Examining the dynamics of networked e-learning groups and communities

McConnell, David

doi:10.1080/0307507052000307777

Cited by 62 publications

(49 citation statements)

References 12 publications

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“…After all active participation and control by student over NL activities can lead to tension and frustration in the group. McConnell (2005), for example, showed how strong personalities and failure to reply to requests and questions from other members can frustrate or hinder the collaborative learning experience and the production of a collective product in the end. Hara and Kling (2000) reported that lack of feedback and ambiguous instructions can lead to confusion, anxiety and frustration amongst the students.…”

Section: Introductionmentioning

confidence: 99%

Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

et al. 2006

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Abstract. The aim of this paper is to study the online teaching styles of two teachers who each tutor a networked learning community (NLC), within the same workshop. The study is undertaking empirical work using a multi-method approach in order to triangulate and contextualise our findings and enrich our understanding of the teacher participation in these NLCs. We apply social network analysis (SNA) to visualise the social structure of the NLC, content analysis (CA) to identify learning and teaching processes, critical event recall (CER) to gather the teacher's personal experiences and intentions. This paper reports some of the current findings of our work and discusses future prospects. This study is part of a continuing international study that is investigating networked collaborative learning as a way to develop a rich descriptive body of evidence of tutoring and learning processes in e-learning.

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Section: Introductionmentioning

confidence: 99%

Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

et al. 2006

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“…McConnell (2005) observes that student groups engage in a considerable amount of synchronous communication in order to understand the problem, negotiate changes in their perception of the "problem", and revise solutions as their work progresses. Kapur & Kinzer (2007) note that problem-centered interactional activities typically involve defining the problem, identifying relevant parameters, brainstorming solutions, evaluating and elaborating those suggestions, selecting solutions, and negotiating a final decision (p. 441).…”

Section: Liumentioning

confidence: 99%

Distributed Collaborative Learning in Online LIS Education: A Curricular Analysis

Liu

2012

IISIT

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This paper reports a case study of distributed collaborative learning in online library and information science (LIS) education using the method of quantitative curricular analysis. A total of 148 public course syllabi of Spring 2010 from a major LIS program in the western region of the United States were scrutinized to collect relevant data. The study finds that distributed collaborative learning is a prominent component of online LIS education, with discussion forums heavily used and group projects employed to a less degree. Part-time instructors are more likely to make forum posting mandatory, require weekly forum postings, and assign greater grading points to participation in forum discussion. Online forums are typically used for discussing assigned topics, book titles, or cases. More than 79% of group project assignments are about developing a solution, and full-time instructors are more likely to utilize this instructional tactic.

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“…El trabajo en grupo requiere que los estudiantes entiendan los procesos grupales, sean capaces de coordinar tareas y manejar las relaciones interpersonales, así como desarrollar ciertas habilidades para la resolución de conflictos (Furnham, 1997). Estas demandas del trabajo grupal hacen que en muchas ocasiones los alumnos se muestren poco entusiasmados (McConnell, 2005). Así, por ejemplo, Livingstone y Lynch (2002) encuentran que los estudiantes informan sentirse -estafados‖ con el trabajo en grupo y Crebert, Bates, Bell, Patrick y Cragnolini (2004) encuentran que los alumnos se muestran descontentos con la supervisión del proceso y prefieren trabajar de forma individual.…”

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La coevaluación como estrategia para mejorar la dinámica del trabajo en grupo: una experiencia en Ciencias del Deporte

et al. 2015

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La coevaluación como estrategia para mejorar la dinámica del trabajo en grupo: una experiencia en Ciencias del DeporteCo-evaluation as a strategy to improve working group dynamics: an experience in Sport Sciences ResumenEl objetivo del presente estudio fue evaluar si las percepciones de los alumnos antes y después de la realización del trabajo, es decir, su percepción sobre diversos aspectos del funcionamiento del grupo y las competencias de trabajo adquiridas y las que consideran que deben mejorar, difería en función de que la contribución de los distintos miembros del grupo fuese o no coevaluada. Participaron 144 alumnos de Ciencias de la Actividad Física y el Deporte. Para analizar la percepción de los alumnos del trabajo en grupo se utilizó el cuestionario adaptado por Bourne et al. (2001). Los resultados mostraron que los grupos en los se introdujo la coevaluación valoraron de forma más negativa la experiencia en general que los grupos en los que no se introdujo la coevaluación. Sin embargo, los grupos con coevaluación percibieron que su competencia para trabajar en equipo había mejorado en mayor medida que los grupos sin coevaluación, valorando de forma más positiva tanto el funcionamiento como el resultado del trabajo e incrementaron sus conocimientos sobre el resto de los componentes. El uso de un sistema de coevaluación como el propuesto parece generar una mejor valoración tanto del funcionamiento del equipo como del resultado de su trabajo. Palabas clave: trabajo en grupo; coevaluación, educación universitaria; AbstractThe aim of this study was to analyze if the perceptions of students before and after carrying out the work, that is, their perception of different aspects of the functioning of the group, the working skills acquired as well as those they think that need to be improved, varied depending on whether the contribution of the different members of the group was being co-evaluated or not. 144 students of Physical Activity and Sport Sciences participated in this study. In order to analyze the students' perception of group work the adapted questionnaire by Bourne et al. (2001) was used. Results showed that groups which implemented co-evaluation assessed more negatively the experience in general than those which did not. However, co-evaluation groups perceived their competence to work as a team had improved to a greater extent than the groups without co-evaluation, evaluating more positively both the performance and the result of work and increasing their knowledge of the other team members. Using a co-evaluation system seems to generate both a better assessment of the running of the team and the result of its work.

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Examining the dynamics of networked e-learning groups and communities

Cited by 62 publications

References 12 publications

Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

Distributed Collaborative Learning in Online LIS Education: A Curricular Analysis

La coevaluación como estrategia para mejorar la dinámica del trabajo en grupo: una experiencia en Ciencias del Deporte

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