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21 Aug 14
Lyn CollinsThis paper reports the development of a design framework intended to support and guide online instructors in the development of a learning community. The study was guided by an investigation of contemporary literature focused on the community construct, online learning community development and the collaborative construction of knowledge and the practices of experienced professionals working in the field. The intended outcome is a design framework that may be useful in guiding instructors in the development of said communities.
onlinelearning elearning community online_community education collaboration CoP learning authentic learning
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31 Jul 13
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08 Feb 13
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Of the various forms of community, a learning community is characterised by a willingness of members to share resources, accept and encourage new membership, regular communication, systematic problem solving and a preparedness to share success (Moore & Brooks, 2000). These characteristics clearly represent factors that may be put to good use in the support of learning, as does the social phenomenon where the sum of the parts of a community is in some way greater than the whole (Hawley, 1950).
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Sense of community is based on an attachment relationship, and this relationship is not based on the interactions with any one member of the community, but instead with any member (Hill, 1996)
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Sense of community has been defined as 'a sense that members have a belonging, members matter to one another and to the group and a shared faith that member's needs will be met through their commitment to be together' (McMillan & Chavis, 1986p. 9)
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McMillan and Chavis (1986) proposed that sense of community
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membership, influence, fulfillment of needs and shared emotional connection
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Constructionism is seen as offering an important bridge between cognitive and sociocultural perspectives on cognitive development, by arguing that individual development cycles are enhanced by shared constructive activity in the social environment. Furthermore, social settings are enhanced by the cognitive development of the individual. The constructionist view is that shared constructions and social relations are key to individual development (Kafai & Resnick, 1996).
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shared emotional connection is considered the definitive element of true community
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common symbol system
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facilitating frequent and easy meetings
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common purpose
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developing a sense of place
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self disclosure is the commodity for trade. In this environment trade must be perceived as fair (McMillan, 1996) and as safe (McLellan, 1998), free from shame, where individuals may trade freely.
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cognitive psychologists see the learner as an active participant in the learning process, actively constructing new knowledge based on current and past experiences (Kafai & Resnick, 1996)
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constructivism
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maturation
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physical experience
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social experience
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equilibration
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sociocultural perspective emphasises the role of social interactions and cultural organised activities in influencing cognitive development (Cobb, 1994)
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atural will refers to more personal characteristics and traits such as character, intellect and attitude
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rational or natural will
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It has been suggested that the social construction of knowledge in the online environment progresses through five sequential phases (Gunawardena, Lowe & Anderson, 1997) (Table 2).
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rational will refers to a rational decision making process
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Vygotsky and Dewey (Glassman, 2001)
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Vygotsky emphasises the importance of social history, Dewey stresses the importance of individual history
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This suggests it is possible for online instructors to employ forms of engagement and activity that may influence an individual's rational will to seek community membership, in the event that natural will is predisposed to ignore the possibility. For this to take place, there is a need for consistency between the underlying philosophy of learning and the structure of the learning environment, including tasks and activities
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social interaction in the learning process.
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The development of a collaborative learning environment is not simply a matter of employing the software to facilitate a communication place and informing the students of its availability and telling them to use it at will. This will result in students not using the communication opportunity at all or dropping out of communication after a very short time (p. 2).
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poor access
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presage, process and product (
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role of the instructor is pivotal in the development of online learning communities
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characteristics and beliefs of the instructor
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educational philosophies
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online experience
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purpose that the community serves in the lives of its members
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resolution of a common problem or attainment of a common goal
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benefits received for membership
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Groups that are dominated by individuals who perceive themselves as separate are likely to be characterised by competition, while those dominated by connected individuals are likely to be characterised by cooperation (Gilligan, 1982).
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discussion boards, chat facilities, email or instant messaging
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more traditional meeting methods, such as face to face and telephone
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Communication may be encouraged through grading participation, based on the quality or quantity of communications
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requesting responses
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appropriate pace and schedule for participation that maintains active engagement, without dominating the learning experience, may provide further support
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Supporting communication includes assisting students in becoming proficient with the technology
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goals and prioritising tasks
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provide weekly reminders
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learly state roles and responsibilities
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Establish that it is OK to be yourself and tell the truth
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avoiding anonymity
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welcoming messages, and acknowledging members individually
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11 Jun 12
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19 Oct 11
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It has been suggested that the role of the instructor is pivotal in the development of online learning communities (Collins & Berge, 1996; Hiltz, 1998; Palloff & Pratt, 1999). The manner in which this role is approached depends on the characteristics and beliefs of the instructor (Lounsbury & DeNeui, 1996), including educational philosophies (Collins & Berge, 1996; Hiltz, 1998; Palloff & Pratt, 1999; Paulsen, 1995), perceptions of self as either connected or separate (Gilligan, 1982) and perceptions of their role. Other considerations include the instructor's online experience, the nature of the social environment they develop, and the manner in which they manage the learning environment (Collins & Berge, 1996; Palloff & Pratt, 1999).
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Essential in the formation of all communities is the purpose that the community serves in the lives of its members (Hawley, 1950; Sarason, 1974
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Analysis of contemporary literature suggests the possibility of describing the processes and procedures for developing an online learning community as a model containing a chain of events that comprise presage, process and product factors. Presage factors outline the conditions for community development, process factors outline the strategies employed by the instructor to develop sense of community, and product factors outline the sense of community experience, among other outcomes.
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27 Sep 11
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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2003, 19(2), 139-160. -
chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain
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2003, 19(2), 139-160. -
chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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community
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community
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community
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chain
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chain of events that lead to community
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chain of events that lead to community
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chain of events that lead to community
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ain of events that lead to community
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ain of events that lead to community
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ent process (Bonk & Wisher, 2000;
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2003, 19(2), 139-160. -
ain of events that lead to community
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model describing this sequence
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collaborative construction of knowledge
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16 Jul 11
Nancy CookSome great charts that can be used to think about what to consider when teaching an online or hybrid course.
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25 May 11
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02 Nov 10
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It has been suggested that the social construction of knowledge in the online environment progresses through five sequential phases
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identifies and states areas of disagreement
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Statements of opinion and observation and corroborating examples
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Exploration of meaning
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testing the proposed synthesis against 'received fact'
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pursue or ignore membership in a community rests with the will of the individual.
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rational will suggests a more pragmatic attitude toward community membership, heavily influenced by purpose and perceived benefits
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Instructor factors
It has been suggested that the role of the instructor is pivotal in the development of online learning communities (Collins & Berge, 1996; Hiltz, 1998; Palloff & Pratt, 1999). The manner in which this role is approached depends on the characteristics and beliefs of the instructor (Lounsbury & DeNeui, 1996), including educational philosophies (Collins & Berge, 1996; Hiltz, 1998; Palloff & Pratt, 1999; Paulsen, 1995), perceptions of self as either connected or separate (Gilligan, 1982) and perceptions of their role. Other considerations include the instructor's online experience, the nature of the social environment they develop, and the manner in which they manage the learning environment (Collins & Berge, 1996; Palloff & Pratt, 1999). -
no larger than 25,
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The role and responsibility of the student is to be an active participant in both the learning and community experience
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An essential requirement for community development is regular and meaningful meetings
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discussion boards, chat facilities, email or instant messaging (
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Setting an appropriate pace and schedule for participation that maintains active engagement, without dominating the learning experience, may provide further support
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welcoming new members, sharing wisdom, resolving problems and sharing success
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establishing user profiles
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Allowing for growth and change, two characteristics of community (Sarason, 1974), also promotes a sense of connectedness and community development (Table 5).
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incorporating human elements such as welcoming messages, and acknowledging members individually
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establishing member profiles, developing a common symbol system
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using a friendly, open and polite voice, being curious, analytical and informal
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Encouraging sharing is also an essential strategy in effective facilitation
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Sharing takes the form of trad
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05 May 10
Leonardo LangaroThis is an interesting article that argues the development of a learning community for online instructors. Based in contemporary literature and in practices of experienced professionals in this field, the article intends to create a useful framework to gu
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22 Feb 10
Chih-Hsiung TuETC777: Lesson 4: Optional Reading.
ETC777 ETC777Lesson4Optional Online Learning Community Imported from Delicious
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16 Nov 09
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14 Jul 09
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06 May 09
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28 Feb 09
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13 Feb 09
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19 Jan 09
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This paper reports the development of a design framework intended to support and guide online instructors in the development of a learning community. The study was guided by an investigation of contemporary literature focused on the community construct, online learning community development and the collaborative construction of knowledge and the practices of experienced professionals working in the field. The intended outcome is a design framework that may be useful in guiding instructors in the development of said communities.
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14 Sep 08
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03 Apr 08
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21 Oct 07
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15 Apr 06
Claudia BellusciThis paper reports the development of a design framework intended to support and guide online instructors in the development of a learning community
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Peter Shanksa comprehensive paper on online learning community development and the collaborative construction of knowledge + some good references and links
onlinelearning education elearning community collaboration online_community pedagogy
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10 Apr 06
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17 Dec 05
Chris KimbleThis paper reports the development of a design framework intended to support and guide online instructors in the development of a learning community. The study was guided by an investigation of contemporary literature focused on the community construct, o
of practice CoPs Educational Technology Virtual Communities Distance Learning
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16 Nov 05
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08 Jun 04
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