convergence of learning and daily life of citizens worldwide will be evident in new services and transparent technologies. Pervasive or ubiquitous learning will be a critical cornerstone and an ultimate achievement of the e-learning research community. Additionally, worldwide efforts will define the social responsibility character of e-learning. In this short visioning paper, we try to address two critical questions: How will knowledge management and relevant technologies affect e-learning in the forthcoming six years? and What are the critical research questions for the new period of e-learning evolution? Many of these aspects could initiate interesting PhD research.

scholarly journals USING THE ZOOM SERVICE IN DISTANCE LEARNING// International Journal of Educational and Scientific Research 4(12), 2021/ Chief Editor K. Kumpulainen /OEAPS OU - Tallinn, Estonia (Open European Academy of Public Sciences). Vienna, Austria 30.04.2021: OEAPS OU., 2021. P. 29-32.

2021 ◽  
Author(s):  
Ulzhamilya Bibatyrovna Serikbayeva ◽  
Zhanna Borisovna Erzhanova
Keyword(s):  
Distance Learning ◽  
Scientific Research ◽  
Virtual Learning ◽  
Chief Editor ◽  
Virtual Classrooms ◽  
European Academy ◽  
New Normal ◽  
The World

Remote virtual learning has become the new normal for many teachers, administrators, students, and parents. While the transition may not be easy, we want to provide resources to ensure users are creating secure and effective virtual classrooms using Zoom. Zoom is the best way and means for teachers and educators around the world to design their teachings and lesson for properly addressing their students sitting at their homes.

scholarly journals Comunidades virtuales para el aprendizaje

2010 ◽  
pp. a145 ◽  
Author(s):  
Julio Cabero ◽  
María del Carmen Llorente
Keyword(s):  
Learning Communities ◽  
Virtual Learning ◽  
Educational Environment ◽  
Redes Sociales ◽  
The Social ◽  
La Red

Si existe un hecho evidente en la actual sociedad es que la mayoría de los estudiantes, así como los docentes, formamos parte además de la Red de los que se viene denominando como Redes Sociales. En este sentido, los autores del presente artículo analizan y reflexionan sobre las diferentes posibilidades que éstas ofrecen para ser incorporadas en el ámbito educativo como Comunidades Virtuales para el Aprendizaje, a través de sus posibilidades didácticas, limitaciones, o elementos más significativos.Virtual learning environmentAbstractIf it`s true that exist an evident fact in the current society it`s that most of students and professors take part in the Net and actually more at the Social Nets. Therefore, the authors of the present paper analyze and reflect about the different possibilities that these offer to be incorporated in the educational environment as Virtual Learning Communities through their didactic possibilities, limitations, or more significant elements.

Temporal Asynchrony of Socio-Technical Devices in Distance Learning?

2019 ◽  
pp. 57-76
Author(s):  
Xavier Inghilterra
Keyword(s):  
Distance Learning ◽  
Learning Communities ◽  
A Priori ◽  
Digital Technologies ◽  
Collaborative Process ◽  
Master's Degrees ◽  
The Social ◽  
Social Domination ◽  
Information And Communication ◽  
Social Sharing

This chapter is based on a research that has been focusing on social sharing device effects and on students' practices of collaboration, communication, and mediation. The author has analyzed the recurring temporal split between academic environment and students' sphere in a context of distance learning. The goal is to understand the origin of the collaborative process of collective apprentice which is illustrated in the communities of apprenticeship outside the academic institution. A netnographic observation was conducted with Bachelor and Master's degrees in a private training center. The author assumes the information and communication socio-technical devices participate in the horizontalization of student practices. The author has highlighted the paradox of these learning communities, which are, unwittingly, in a process of social domination by having choosing a priori a decentralized structure. In light of the social criticism of the time, the observation reveals that digital technologies cause a temporal acceleration.

Online Social Networking and Learning

2011 ◽  
Vol 1 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Christine Greenhow
Keyword(s):  
Social Networking ◽  
Formal Education ◽  
Online Social Networking ◽  
Formal Learning ◽  
Online Behavior ◽  
Network Analytics ◽  
The Social ◽  
Research Questions ◽  
Learning Research ◽  
Technical Features

This article introduces a youth-initiated practice: online social networking that is transforming our society in important ways and has vast implications for research concerning online behavior, the social and psychological aspects of online learning and the institution of education. In this paper, the author introduces the socio-technical features that characterize social networking systems and outlines results from preliminary research that suggests the informal social and intellectual practices in which participants naturally engage and how these relate to the competencies increasingly valued in formal education. The paper outlines four overlapping categories for research such as activities and outcomes, tool, place, and medium, identity and communication, and network analytics and methods. Within these categories the author outlines interesting research questions to pursue in documenting and interpreting the complexity of ‘learning’ within these spaces. Goals are to catalyze inquiry that bridges informal and formal learning and stimulate interdisciplinary conversation about where such agendas fit within and advance learning research.

Globalization, Citizenship, and Subjectivity in Self Construction

2020 ◽  
Vol 10 ◽  
pp. 135-146
Author(s):  
Namita Poudel
Keyword(s):  
Social Structure ◽  
Social Field ◽  
Self Identity ◽  
The Social ◽  
Social Fields ◽  
Research Questions

One of the profound questions that troubled many philosophers is– “Who am I?” where do I come from? ‘Why am I, where I am? Or “How I see myself?” and maybe more technically -What is my subjectivity? How my subjectivity is formed and transformed? My attempt, in this paper, is to look at “I”, and see how it got shaped. To understand self, this paper tries to show, how subjectivity got transformed or persisted over five generations with changing social structure and institutions. In other words, I am trying to explore self-identity. I have analyzed changing subjectivity patterns of family, and its connection with globalization. Moreover, the research tries to show the role of the Meta field in search of subjectivity based on the following research questions; how my ancestor’s subjectivity changed with social fields? Which power forced them to change their citizenship? And how my identity is shaped within the metafield? The methodology of my study is qualitative. Faced to face interview is taken with the oldest member of family and relatives. The finding of my research is the subjectivity of Namita Poudel (Me) is shaped by the meta field, my position, and practices in the social field.

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