Article

Connections in Web-Based Learning Environments: A Research-Based Model for Community Building

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

Abstract

Describes a study that explored best practices for community building in university Web-based learning environments. Explains use of embedded case study design and discusses results that indicated that incorporating community-building strategies during course design, and encouraging interactions between participants during the course, can contribute to long-term viability and use of Web-based learning environments. (Author/LRW)

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... The authors indicated that the generation of social dialogue might encourage participants to engage in discussion, enabling the development of social presence. Hill, Raven, and Han (2002) also recommended giving learners sufficient opportunities to interact with each other as well as with the instructor, online or face-to-face. Group members also need to set up regular meetings to build a sense of community and work. ...
... The two group members lived very far way for the university, so communication modes were very important for them. Hill et al. (2002) found that multiple communication technologies (e.g., bulletin board, chat, e-mail, and phone) worked well and were important for facilitating interaction and enabling learners to have sufficient opportunities to interact with each other, as well as with the instructor. Additionally, use of multiple modes of communication assisted active participation, group-focused activity, and interaction among learners (Han & Hill, 2007). ...
... The weekly announcements used in the class in this study helped the students to figure out what they should do, and enabled them to prepare their assignment and weekly group activities on time. Hill et al. (2002) suggested that posting announcements help students to enhance communication during the class and creates opportunities for connections by and between learners, which can in turn support learning outcomes. In addition, detailed and clear guidelines help students to understand the objectives of the groupwork more easily (Kitchen & McDougall, 1998). ...
Article
Full-text available
Online groupwork is becoming an increasingly popular instructional strategy. Although researchers have questioned the benefits of groupwork in online learning environments, little empirical research has examined the challenges it presents. The purpose of this study was to investigate the experience of students involved in online groupwork to find strategies that could be implemented to assist students in completing online groupwork. The findings indicated that the strategies for the instructors included two areas: course design and groupwork process. The course design strategies include 1) providing multiple communication methods; 2) providing an overall plan for the class; 3) preparing for technology; and 4) building virtual team skills. The groupwork process strategies include 1) assisting group formation; 2) building a sense of connection; 3) being involved in group processes; and 4) evaluating group processes. Finally, this study suggested future research is needed in the conditions that facilitate effective group composition.
... The authors suggested an optimal class size of 15-20 students for online WBLEs. Research has indicated that smaller groups may also encourage both learners and instructors to consistently engage each other and assist with social interaction (Hill, Raven, and Han 2007;Kreijns, Kischner, and Jochems 2003). Yet there is a desire in many institutions to increase the numbers in online classes. ...
... Community. WBLE researchers and designers have identified potentially important relationships between perceived sense of community and perceived learning processes (Hill 2002;Hill, Raven, and Han 2007). Strategies designed to support community building, such as group work and team-building activities, may improve the quality of interactions among participants (Rovai 2002;Hill, Raven, and Han 2007). ...
... WBLE researchers and designers have identified potentially important relationships between perceived sense of community and perceived learning processes (Hill 2002;Hill, Raven, and Han 2007). Strategies designed to support community building, such as group work and team-building activities, may improve the quality of interactions among participants (Rovai 2002;Hill, Raven, and Han 2007). Further, providing diverse opportunities for social-peer interaction may strengthen the sense of community. ...
Article
Full-text available
Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly in Web-based learning environments (WBLEs). In this article, the authors analyze these social learning perspectives and how they can be used in the design and implementation of online learning. This review and analysis of the research related to social learning perspectives on WBLEs provides several implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs.
... He recommends that educators aim at developing capabilities such as problem solving, critical thinking, meaningful literacy, collaboration and service. Emerging evidence indicates that such significant educational outcomes may be attainable within online learning environments not only at the post-secondary level (Schwier, 2001;Hill, Raven, & Han, 2002) but in K-12 programs as well (Barker & Wendel, 2001). ...
... There is some evidence that students communicating online take a longer period of time to create bonds of friendships, community, or camaraderie than they might have in face-to-face communications, though the necessary elements are there for those who choose to take advantage of them (Brown, 2001). Not all students do experience a sense of community in online courses, and if they do, a stronger connection is sometimes made with team members than with the larger class group (Hill et al., 2002). ...
... Engaging and meaningful instruction in Web-based learning environments has been shown to increase learner satisfaction and lead to higher retention in online courses at institutions of higher education (Hill, Raven & Han, 2002). What constitutes "engaging and meaningful instruction" in online courses requires further examination, particularly at the K-12 level. ...
Article
Thesis (Ph.D.)--University of Calgary, 2004. Includes bibliographical references.
... Existing scholarship on best practices in e-learning places an emphasis on engagement and social interaction in virtual environments (Hill, Raven & Han, 2002;Rovai, 2002), and the development of a sense of community (Picciano, 2002;Smart & Cappel, 2006) as a pre-requisite for positive learning experiences. This is combined with a dominant belief that learning is promoted or enhanced when students are actively involved in learning, when assignments reflect real-life contexts, and when critical thinking is promoted through applied and reflective activities (Bransford, Brown & Cocking, 2000;Driscoll, 2002). ...
... It is believed that the findings of the study will contribute to a growing body of literature that discusses the perspectives of faculty and students on the quality of e-learning experiences (Heinze & Proctor, 2006;Hill et al., 2002;Picciano, 2002). By sharing our experiences, we hope to inform faculties of education, educators, and graduate candidates about the complexities of facilitating e-learning and the impact that institutional constraints and course structure can have on levels of interactivity and engagement. ...
... It links the effectiveness and flexibility of online learning environments with the social presence of collaborative learning (Bersin, 2004;Rahman, 2009). Blended learning has many claims (Chan, 2012;Dewiyanti et al., 2007;Driver, 2002;Du, Durrington, & Mathews, 2007;Du, Havard, Adams, & Li, 2005;Du, Yu, & Olinzock, 2011;Hill, Raven, & Han, 2007;Laurillard, 2012;Rahman, 2009;Salovaara, 2005;Zhu, 2012), including that it can: ...
... promote critical thinking and knowledge construction (Korkmaz & Karakus, 2009;Sringam & Geer, 2000); . enrich interaction (Chan, 2012;Hill et al., 2007;Vaughan, 2007); . enhance communication skills and interconnection with other students (Chan, 2012;Hadjerrouit, 2008); . ...
Article
Full-text available
This study reports a quasi-experiment in collaborative blended learning (CBL) with undergraduate students who, despite being in a world-leading, enriched digital environment, were new to collaboration and CBL. The mixed-methods research found that only small improvements to students’ CBL took place over time, and explanations for this are proffered. The study found that the students needed specific and intensive instruction, practice, and development in how to collaborate, both with and without blended learning. Students discovered and appreciated the benefits, pitfalls, and challenges to collaboration and CBL largely by doing it: learning from experience. Collaboration and CBL do not release teachers from their instructional and pedagogical roles; rather, they place teachers and face-to-face instruction and practice in collaboration and CBL in classrooms, at the heart of effective practice and improvements here. Implications for teaching are suggested.
... Existing scholarship on best practices in e-learning places an emphasis on engagement and social interaction in virtual environments (Hill, Raven & Han, 2002;Rovai, 2002), and the development of a sense of community (Picciano, 2002;Smart & Cappel, 2006) as a pre-requisite for positive learning experiences. This is combined with a dominant belief that learning is promoted or enhanced when students are actively involved in learning, when assignments reflect real-life contexts, and when critical thinking is promoted through applied and reflective activities (Bransford, Brown & Cocking, 2000;Driscoll, 2002). ...
... It is believed that the findings of the study will contribute to a growing body of literature that discusses the perspectives of faculty and students on the quality of e-learning experiences (Heinze & Proctor, 2006;Hill et al., 2002;Picciano, 2002). By sharing our experiences, we hope to inform faculties of education, educators, and graduate candidates about the complexities of facilitating e-learning and the impact that institutional constraints and course structure can have on levels of interactivity and engagement. ...
... Existing scholarship on best practices in e-learning places an emphasis on engagement and social interaction in virtual environments (Hill, Raven & Han, 2002;Rovai, 2002), and the development of a sense of community (Picciano, 2002;Smart & Cappel, 2006) as a pre-requisite for positive learning experiences. This is combined with a dominant belief that learning is promoted or enhanced when students are actively involved in learning, when assignments reflect real-life contexts, and when critical thinking is promoted through applied and reflective activities (Bransford, Brown & Cocking, 2000;Driscoll, 2002). ...
... It is believed that the findings of the study will contribute to a growing body of literature that discusses the perspectives of faculty and students on the quality of e-learning experiences (Heinze & Proctor, 2006;Hill et al., 2002;Picciano, 2002). By sharing our experiences, we hope to inform faculties of education, educators, and graduate candidates about the complexities of facilitating e-learning and the impact that institutional constraints and course structure can have on levels of interactivity and engagement. ...
... These contemporary observations, along with earlier views, suggest that there may be insufficient attention given to social presence (Baer, 2000;Hill, Raven, & Han, 2002). Hill et al., pointed out that "explanation for high dropout rates and dissatisfaction with distance delivered courses may relate to a lack of a perception of community in courses" (p. ...
... Thus, online instructional design should attend to both external and internal motivation demands. Some students enrolled in online courses became very frustrated because the courses were poorly designed and failed to address students' internal and external motivational demands associated with the online courses (Carr, 2000;Hill et al., 2002). A design issue in online learning is how to address the differing motivational demands that each learner brings to a learning experience. ...
Article
Online instruction will more likely be effective if it fits with, and is perceived by, students as being func - tionally relevant for their education, work, or other personal contexts. Existing practice may emphasize an ad hoc approach to online design by being pragmatic and somewhat unsystematic. It is proposed that using a functional relevance perspective, as described in this chapter, is more likely to have designers and online learners attain a greater advantage in using the capacity of the Internet to support teaching and learning. This chapter introduces the concept of functional relevance and identifies some of the underlying theories. Discussions are made on how the concept of functional relevance can be used as a conceptual framework to identify and to drive decision-making processes that occur during the design and development of instruction.
... As a result, it is critical to assess the level of preparedness; however, the availability of the instrument presents a new challenge for the institution. According to Hill et al., "borrowed models" are often not tailored to the specific needs of the educational setting, and as a result, become a source of difficulties (Hill et al., 2002). Even though most educational institutions are eager to implement e-learning technology, the criteria for determining whether they are ready for e-learning are still undefined (Omoda-Onyait et al., 2011). ...
Article
Full-text available
Learning continuity amidst the Covid-19 pandemic is being advocated by many. As a result, many educational institutions worldwide are turning to e-learning or online learning as a solution. Nevertheless, many of them have never used e-learning before. Accordingly, this literature review aims to gather pertinent data about the constructs existing institutional e-learning readiness models. There were 42 models found in various databases between the year 2000 and January 2021, according to the search keywords "(institution or institutionalize) and readiness and (online learning or e-learning)." This review discusses the most frequently cited constructs in various models and other relevant information which are critical for the development of a new model and/or the adoption of an existing model to assess an institution's readiness for e-learning delivery.
... A perception that community does not exist in an online course or environment can lead to higher rates of attrition. Hill, Raven, and Han (2002) suggested, "Learners may feel like they are isolated, creating an experience of lack of presence from others involved in the course" (p. 384). ...
Article
This article sets forth a model of student spiritual formation in Christian distance education that integrates the biblical concept of spiritual development that takes place within the spiritual ecology of the church as the body of Christ with Bronfenbrenner's Ecology of Human Development theory. The ecosystems model views spiritual formation as an ecological phenomenon whether the ecosystem exists in physical, spiritual, or cyberspace environments, thereby offering evidence for the possibility of student spiritual formation in Christian distance education settings regardless of physical proximity.
... Interaction was one of the key components to create a learning community for virtual school students (Barbour, 2007). Research Page | 13 into the field of learning communities in online learning environments has been growing over the past decade (e.g., Alavi & Dufner, 2004;Berg, 1999;Carabajal, LaPointe, & Gunawardena, 2003;Dirkx & Smith, 2004;Fung, 2004;Hill, 2002;Hill, Raven, & Han, 2007;Kollock, 1998;McAlpine, 2000;Rovai, 2001;Stacey, 1999). However, like the literature on distance education and online learning in general, the research into online learning communities is almost exclusively focused upon adult populations (including all of the references cited above). ...
Article
Full-text available
... This is not a new challenge for learners in online learning environments in general. Many scholars have investigated lack of community in online learning (Hill, Raven, & Han, 2002;Kim et al. 2005;Song et al., 2004). Due to the properties of the medium, online groups may go through delayed group developmental stages, taking longer to develop social re l a t i o n s h i p s (Fung, 2004;Gunawardena et al., 2001;Johnson et al., 2002). ...
... Researchers indicate that drop out rates in online classes are much higher than in face-toface classes, sometimes as high as 30% or more (Hill, Raven, & Han, 2002). Hill et al. ...
Article
Full-text available
Do online students feel isolated and alone or does a sense of community and connectedness develop in online class environments? The poster presents the results of a survey that was conducted to determine if online “facelessness” blocks online students’ abilities to connect to their fellow online students and if being disconnected from their fellow students lessens their satisfaction with online courses.
... 09;Swan & Shea, 2005). In addition, we can find multiple texts that suggest methods for fostering this online sense of community such as requiring students to meet mandatory participation requirements, providing multiple communication tools, maintaining an active instructor presence, and providing frequent and meaningful feedback (i.e. Brown, 2001;Hill et. al., 2002;Palloff & Pratt, 2007;Rovai, 2002a). ...
Article
Full-text available
p>Recent studies have shown the potential that telecollaborative exchanges entail for the development of intercultural competence in participants (Warschauer & Kern 2000; O'Dowd 2003; Liaw 2006; Ware, 2005; Belz 2003; 2007). However, trying to assess the development of such a competence is a highly complex process, especially of those components that go beyond knowledge such as attitudes. In this article I present the findings of an online intercultural exchange carried out between university language students (Spanish-English) during the academic year 2006-2007. Students collaborated electronically outside the classroom via email and wikis and data was gathered from a series of instruments, including email and wiki content, language learning diaries, critical incidents, essays and self-evaluation questionnaires. On the basis of Byram's (1997; 2000) model of Intercultural Communicative Competence (ICC) we attempted to assess qualitatively the development of the different components of ICC in telecollaborative intercultural exchanges. Our findings suggest that the instruments mentioned can help us to trace the development of intercultural competence with regard to a) interest in knowing other people's way of life and introducing one's own culture to others and c) knowledge about one's own and others' culture for intercultural communication (Byram 2000:4). However, we found little evidence of b) ability to change perspective and, therefore, further research needs to be carried out on how best to encourage students to decentre and to exhibit ‘a willingness to suspend belief in one's own meanings and behaviours, and to analyse them from the viewpoint of the others with whom one is engaging' (Byram 1997:34).</p
... Group membership can remain the same throughout the semester to build a cohesive sense of small community (Wade et al., 2001) or change from cycle to cycle to allow all students to get to know each other (Hill, Raven & Han, 2002;McIsaac & Craft, 2003). ...
Article
Self-authorships provided the theoretical lens for this exploration of a blended learning multicultural course. Universities must help students develop a complex array of capacities to function effectively in today's interconnected world. Self-authorship provides a framework to analyze student development across three domains: cognitive, intrapersonal, and interpersonal. Self-authorship development can be fostered through the use of the Learning Partnerships Model. This qualitative study used the theory of self-authorship to analyze interactions in the online discussion portion of one section of twenty-one students in a multicultural course at a rural Midwestern university. The course used dialogic principles in a blended learning environment, combining face-to-face interactions with an online platform which supported online journaling, a variety of resources including articles and videos, and an online discussion forum. Six students were interviewed to determine self-authorship development. Their interactions with classmates in the online discussion were analyzed. Some evidence of students' self-authorship development was found. Lack of facilitation in the online discussion appeared to have the potential to engender some resistance. A number of suggestions for course improvement could be made based on literature on dialogic principles, optimal online discussion formations and the Learning Partnerships Model.
... In a recent study, the concepts of learner-instructor, learnerlearner, and learner-interface interactions were described as having an impact in online courses (Hill, Raven, & Han, 2002). Learners reported that reminder messages [things you Could be doing, Should be doing and Must be doing (CSMs)] sent by the instructor were particularly helpful with time management. ...
... In opposition to the "online" debate, Hill et al. (2002) state that some learners feel like they are isolated when taking online courses, which leads to poor learning experiences, as well as minimal involvement and interaction with other students. However, a dynamic reality referred to as "Ambient Awareness" (Thompson, 2008) is slowly being accepted. ...
Article
Full-text available
The purpose of this study was to test for statistically significant differences between students in an online and traditional (face-to-face) teacher education programs with their perceptions of social connectedness and satisfaction with their learning experiences at a research-intensive institution located in the southern region of the United States. Data were collected from participants using an online questionnaire that measured students' perceptions in both program formats. The results of the study indicated that students in both program formats had similar perceptions of their social connectedness and satisfaction with their learning experiences.
... aner & Duffy, 2001: Maor) , and intervening and promoting students' participation in the discussion when it becomes stagnant (eg, Auyeung, 2004; Maor). Encouraging students to provide timely responses and feedback to class members helps boost the students' sense of participation and learning in online learning communities (Gilbert & Driscoll, 2002; Hill, Raven & Han. 2002: Wegerif, 1998). which further helps boost students' achievement (Moller, Harvey, Downs & Godshalk, 2000). Some online facilitators reinforced students' interaction and engagement by laying out clear assessment specifications and setting aside a high percentage of the grade to the class-level online discussion activity (Maor). To facili ...
Article
This case study explores how a constructivist-based instructional design helped adult learners learn in an online learning environment. Two classes of adult learners pursuing professional development and registered in a web-based course were studied. The data consisted of course documents, submitted artefacts, surveys, interviews, in-class observations, and online observations. The study found that the majority of the learners were engaged in two facets of learning. On the one hand, the instructional activities requiring collaboration and interaction helped the learners support one another's learning, from which most claimed to have benefited. On the other hand, the constructivist-based course assisted many learners to develop a sense of becoming more responsible, self-directed learners. Overall, the social constructivist style of instructional strategy seems promising to facilitate adult learning, which not only helps change learners' perceptions of the online learning, but also assists them to learn in a more collaborative, authentic and responsible way. The study, however, also disclosed that in order to maintain high-quality learning, appropriate assessment plans and adequate facilitation must be particularly reinforced. A facilitation model is thus suggested.
... Besides learner motivation, another major people issue is building a learning team/community. Research indicates that a sense of community is beneficial to successful CL (Hill et al., 2002). Hill (2002) provides some best practices for building community in web-based learning environments. ...
Article
Full-text available
As organisations struggle with how to develop and use individual expertise, the importance of Collaborative Learning (CL) has grown in both academic and practitioner communities. Although organisations have a large amount of individual expertise, their ability to aggregate and share it has largely eluded them. A review of educational literature points out that academic organisations' learning strategies are shifting towards a more active and group-oriented learning, referred to as cooperative or collaborative learning. Educational and business organisations are currently searching for best practices and technologies for implementing CL. This paper explores how Peer-to-Peer (P2P) computing fits in the collaborative learning paradigm. P2P has great appeal for CL because it allows people to work and learn in a more natural fashion. The paper explores the existing collaborative P2P applications, identifying those most relevant to CL. The paper also compares P2P tools with client/server tools for CL within various organisational learning networks. The paper identifies key research issues concerning the use of P2P applications for CL.
... Education is one of them. Many experts have seen the need to use technology in the classroom to enhance the teaching-learning activities (Chang & Fisher, 2003; Coates, 2006; Corich, Kinshuk, & Jeffrey, 2007; Demiray, 2007; Herron & Wright, 2006; Hill, Raven, & Han, 2007; Lock, 2007; Palloff & Pratt, 2007a; Shank & Sitze, 2004). However, technology is not yet harnessed to its maximum potential as a vehicle to provide effective education. ...
Article
Full-text available
Many universities are adopting e- Learning in their programs. Accordingly, there is an urgency to reconsider the pedagogical perspectives, which need to be refined in order to meet the demands of learning conducted in these technology-rich environments. The theory of scaffolding, which aligns with the constructivist theory, is revisited to teach an EFL writing class and expanded in order to provide our future learners in a hybrid environment (both online and face-to-face) with better pedagogical strategies. As a result, learning writing within these scaffolded environments occurs in a carefully-monitored manner but outside the scaffolds used, it is intended that learning may then occur in a natural and disorganized way without the students being conscious of having to achieve assessment objectives. This ‘natural and disorganized way’ is referred to as chaotic creativity. An action research design has been utilized throughout this study to achieve a paradigm shift as well as to inform practice in these technology-rich environments so that teachers continually strive to improve and rethink their existing pedagogical perspectives while using a hybrid learning environment. The results have indicated that the students take the advantages of using the scaffolds implemented in a hybrid learning environment to enrich their rich and meaningful learning journeys. The online activities, mostly conducted after the F2F mode, have given them greater opportunities to both reinforce and expand the knowledge they have acquired in the F2F mode.
... Interaction was one of the key components to create a learning community for virtual school students (Barbour, 2007). Research into the field of learning communities in online learning environments has been growing over the past decade (e.g., Alavi & Dufner, 2004;Berg, 1999;Carabajal, LaPointe, & Gunawardena, 2003;Dirkx & Smith, 2004;Fung, 2004;Hill, 2002;Hill, Raven, & Han, 2007;Kollock, 1998;McAlpine, 2000;Rovai, 2001;Stacey, 1999). However, like the literature on distance education and online learning in general, the research into online learning communities is almost exclusively focused upon adult populations (including all of the references cited above). ...
Article
Full-text available
The literature related to online learning programs for K-12 students dates to the mid-1990s and builds upon a century of research and practice from K-12 distance education. While K-12 online learning programs have evolved and grown over the past decade, the amount of published research on virtual schooling practice and policy is limited. The current literature includes practitioner reports and experimental and quasi-experimental studies, both published and unpublished. This paper reviews open access literature in K-12 online learning and reports on a structured content analysis of the documents. Themes in the literature include steady growth and a focus on the benefits, challenges, and broad effectiveness of K-12 online learning. In addition, newly developed standards for K-12 online learning are emerging in descriptions of effective practices.
Article
This study aimed to analyze the motivation of participation, satisfaction, and core competencies of two different groups of students, namely, higher and average performance groups, and then to compare the distinctive aspects of their activities according to the participation stages. For these purposes, this study collected the reflection journals and satisfaction surveys from 59 students who participated in the learning community, and analyzed the collected data by using content analysis and the independent t -test. The main research findings were as follows. First, in both groups, the participants were motivated most by enhancing the major competencies, and they were satisfied most with the active participation of their fellow students. Additionally, the independent t -test showed that the scores pertaining to program satisfaction and core competencies of the higher performance group were significantly higher than those of the average group. Second, this study reconstructed the frameworks from the previous studies and developed the final framework, including 3 participation stages and 17 evaluation indicators for comparing the distinctive aspects of student activities. Third, compared to the average group, the results showed that the higher performance group had more frequency of responses in 11 evaluation indicators. The results also showed higher frequency of responses in all of the three stages of participation. Remarkably, the higher performance group had more frequency of responses in all the indicators included in the execution stage. Lastly, based on all the findings, this study derives practical implications applied to manage and support learning communities, and makes suggestions for strengthening the program.
Chapter
For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.
Chapter
Online instruction will more likely be effective if it fits with, and is perceived by, students as being functionally relevant for their education, work, or other personal contexts. Existing practice may emphasize an ad hoc approach to online design by being pragmatic and somewhat unsystematic. It is proposed that using a functional relevance perspective, as described in this chapter, is more likely to have designers and online learners attain a greater advantage in using the capacity of the Internet to support teaching and learning. This chapter introduces the concept of functional relevance and identifies some of the underlying theories. Discussions are made on how the concept of functional relevance can be used as a conceptual framework to identify and to drive decision-making processes that occur during the design and development of instruction.
Chapter
For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.
Chapter
This chapter presents a case study that examines the perceptions of online students and instructors regarding their experiences in a reputable online MBA program. The findings indicate that both the instructors and students exhibited a high level of satisfaction with their online experiences in the program and positive attitude toward online learning in general. This study also explores the in-depth views of the online participants on several key components of online business education, including online learning facilitation and interaction, virtual teamwork, and Case-Based Learning (CBL). The issues and challenges identified in the study indicate a need for the instructors and students to receive more guidance and support, technologically and pedagogically, in order to create a more engaging and fruitful online learning environment.
Chapter
This chapter presents a case study that examines the perceptions of online students and instructors regarding their experiences in a reputable online MBA program. The findings indicate that both the instructors and students exhibited a high level of satisfaction with their online experiences in the program and positive attitude toward online learning in general. This study also explores the in-depth views of the online participants on several key components of online business education, including online learning facilitation and interaction, virtual teamwork, and Case-Based Learning (CBL). The issues and challenges identified in the study indicate a need for the instructors and students to receive more guidance and support, technologically and pedagogically, in order to create a more engaging and fruitful online learning environment.
Article
This study examined Master's in Reading Education students' learning experiences and preferences in an online two-course sequence designed to foster social learning and the application of knowledge through teacher action research. Interviews, discussion forum posts, and end-of-year course effectiveness surveys served as data sources. When sharing course aspects that facilitated learning, students most frequently referred to (a) synchronous and asynchronous interactions and collaboration with classmates and the instructor and (b) authentic assignments that built on one another, aiding the successful completion of action research projects that were relevant to their current interests and teaching contexts. The strength in online course effectiveness was in communication and collaboration, shared feelings of membership in the online learning community, and the authenticity of assignments and course activities.
Article
This chapter presents a case study that examines the perceptions of online students and instructors regarding their their experiences in a reputable online MBA program. The findings indicate that both the instructors and students exhibited a high level of satisfaction with their online experiences in the program and positive attitude toward online learning in general. This study also explores the in-depth views of the online participants on several key components of online business education, including online learning facilitation and interaction, virtual teamwork, and Case-Based Learning (CBL). The issues and challenges identified in the study indicate a need for the instructors and students to receive more guidance and support, technologically and pedagogically, in order to create a more engaging and fruitful online learning environment.
Article
An online learning community can be a place for vibrant discussions and the sharing of new ideas in a medium where content constantly changes. This chapter will first examine the different definitions that researchers have provided for online learning communities. It will then illuminate several key elements that are integral to online learning communities: interactivity, in both its task-driven and socio-emotional forms; collaboration, which both builds and nurtures online communities; trusting relationships, which are developed primarily through social interaction and consist of shared goals and a sense of belonging or connectedness; and communication media choices, which impact the other three elements. This chapter also provides suggestions for the practical application of these elements in the online classroom.
Chapter
This chapter discusses the challenges of teaching in online learning environments (OLEs) and provides specific strategies to support instructors teaching in institutions of higher education. The teaching strategies described in this chapter are grounded in a qualitative research study that involved six university instructors of varied OLEs. This chapter extends the findings of the original investigation, providing the reader with practical solutions for instructors of OLEs to (a) connect with students, (b) facilitate group interactions, (c) communicate expectations, and (d) improve our own practice.
Article
Full-text available
This qualitative study examined the nature of virtual schooling in Newfoundland and Labrador secondary education, specifically the virtual school learning experience for students and the kinds of support and assistance most frequently used and most valued by students learning in a virtual environment. Students were interviewed and observed during their virtual school class time. In-school teachers were interviewed and e-teachers were also observed. Data were analyzed using the constant comparative method. Findings indicated that during their asynchronous class time students were often assigned seatwork or provided time to work on assignments, however, students rarely used this time to complete CDLI work. When the students required assistance they usually relied upon their local classmates. If peer support was not successful, they turned to their e-teacher or in-school teachers. Students rarely used most of the support resources provided by the CDLI. Further research is needed to improve asynchronous teaching strategies and to investigate how e- teachers and in-school teachers encourage greater interaction and sense of community among students. Cosby and McDermott (1978) indicated that there was a perception in the general public that those living in rural areas represented "a small and insignificant segment of the population" of the United States (p. 6). The authors speculated that this was due to the urban dominance in matters of politics and commerce, along with a general shift in the population from rural to urban areas. These observations are still relevant and are particularly true of the Canadian Province of Newfoundland and Labrador. The province has a population of approximately 500,000 people and a total area of approximately 252,000 square miles, much of which is sparsely populated. In fact 192 of the 294 schools in 2004-05 were located in rural areas (Government of Newfoundland and Labrador, 2005), and 85 were designated as necessarily existent . The purpose of this study was to investigate the virtual school learning experience for rural students in the Centre for Distance Learning and Innovation (CDLI) - the provincial virtual school in Newfoundland and Labrador, specifically exploring what kinds of support and assistance were most highly used and valued by these students. The need for this study stemmed from the fact that while several previous studies have examined the types of secondary students attracted to virtual learning, and other studies had attempted to compare the performance of students in virtual schools with that of students in traditional schools, few, if any, researchers had undertaken a comprehensive investigation of students' experiences in virtual schools.
Article
Using a case study approach, this study explored the participants' perceptions of building learning communities in online courses in an online MBA program. The findings suggested that students felt a sense of belonging to a learning community when they took online courses in this program. The study found positive relationships between sense of learning community and perceived learning engagement, course satisfaction, and learning outcomes. In addition, interview findings revealed mixed perceptions of both online instructors and students with regard to the values and strategies for building learning communities in online courses. Many instructors have a weak awareness of online community and low value of its learning impact. The existing technology may still be a barrier without the supportive structure to enhance bonding within the online community. To design online courses for a learning community, the results suggest a more systematic instructional plan needs to be adopted to integrate elements of a learning community across different levels. (Contains 2 tables.)
Article
The Association of American Geographers' Center for Global Geography Education (CGGE) offers online learning modules that support international collaborations in post-secondary geography with the aim of promoting international dialogue on relevant geographic issues. Through the module's collaborative learning activities, students have an opportunity to develop intercultural communication competence, broaden their international perspectives and build a sense of global citizenship. This paper explores ways to design effective online collaborative activities in general as well as methods to evaluate the impact of the CGGE modules on students' international perspectives.
Conference Paper
Uganda faces challenges in her efforts to achieve her goal “education for all”, as a developing country. E-learning has been suggested as an alternative approach that can overcome these challenges involved in reaching underserved students. It is therefore important for an institution to know if it is ready for e-learning. This study examined the readiness for e-learning by Ugandan institutions of higher learning and proposed ways to encourage the use and development of e-learning systems aimed at up-lifting the education standards of the country. Data collected from eight Ugandan universities on analysis revealed that: awareness, culture, technology, pedagogy and content need to be considered in e-learning readiness assessment. These results together with the review of existing models for e-learning readiness assessment led to the development of a modified model for e-learning readiness assessment. Each layer corresponds to the attribute that is to be used for assessing the institutional e-learning readiness.
Article
La diaspora bretonne offre un terrain fertile pour questionner la composition des collectifs web 2.0. Nous faisons ici référence aux nouvelles formes de regroupements qui émergent avec le web mais que l'on aborde trop souvent en distinguant les problématiques sociales des problématiques techniques. En recourant aux diasporas, nous décentrons notre regard pour aborder ces collectifs selon un point de vue tout à la fois technique, social et cognitif. Dans ce travail, nous recourrons à la sociologie de la traduction et à la sociologie pragmatique pour construire une méthodologie basée sur l'analyse des traces numériques produites par les collectifs. Après avoir identifié au sein de la diaspora bretonne trois collectifs correspondants à nos critères, nous les avons analysé à l'aide de trois formats, afin d'identifier les médiateurs de différentes natures qui les composent. Nos résultats démontrent que les collectifs web sont des regroupements proliférants et hétérogènes. Loin d'homogénéiser les cultures ou les civilisations, les technologies web favorisent l'exploration et la combinaison. Les collectifs web détiennent une dynamique et un fonctionnement en proche qui favorisent l'innovation
Article
Full-text available
This study sought to establish and develop innovative instructional procedures, in which scaffolding can be expanded and applied, in order to enhance learning of English as a Foreign Language (EFL) writing skills in an effective hybrid learning community (a combination of face-to-face and online modes of learning) at the university where the researcher is working. Many educational experts still believe that technology has not been harnessed to its potential to meet the new online characteristics and trends. There is also an urgency to reconsider the pedagogical perspectives involved in the utilisation of online learning systems in general and the social interactions within online courses in particular that have been neglected to date. An action research design, conducted in two cycles within a duration of four months, was utilised throughout this study. It was intended not only to achieve a paradigm shift from transmission-absorption to socio-constructivist teaching/learning methodologies but also to inform practice in these technology-rich environments. Five major findings emerged from the study. First, the scaffolding theory has been extended. Two new scaffolding types (i.e., quasi-transcendental scaffolding and transcendental scafolding), two scaffolding aspects (i.e., receptive and productive) and some scaffolding actions (e.g., providing a stimulus, awareness, reminder, or remedy) for EFL writing skills in an effective hybrid learning community have been identified and elaborated on. Second, the EFL ‘Effective Writing’ students used the scaffolds implemented in a hybrid environment to enhance and enrich their learning of writing of English essays. The online activities, conducted after the F2F sessions most of the time, gave students greater opportunities to both reinforce and expand the knowledge they had acquired in the F2F mode. Third, a variety of teaching techniques, different online tasks and discussion topics utilised in the two modes bolstered the students’ interests and engagement in their knowledge construction of how to compose English-language essays. Fourth, through the scaffolded activities, the students learned how to scaffold themselves and thus became independent learners in their future endeavours of constructing knowledge. Fifth, the scaffolding-to-scaffold activities provided the students with knowledge on how to effectively engage in transcendental scaffolding actions and facilitate the learning of English writing skills by less able peers within the learning community. Thus, the findings of this current study extended earlier understandings of scaffolding in an EFL hybrid learning environment and will contribute to the advancement of future ICT-mediated courses in terms of their scaffolding pedagogical aspects.
Article
Full-text available
There is not yet a great deal of research in formal online learning environments focusing on the seemingly "off-topic" conversations that small groups engage in as they complete learning tasks together. This study uses the theory of common ground as a framework to explore what participants are talking about when not discussing the concepts to be learned and how participants negotiate common ground in distance learning environments, including their use of computer-mediated communication (CMC) tools. The email, discussion forum, and chat transcripts of ten small groups comprised of experienced distance learners were investigated using computer-mediated discourse analysis, particularly attending to functional moves exchanged while completing tasks. Findings were as follows. First, groups talked more about off-topic issues such as logistics, social and technology concerns than they did the concepts to be learned. Second, they used the discussion forum more than chat or e-mail, but they did not vary much in their choice of mode for talking about particular topics. Finally, the groups established common ground through being explicitly responsive, responsible, and relational. Implications are that highly structured learning tasks should be balanced with more open-ended discussions that require less attention to logistic detail, students should be encouraged to attend to grounding strategies and should remain in the same groups long enough to develop such strategies.
ResearchGate has not been able to resolve any references for this publication.