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.

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.

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.

Connecting Communication to Curriculum and Pedagogy in Online Environments

2018 ◽  
pp. 1501-1525
Author(s):  
Marius Boboc
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Instructional Strategies ◽  
Social Presence ◽  
Mediated Learning ◽  
Online Chat ◽  
Online Learning Community ◽  
Grading Policy ◽  
Communicative Patterns ◽  
Communication Dynamics

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

Connecting Communication to Curriculum and Pedagogy in Online Environments

2016 ◽  
pp. 315-338
Author(s):  
Marius Boboc
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Instructional Strategies ◽  
Social Presence ◽  
Mediated Learning ◽  
Online Chat ◽  
Online Learning Community ◽  
Grading Policy ◽  
Communicative Patterns ◽  
Communication Dynamics

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

Connecting Communication to Curriculum and Pedagogy in Online Environments

2014 ◽  
pp. 132-156
Author(s):  
Marius Boboc
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Instructional Strategies ◽  
Social Presence ◽  
Mediated Learning ◽  
Online Chat ◽  
Online Learning Community ◽  
Grading Policy ◽  
Communicative Patterns ◽  
Communication Dynamics

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

scholarly journals Social presence in online learning communities: the role of personal profiles

2014 ◽  
Vol 22 ◽  
Author(s):  
Karen Kear ◽  
Frances Chetwynd ◽  
Helen Jefferis
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Social Presence ◽  
Communication Systems ◽  
Online Community ◽  
Online Communication ◽  
Learning Technology ◽  
Discussion Forums ◽  
Online Learning Communities

Online communication is increasingly used in education, but it is not without problems. One significant difficulty is a lack of social presence. Social presence relates to the need for users of technology-based communication to perceive each other as real people. Low social presence can be a particular issue in text-based, asynchronous systems such as discussion forums, leading to feelings of impersonality and disengagement from online learning. Features of online communication systems have the potential to increase social presence. One possibility, advocated in the literature on online learning, is the use of personal profiles and photos to help participants to learn something about each other and feel more connected. This paper discusses the question: To what extent do personal profiles enhance social presence in online learning communities? It presents research findings from two studies which investigated learners’ use and perceptions of personal profiles in online forums. The findings suggest that personal profiles and photos help some online learners to feel in touch with each other. Other learners, however, do not feel the need for these facilities, have privacy concerns or prefer to focus on the forum postings.Keywords: personal profile; online community; learning community; social presence; distance learning(Published: 7 August 2014)Citation: Research in Learning Technology 2014, 22: 19710 -http://dx.doi.org/10.3402/rlt.v22.19710

scholarly journals A Proposed Framework for the Growth of Online Learning Communities

2021 ◽  
Author(s):  
Nevine Mahmoud Fayek El Souefi
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Social Presence ◽  
Teaching And Learning ◽  
Emotional Engagement ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Use Of Technology ◽  
Challenges And Opportunities

AbstractThe abrupt shift to full online learning due to COVID-19, displaced students and teachers, created multiple barriers in teaching and learning, and caused some instructors not being able to build and maintain an online learning community. This situation resulted in students’ detachment from their instructor and peers causing lack of motivation and increase of failure chances. First the paper explores the challenges and opportunities of building and online learning community highlighting the needs, and reviewes some past frameworks in the field. Second, a framework is proposed that identifies four factors that help the growth of online learning communities. Those facots are; teacher presence, social presence, cognitive presence and students’ emotional engagement. Further the framework  specifies type of actions and activities that teachers/instructors should be adopting throughout the course.  The paper adds to the growing knowledge on Coronavirus effects on the educational sector and highlights the need for the efficeint use of technology in education.

scholarly journals Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Mei Jiang ◽  
Katie Koo
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Community ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Learning Community ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework posits that a collaborative online teaching and learning process can be achieved through three interdependent dimensions of presence: cognitive presence, social presence, and teaching presence. Emotion is considered an important factor in successful online learning. This study explored non-traditional graduate students’ perceived emotional presence that emerged in participants’ online learning experiences. Based on quantitative and qualitative data from 45 non-traditional graduate students in the field of education, the study showed that participants demonstrated both positive emotional expressions (e.g., enjoyment and happiness) and negative expressions (e.g., frustration and disappointment) in their responses. Emotional presence ratings were found be significantly lower than cognitive, teaching, and social presence ratings. Emotions serving different functions were also identified in responses. Direct affectiveness surfaced where participants showed a strong emotional need to make connections with instructors and peers. Outcome emotions were also identified where participants showed emotional responses in regard to their eventual learning outcome. We also found emotional presence by itself a significant predictor of non-traditional graduate students’ satisfaction with online learning. Implications for research and practice are discussed.

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