scholarly journals Distributed Construction through Participatory Design

2004 ◽  
pp. 164-179 ◽  
Author(s):  
Panayiotis Zaphiris ◽  
Giorgos Zacharia ◽  
Meenakshi Sundaram Rajasekaran
Keyword(s):  
Community Development ◽  
Learning Community ◽  
Participatory Design ◽  
Online Community ◽  
Learning Experience ◽  
Design Teams ◽  
Greek Language ◽  
Online Learning Community ◽  
Step Process ◽  
Modern Greek

We present the implementation of Distributed Constructionism (DC) through a Participatory Design (PD) methodology of an Online Learning community. The students collaborate on the content and functionality development of an online Modern Greek language course, peer review and publish content contributions, and participate in participatory design teams. Participatory design was implemented as a four step process (a) Build bridges with the intended users, (b) Map user needs and suggestions to the system, (c) Develop a prototype, (d) Integrate feedback and continue the iteration. Distributed Constructionism was implemented to enhance the learning experience and community development. Finally Social Network Analysis is employed to quantitatively measure the strength of the online community established and the key role our participatory design team participants played in sustaining this online community.

A User Driven Learning Environment in Botany

2011 ◽  
pp. 255-275
Author(s):  
J. M. Garg ◽  
Dinesh Valke ◽  
Max Overton
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Special Interest ◽  
Lived Experiences ◽  
Online Community ◽  
Information Resources ◽  
Online Learning Community ◽  
Conversational Learning ◽  
Group Members

This chapter introduces the reader to a sample ‘User driven learning environment’ created in an online community with a special interest centred on trees and plants. It traces the development of an online learning community through the lived experiences and thoughts of its founding members and also includes conversational learning experiences of other users to illustrate the process of ‘user driven learning’ in online communities. It illustrates innovative sense making methodologies utilized by group members to create a more meaningful ‘User driven learning environment’ while simultaneously contributing in a positive way to create information resources at no cost along with creating awareness & scientific temper among members.

Online learning community software to support success in project teams

2016 ◽  
Vol 5 (2) ◽  
pp. 71 ◽  
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

<p>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.</p><p> </p><p> Keywords: social networking, online learning community, wiki, project management, capstone project.</p>

Backstage with the Knowledge Boys and Girls: Goffman and Distributed Agency in an Organic Online Community

2007 ◽  
Vol 28 (3) ◽  
pp. 307-325 ◽  
Author(s):  
Drew A.R. Ross
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Online Community ◽  
Social Space ◽  
Message Board ◽  
High Stakes ◽  
Online Learning Community ◽  
The World ◽  
Electronic Social Space ◽  
Front Region

An institutionally independent organic online learning community (OOLC) founded and populated by London cabbies-in-training, more commonly known to the world and to themselves as `Knowledge Boys and Girls', is described here. Qualitative discourse analysis of message board transcripts and interviews with members was undertaken in an effort to elucidate benefits that accrue to OOLC members. Goffman's theory of region behaviour is enlisted to explain why frank, collegial and sometimes confessional interactions with peers might take place in such an online venue. This article suggests that through such candid interactions among peers, learners create a back-region that allows participants to compare themselves with one another, cultivate friendships and practise for high-stakes assessments. OOLC members take advantage of the pseudonymity provided by their electronic social space to engage in behaviours that, if they occurred in a front-region, might invite damage to a learner's reputation as a pre-service cabbie. The online community BR becomes a sanctuary of sorts for taking social and academic risks, one where potential adverse consequences are few and benefits are legion.

scholarly journals Students’ Identities and its Relationships with their Engagement in an Online Learning Community

2019 ◽  
Vol 14 (05) ◽  
pp. 4
Author(s):  
Fariza Khalid
Keyword(s):  
Communities Of Practice ◽  
Learning Community ◽  
Online Communities ◽  
Social Learning Theory ◽  
Online Community ◽  
First Year ◽  
Online Learning Community ◽  
First Year Students ◽  
Higher Education System ◽  
Personal Skills

Abstract—Communities of practice’ approaches have been proven to be effective in enhancing students’ learning as well as helping them to cultivate inter-personal skills, especially within the higher education system. An important development in relation to participation in communities of practice is members’ identities. This study was conducted with the aim of understanding students’ identities in relation to their participation in an online community and how the dimensions of their identities correlated to each other. The research par-ticipants were 123 first-year students who were involved in collaborative sharing activities via an online community, using Weebly. Data was collected using a set of questionnaires that discussed four main dimen-sions of identities: personal, professional, as learners, and as members of communities. Data was analysed using SPSS version 22. The overall findings offer a detailed description of students’ identities. A high posi-tive correlation was found between students’ prior knowledge and their motivation, commitment and beliefs with regard to the benefits of online communities. The only dimension of students’ identities that lacked cor-relation with other dimensions was students’ openness. The findings highlight the importance of understand-ing different aspects of identities and how this helps to enhance engagement in online communities. The findings are significant in terms of establishing a deeper understanding on learning process within a social learning theory.

scholarly journals Design Principles for Promoting Intergroup Empathy in Online Environments

10.28945/3605 ◽  
2016 ◽  
Vol 12 ◽  
pp. 225-246 ◽  
Author(s):  
Noa Shapira ◽  
Haggai Kupermintz ◽  
Yael Kali
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Online Community ◽  
Minority Group ◽  
Development Program ◽  
Design Principles ◽  
Online Learning Community ◽  
Israeli Arabs ◽  
Jewish Students ◽  
Made In

This study examined a professional development program designed to support Civics teachers in their efforts to promote empathy among Israeli Jewish students towards Israeli Arabs. The design rationale for the program is that teachers should experience empathic processes themselves before supporting their students in such an endeavor and that meaningful empathic processes can occur online if activities are properly designed. All phases of the program were designed to support teachers to participate as part of an online community of practice. Sixty Jewish teachers participated in two iterations of the design study. Refinements were made in the second iteration to provide teachers with explicit definitions of empathy and specific instructions for reflection. Findings indicate that these changes were reflected in higher degrees of empathic responses among teachers. Teachers also indicated that being a part of an online learning community contributed to the learning process they experienced during the program. We interpret this as a first step in enabling teachers to assist their students to develop a more empathetic approach toward the minority group and conclude with a discussion of recommended design principles for promoting such an approach.

scholarly journals Distributed Construction through Participatory Design

2005 ◽  
pp. 902-906
Author(s):  
Panayiotis Zaphiris ◽  
Andrew Laghos ◽  
Giorgos Zacharia
Keyword(s):  
Online Learning ◽  
Empirical Study ◽  
Learning Community ◽  
Design Process ◽  
Participatory Design ◽  
Design Methodology ◽  
Course Design ◽  
Design Team ◽  
Online Learning Community

This article presents an empirical study of an online learning community that collaborates with the course design team under the Participatory Design methodology. The different phases of this methodology were implemented using a four-stage participatory design process (Zaphiris & Zacharia, 2001).

scholarly journals A Sociological View on Designing a Sustainable Online Community for K–12 Teachers: A Systematic Review

2020 ◽  
Vol 12 (22) ◽  
pp. 9742
Author(s):  
Dabae Lee ◽  
Jiyoon Jung ◽  
Suhkyung Shin ◽  
Anne Otternbreit-Leftwich ◽  
Krista Glazewski
Keyword(s):  
Literature Review ◽  
Learning Community ◽  
Online Community ◽  
Community Based ◽  
Online Learning Community ◽  
Sustainable Community ◽  
Evaluative Processes ◽  
Teachers Professional Development ◽  
K 12 ◽  
Sociological View

As a way to support teachers’ professional development activities and build communities of practice for teachers, education researchers and practitioners have put considerable effort into building an online learning community for K–12 teachers to create a venue to facilitate teachers’ joint knowledge construction. However, a substantial number of such online communities have failed due to lack of participation of members. Therefore, it is critical to understand how to design a sustainable community that fulfills members’ needs and elicits active participation of members. In this literature review, we adopted a sociological framework to investigate how to create a sustainable online community. This framework suggests that the sustainability of a community comes from individual members’ three types of commitments: instrumental, affective, and moral commitments. Such commitments are results of members’ cognitive, cathectic, and evaluative processes and lead to membership retainment, cohesive relationships, and socially regulated participation. Using this framework, we conducted a systematic literature review on online teacher community articles published from 1990 to 2018. Our findings provide insights on factors associated with teacher members’ instrumental, affective, and moral commitment to an online community. Based on these findings, we further provide design suggestions to build a sustainable community for teachers.

scholarly journals The Attitudes of Saudi Intermediate Students towards English Speaking Tasks in Flipped Learning via an Online Learning Community

2020 ◽  
Vol 8 (3) ◽  
pp. p37
Author(s):  
Amjad S. Alharbi ◽  
Hind A. Alfadda
Keyword(s):  
Online Learning ◽  
Public School ◽  
Learning Community ◽  
Online Community ◽  
Flipped Learning ◽  
Online Learning Community ◽  
Intermediate Students ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Students Attitudes

This paper investigates Saudi intermediate students’ attitudes towards using flipped learning via an online learning community to enhance their speaking skill at a Saudi female’s public-school number 186. The writer observed and analysed the effect of using flipped learning in an online community on the development and engagement of students in speaking tasks. The study uses a quantitative quasi-experimental method to describe and analyse the student’s attitudes and development of the speaking skill among Arabic-speaking students in the public-school number 186 in Saudi Arabia during the academic year 2019-2020. The researcher applied a questionnaire and an observation checklist as the main instrument to achieve the study goal. The findings of the study were not statistically significant regarding the effect of flipped learning via an Online Learning Community (OLC) on the development of students’ speaking skill. However, there was a slight difference in the mean scores in favor to the post-test of the experimental group. The students’ attitudes were positive towards the flipped learning via OLC for speaking tasks.

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