Talk in virtual contexts: reflecting on participation and online learning models

Thorpe, Mary; McCormick, Robert; Kubiak, Chris; Carmichael, Patrick

doi:10.1080/14681360701602265

Cited by 8 publications

(17 citation statements)

References 19 publications

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“…(please only hints and tips as I wish to try and work it out myself). (Posted on NRICH website 7 March 2007) For many of these people, participation is limited to a single posting to the discussion board, with perhaps a follow up 'thank you' if they receive helpful advice -providing insufficient evidence that these people can even be thought to constitute a 'community of practice' (see Thorpe et al 2007). On the other hand, numerical tags show that other participants have contributed hundreds, and occasionally thousands, of postings to the boards and do so regularly.…”

Section: Learning Media and Technologymentioning

confidence: 99%

Using communities of practice as a tool to analyse developing identity in online discussion

Pratt

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2012

Learning, Media and Technology

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In this article, we address the methodological implications of analysing online discussion boards with a focus on participants' changing identities. More specifically, we propose the use of a Communities of Practice framework as a heuristic method for considering how participants' contributions to online discussion play a role in changing who they become, as opposed to what they learn. We argue that many analyses of online communication fail to take account of learning as a change in identity -what/who the learner is (becoming) -and focus mainly on the opportunity for cognitive development -what they know. In doing so, we use a single case study from a discussion board for secondary-aged students of mathematics which acts as a 'telling case' before demonstrating what this might say about other contexts for online learning. We argue that this has important implications for both research into, and the design of, online education.

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Section: Learning Media and Technologymentioning

confidence: 99%

Using communities of practice as a tool to analyse developing identity in online discussion

Pratt

Back²

2012

Learning, Media and Technology

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“…facilitating collaborative learning (Curtis & Lawson, 2001;Thorpe, McCormick, Kubiak, & Carmichael, 2007); . facilitating collaborative learning (Curtis & Lawson, 2001;Thorpe, McCormick, Kubiak, & Carmichael, 2007); .…”

Section: Online Discussion Forumsmentioning

confidence: 99%

Building course cohesion: the use of online forums in distance Chinese language learning

Qian

McCormick

2012

Computer Assisted Language Learning

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This paper examines a sample of online discussion data from the course forum for the large-scale beginners' Chinese course offered by the UK Open University. This forum is open to all registered students, their participation is completely voluntary and they (rather than tutors) initiate communications. The aim of this study is (i) to seek to establish the nature, patterns of use and functions of forums amongst distance language learners of beginners' Chinese; (ii) to provide a greater understanding of the role and the significance of learner participation in online forums, and how forums contribute towards Chinese language learning and (iii) to offer a fresh perspective on the understanding of distant Chinese language learning experience, involving a relatively under-reported group of learners. Quantitative data collected from questionnaires and qualitative data from interviews were analysed together with the routine forum data. The analysis indicates that most students had a very positive experience of the forum. The sense of belonging to a group with the same shared goal of learning Chinese helped them deal with the challenges of learning Chinese. They perceived the online discussion forum as a virtual meeting place where they could find support and help, and where they could share their learning experiences, resources, difficulties and frustrations as well as sense of achievement. The analysis also shows that the forum played a very important role in creating course cohesion, supporting the learning of Chinese and making the learning process enjoyable and fun.

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“…Allan and Lewis, 2006;Cornelius and MacDonald, 2008;Gray, 2004;Riverin and Stacey, 2008;Thorpe et al, 2007). Most of the online communities in these studies were set up to facilitate professional development and/or provide a support network.…”

Section: Learning In Cyberspacementioning

confidence: 99%

Self‐employed and online: (re)negotiating work‐learning practices

Thompson

2010

Journal of Workplace Learning

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Purpose -In order to explore how informal pedagogical moments are being renegotiated by the technology woven into people's lives, this paper aims to focus on online communities as sites of learning; more specifically, the informal work-related learning practices of self-employed workers in these cyberspaces. Design/methodology/approach -This paper draws on the notion of legitimate peripheral participation (LPP) from situated learning theory in order to examine the development of work-learning practices online. Semi-structured interviews were conducted with own-account self-employed workers (contractors and consultants who do not have staff) about their engagement in online communities for work learning. Findings -Findings indicate that these self-employed workers were learning work practices, the viability of doing particular work, how to participate in online communities for work learning, and how to participate in fluid knowledges. The significance of developing a work-learning practice is emphasized, as is the impact of multiple and peripheral positionings across on-and offline spaces. Research limitations/implications -Web technologies and shifting configurations of online collectives shake up notions of expertise, beliefs about who is able to produce, and consume information, and where one locates themselves, in order to build work-learning practices. Multiple positioning across several online communities, and ways of participating that are peripheral, partial and part-time warrant further examination. Originality/value -The value of this paper is its exploration of how self-employed workers develop an online work-learning practice and the tensions that these practices bring. The paper also attempts to discuss the utility of LPP for contemporary learning practices.

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Talk in virtual contexts: reflecting on participation and online learning models

Cited by 8 publications

References 19 publications

Using communities of practice as a tool to analyse developing identity in online discussion

Using communities of practice as a tool to analyse developing identity in online discussion

Building course cohesion: the use of online forums in distance Chinese language learning

Self‐employed and online: (re)negotiating work‐learning practices

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