Intentional Communities of Practice, the Challenge of Interactivity

Interactivity in E-Learning - Advances in Game-Based Learning ◽

10.4018/978-1-61350-441-3.ch014 ◽

2012 ◽

pp. 305-325 ◽

Cited By ~ 1

Author(s):

Aaron Wiatt Powell

Keyword(s):

Online Learning ◽

Social Interaction ◽

Literature Review ◽

Online Community ◽

Cultural Barriers ◽

Design And Technology ◽

Intentional Communities ◽

Intentional Community ◽

Community Portal

This chapter examines the support of social interaction in a cooperative, situated online learning environment, and the cultural barriers that hinder such intention and interactivity. The findings of a literature review suggest that the greatest challenge to intentional Community of Practice (CoP) is a sense of interdependence among CoP members, the authenticity of the practice or purpose, and a trajectory for the CoP’s future. This case study attends to these issues with a cohort of practicing teachers. It explores an initiative to nurture CoP with cooperative projects and with the support of an online community portal. The case challenges CoP theory from an intentional or instructional standpoint, and informs design and technology in support of CoP.

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Researching online communities of inquiry through digital ethnography

SHS Web of Conferences ◽

10.1051/shsconf/202110201006 ◽

2021 ◽

Vol 102 ◽

pp. 01006

Author(s):

Neil Johnson

Keyword(s):

Online Learning ◽

Online Education ◽

Online Communities ◽

Online Community ◽

Study Data ◽

Digital Ethnography ◽

Use Of Technology ◽

Ethnographic Data ◽

Communities Of Inquiry

Research into providing effective online education has suggested an important goal for instructors is the creation of an online community of inquiry (CoI) where social, cognitive, and teacher presence are all important aspects of successful online learning. With reference to a recent reflective practice case study, this paper describes ways that the research on online communities of inquiry may be enriched through the use of digital ethnography. In the target reflective case study, data analysis tasks were designed and presented in an online VoiceThread site, promoting dialogic and multimodal engagement with data from actual research studies that are central to the module theme in teacher education. Interaction around these tasks is coded using the CoI framework. Ethnographic data from the participants was collected and coded using qualitative research protocols to contextualise the interaction data and provide a clearer understanding of how participants had come together throughout the module. The ethnographic data revealed some interesting concerns with online learning, including the use of technology as a barrier to participation.

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Online learning community software to support success in project teams

Global Journal of Information Technology Emerging Technologies ◽

10.18844/gjit.v5i2.197 ◽

2016 ◽

Vol 5 (2) ◽

pp. 71 ◽

Cited By ~ 1

Author(s):

Brian Patrick Thoms

Keyword(s):

Online Learning ◽

Social Interaction ◽

Social Networking ◽

Learning Community ◽

Online Community ◽

Project Teams ◽

Online Learning Community ◽

Before And After ◽

Networking Technologies ◽

Community Software

In this research we explore aspects of social interaction and community as they relate to success in project-based courses. Using specialized online community software consisting of social networking technologies and project-based wikis, project teams are able to collaborate and interact as they progress towards project milestones. Our study underscores the importance of sustained engagement as a means for fostering high levels of community and how these levels relate to project motivation and, ultimately, project success. Guided by a theoretical model that explains how individuals collaborate within online communities, we measure member perceptions of the software before and after our intervention. Survey results found that online learning community (OLC) software can successfully support learning and social interaction. These results are supported by a social network analysis (SNA), which shows high levels of individual engagement across the project lifecycle. Keywords: social networking, online learning community, wiki, project management, capstone project.

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The Role of Learner in an Online Community of Inquiry

Solutions and Innovations in Web-Based Technologies for Augmented Learning ◽

10.4018/978-1-60566-238-1.ch001 ◽

2009 ◽

pp. 1-14 ◽

Cited By ~ 1

Author(s):

Martha Cleveland-Innes ◽

Randy Garrison ◽

Ellen Kinsel

Keyword(s):

Online Learning ◽

Online Community ◽

Community Of Inquiry ◽

Course Design ◽

Design And Technology ◽

Graduate Degree ◽

Online Learners ◽

Self Identity ◽

Graduate Degree Programs ◽

First Time

Learners experiencing an online educational community for the first time can explain the adjustment required for participation. Findings from a study of adjustment to online learning environments validate differences found in 3 presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses in 2 graduate degree programs at Athabasca University, Canada, describe their adjustment to online learning. Responses were analyzed in relation to the elements of cognitive, social, and teaching presence, defined by Garrison, Anderson, and Archer (2000) as core dimensions of learner role requirements in an online community of inquiry. Five areas of adjustment characterize the move toward competence in online learning: interaction, self-identity, instructor role, course design, and technology. Student comments provide understanding of the experience of first-time online learners, including the challenges, interventions, and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made.

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Measuring the Maturity Level of a Community Portal

Encyclopedia of Developing Regional Communities with Information and Communication Technology ◽

10.4018/978-1-59140-575-7.ch085 ◽

2005 ◽

pp. 481-487

Author(s):

Lejla Vrazalic ◽

Peter N. Hyland

Keyword(s):

Social Interaction ◽

Web Sites ◽

Online Community ◽

Human Beings ◽

Information Share ◽

Web Based ◽

Physical Context ◽

Or Groups ◽

Common Purpose ◽

Community Portal

Social interaction is a fundamental to human beings. In an effort to facilitate social interaction, various tools and technologies have been designed and developed over the centuries to connect people and create better means of communication. Most recently, this effort has been directed at facilitating the interaction of communities that share a common purpose or interest. These communities are diverse and often involve individuals or groups that are not situated in the same physical context. The World Wide Web (WWW) has become an important tool in facilitating the interaction and communication between such communities. This is evident in the large number of online community Web sites, portals and forums that have proliferated in the last decade. These Web-based tools provide communities with an online space to exchange information, share stories and experiences, solve problems, discuss issues, and socialise regardless of their location. Portals, in particular, have become the most widely used interface for online communities to meet and interact (Lacher et al., 2001).

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A systematic literature review: the role of assistive technology in supporting elderly social interaction with their online community

Journal of Ambient Intelligence and Humanized Computing ◽

10.1007/s12652-020-02420-1 ◽

2020 ◽

Author(s):

Farhat Embarak ◽

Nor Azman Ismail ◽

Salem Othman

Keyword(s):

Social Interaction ◽

Literature Review ◽

Assistive Technology ◽

Systematic Literature Review ◽

Online Community

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Role Adjustment for Learners in an Online Community of Inquiry

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch145 ◽

2011 ◽

pp. 1814-1827

Author(s):

Martha Cleveland-Innes ◽

Randy Garrison ◽

Ellen Kinsel

Keyword(s):

Online Learning ◽

Online Community ◽

Community Of Inquiry ◽

Course Design ◽

Teaching Presence ◽

Design And Technology ◽

Graduate Degree ◽

Online Learners ◽

Self Identity ◽

Graduate Degree Programs

This study outlines the process of adjustment learners experience when first participating in an online environment. Findings from a pilot study of adjustment to online learning environments validate differences found in three presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses in two graduate degree programs at Athabasca University, Canada, describe their adjustment to online learning. Responses were analyzed in relation to the elements of cognitive, social, and teaching presence, defined by Garrison, Anderson, and Archer (2000) as core dimensions of student role requirements in an online community of inquiry. In each of these presences, five areas of adjustment characterize the move toward competence in online learning: interaction, self-identity, instructor role, course design, and technology. Student comments provide understanding of the experience of first time online learners, including the challenges, interventions, and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made.

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A Case Study of ESL Students’ Remote Speaking Class Learning Experiences in a Canada University During the COVID-19 Pandemic

Journal of English Language Teaching and Applied Linguistics ◽

10.32996/jeltal.2021.3.5.4 ◽

2021 ◽

Vol 3 (5) ◽

pp. 32-44

Author(s):

Min Huang

Keyword(s):

Online Learning ◽

Language Learners ◽

Sense Of Belonging ◽

Online Community ◽

Online Discussions ◽

Academic English ◽

Esl Students ◽

Face To Face ◽

Photo Production

The COVID-19 pandemic forced a transfer from face-to-face (F2F) learning to remote online learning in universities worldwide. A university in southern Ontario delivered English courses to language learners living globally. This study, adopting a photo-production visual method, explored four English as a second language (ESL) students’ perceptions of this online learning compared to typical F2F learning and investigated activities enabling speaking opportunities and students’ expectations for online learning. The results showed that students perceived minor differences between online learning and F2F learning, including a non-academic English environment, a sense of community, and instant communications. The learning process involved interactive and collaborative discussions and presentations that allow students’ speaking opportunities. The online discussions contributed to students’ confidence but lacked adequate feedback towards students’ speaking skills. Students expected more types of learning activities that contribute to collaborations among peers, a sense of belonging to the online community, and examination orientated English skills.

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