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.

Electronic Classroom, Electronic Community

2010 ◽  
pp. 87-104 ◽  
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.

The relationship between social presence and cognitive load

2019 ◽  
Vol 16 (2) ◽  
pp. 172-182
Author(s):  
Jamie Costley
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environments ◽  
Content Type ◽  
Germane Cognitive Load ◽  
High Level ◽  
The Relationship ◽  
Spearman’S Correlation

Purpose As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students’ levels of social presence affect germane cognitive load. Germane cognitive load is the amount that students are able to construct schema and can be seen as analogous to learning. Design/methodology/approach This study looks at the results of survey data (n = 433) that investigate the relationship between social presence and germane cognitive load. The students were surveyed from the Open Cyber University of Korea in the fall semester of 2018. Findings The present study found a statistically significant positive relationship between social presence and germane cognitive load. The study found a Spearman’s correlation coefficient of 0.595. Furthermore, the sample was divided into a high, medium and low grouping of social presence. Among these groupings, the high level social presence had the highest level of germane cognitive load, and the low level social presence had the lowest level of germane cognitive load. Originality/value This result shows the importance and value of developing levels of social presence in online environments. Some research has shown relationships between student interaction and learning, but the present study looks directly at social presence and germane cognitive load. From this research, the authors can see the value of encouraging higher levels of social interaction in online learning environments.

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 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.

Inclusion in an Electronic Classroom

2011 ◽  
pp. 98-123
Author(s):  
Robert Luke ◽  
Laurie Harrison
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Learning Technologies ◽  
Learning Networks ◽  
Web Content ◽  
Online Learning Environments ◽  
Electronic Classroom ◽  
Accessibility Issues ◽  
Accessibility Guidelines ◽  
The Web

Providing educational opportunities within online environments, while beneficial, also has the potential to exclude a significant portion of the population.  Those who are learning and physically disabled may be prevented from accessing online learning environments due to problems in the design of the technology, as well as with the pedagogy directing the use of this technology. Inclusion in an Electronic Classroom was funded by the Office of Learning Technologies (OLT) and examined accessibility within various courseware platforms in order to better assess both the technological and pedagogical issues associated with the general educational shift toward providing learning opportunities within online learning networks.2 This paper presents a summary of the results of this study alongside recommendations for ensuring equitable access within online, courseware-enabled, networked learning.  The study data are placed within a framework that examines the technical and pedagogical ramifications of accessibility issues and online learning environments, specifically, courseware environments currently used in today’s online educational market. The findings are compared with the associated guidelines and checkpoints in the Web Content Accessibility Guidelines published by the Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C) and provide a useful framework for consideration of the current challenges and the opportunities at hand for courseware authoring tool developers.3

Being online: social presence as subjectivity in online learning

2010 ◽  
Author(s):  
Benjamin Kehrwald
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Exploratory Study ◽  
Online Learning Environments ◽  
The Relationship

This article discusses the relationship between social presence and subjectivity in online learning environments. Drawing from views of subjectivity synthesised by de Sousa and an exploratory study into online social presence (by Kehrwald), the presentation identifies the links between various forms of subjectivity and the operation of social presence. The conclusions highlight the benefits of explicitly associating subjectivity with social presence in online learning and some of the key implications for online learning practice.

scholarly journals Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?

2020 ◽  
Vol 17 (7) ◽  
pp. 2320
Author(s):  
Jianhui Yu ◽  
Changqin Huang ◽  
Zhongmei Han ◽  
Tao He ◽  
Ming Li
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Interaction Model ◽  
Critical Element ◽  
Environment Interaction ◽  
Moderating Effects ◽  
Academic Emotions ◽  
Online Learning Environments ◽  
The Relationship

Learning persistence is a critical element for successful online learning. The evidence provided by psychologists and educators has shown that students’ interaction (student-student (SS) interaction, student-instructor (SI) interaction, and student-content (SC) interaction) significantly affects their learning persistence, which is also related to their academic emotions. However, few studies explore the relations among students’ interaction, academic emotions and learning persistence in online learning environments. Furthermore, no research has focused on multi-dimensional students’ interaction and specific academic emotions. Based on person-environment interaction model and transactional distance theory, this study investigates the relationship between students’ interaction and learning persistence from the perspective of moderation and mediation of academic emotions including enjoyment, boredom, and anxiety. Data were collected from 339 students who had online learning experience in China. AMOS 22.0 (IBM, Armonk, NY, USA) and SPSS 22.0 (IBM, Armonk, NY, USA) were employed to analyze the mediating and moderating effects of academic emotions, respectively. The results revealed that students’ interaction and academic emotions directly related to learning persistence. Specifically, enjoyment, anxiety and boredom had significant mediating and moderating effects on the relationship between students’ interaction and learning persistence. Based on these findings, we further discussed the theoretical and practical implications on how to facilitate students’ learning persistence in online learning environments.

Using cognitive strategies overcomes cognitive load in online learning environments

2020 ◽  
Vol 17 (2) ◽  
pp. 215-228
Author(s):  
Jamie Costley
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Environments ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Negative Relationship ◽  
Cognitive Learning ◽  
Online Learning Environments ◽  
Content Type ◽  
The Relationship

Purpose This study aims to look at the relationship between extraneous cognitive load and germane cognitive load and how the use of cognitive learning strategies might moderate the relationship. Design/methodology/approach This present study used survey data (n = 440) from randomly selected students taking large online classes in South Korea. Findings This research found a negative relationship between extraneous and germane loads. Furthermore, this study found that the use of cognitive strategies moderates this relationship. This shows that the use of cognitive strategies can help overcome unclear instruction and help to produce higher levels of student learning. Originality/value Within online learning environments, the degree to which nonessential information contributes to cognitive overload among learners becomes an important area of investigation, along with the ways in which learning strategies can mitigate some of this overload.

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