The transformation of an online learning community from an organised facility to an organic fraternity

Fields, Alison; Lai, Kwok-­Wing; Gibbs, J. Simon R.; Kirk, Alex; Vermunt, Jenny

doi:10.1080/01587919.2016.1158769

Cited by 9 publications

(9 citation statements)

References 8 publications

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“…As note by Lyashenko & Frolova (2014) and Moreira, Henriques, Goulão, & Barros (2017), virtual platforms enforce collaboration of adults and young learners in universities. In this regard, it is important to promote a scenario that facilitates the creation of social and collaborative learning environments (Zapata, 2011;Zagalsky, Feliciano, Storey, Zhao & Wang, 2015;Fields, Lai, Gibbs, Kirk & Vermunt, 2016) or being part of a learning cyber community (Murua, Cacheiro & Gallego, 2014), to encourage student participation in online seminars (Falloon, 2011). Examining articles published between 2011 and 2015 about interaction in distance education environments, the results revealed that researchers continue to pay attention to interaction, mainly learner-learner (Karataş, Yılmaz, Dikmen, Ermiş, & Gurbuz, 2017).…”

Section: Discussionmentioning

confidence: 99%

The Learning Platform in Distance Higher Education: Student’s Perceptions

González¹,

Medina-Rivilla²,

Dominguez-Garrido³

et al. 2019

Turkish Online Journal of Distance Education

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The aim of this study is to discover student's perceptions from the School of Education about the use of the learning platform to improve educational process in distance higher education. To this end, a descriptive study with a mixed approach (quantitative and qualitative) has been applied according to the objectives of the study. An ad-hoc semi-structured questionnaire has been validated by experts, obtaining the response of 111 students of the Spanish National University of Distance Education (UNED), who are conducting social education, pedagogy, and master's degrees in education. The results showed positive values in the different dimensions analyzed: (I) Role of learning platform in distance education, (II) Instructional of the design learning platform, (III) Didactic interaction through the learning platform and (IV) The learning platform and professional practice. The analysis of the open questions, provides guidelines for improving the use of the learning platform in distance higher education regarding strengths (student's exchange, and independent learning) and weaknesses (feedback delay, and content repository).

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Section: Discussionmentioning

confidence: 99%

The Learning Platform in Distance Higher Education: Student’s Perceptions

González¹,

Medina-Rivilla²,

Dominguez-Garrido³

et al. 2019

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

show abstract

“…Since its inception, CMC has been recognized as an important learning resource that can support learner communication and shape the formation of learning cultures (McAteer, Tolmie, Duffy, & Corbett, 1997). In particular, asynchronous online discussions are often used to facilitate idea sharing, resolve student confusion, coordinate cognitive actions, support negotiation, scaffold group knowledge building, and maintain social bonds within a learner community (Fields et al, 2016;Resnick, Säljö, Pontecorvo, & Burge, 1997;Stahl, 2006). In successful cases, online discussions can engender positive student experiences by enabling discussion that is active, interactive, constructive, and hereby conducive to learning (Chi & Menekse, 2015).…”

Section: Literature Review 21 Social Participation In Online Discussmentioning

confidence: 99%

It is about timing: Network prestige in asynchronous online discussions

Chen

Huang

2019

Computer Assisted Learning

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Asynchronous online discussions are broadly used to support social learning. This paper reports on an undergraduate class's online discussion activities over one semester. Applying Social Network Analysis, this study revealed a participation gap among students reflected by their varied levels of network prestige. The low-prestige group initiated equivalent volumes of interactions but were less reciprocated. In-depth analysis found the high-prestige group also advantageous in other network measures such as closeness centrality and eigenvector centrality, as well as the strength, persistence, and reciprocity of their ties. To probe potential explanations of the revealed gap, we further contrasted post content and posting behaviors between two groups. Results did not identify any significant differences in post content but found low-prestige students' participation less timely and more temporally compressed. This paper calls for attention to the participation gap in online discussions, micro-level temporal patterns of student activities, and practical means to scaffold student participation in asynchronous online discussions.

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“…The descriptive-correlational method of research was utilized in the study to determine the acceptance of integrating a course management system [8], [9] in the graduate school and its effect on students' learning. A correlational research systematically investigates the relationship among variables as well as in determining the cause and effect relationship [10]. The study made use of a quantitative research approach in analyzing and understanding the effects of acceptance of integrating a course management system on students' learning.…”

Section: Methodsmentioning

confidence: 99%

Integration of Course Management and its Effect on Graduate Students’ Learning

Pulumbarit¹

2021

IJETAE

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The primary concern of this research study is the acceptance of a course managing system and its significant effect on students’ learning in the graduate school. This study used the descriptive correlational method that make use of validated questionnaire as a source of data-gathering tool, demonstrated by extensive documentary analysis. The target client of the study were 225 graduate school students and 15 graduate school professors. The results were processed using the Statistical Packages for Social Sciences (SPSS) and the data were evaluated and interpreted using regression analysis in determining the acceptance of integrating a course managing system and its influence in the teaching and learning of students in the graduate school department. Using the said method, the outcomes of the study have shown that students from the graduate school is relatively ready to face the challenges of the fourth industrial revolution as proven by the utilization of cybergogy and level of acceptance of the course managing system. The academic profile of graduate school students demonstrates significant learning because of their efforts to do well in their academic subjects. In this study null hypothesis, states that the acceptance of using a course managing system does not significantly affect students’ learning in the graduate school is rejected. The difficulties presented if recognized could lead to many opportunities design for innovative approach in teaching and learning. The implications derived based in the findings of the study are significant observations that can be considered in further advancement of the quality of teaching and learning in the graduate school. Keywords: Integration of Course Management, Technology-Based Education, Online Learning,

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The transformation of an online learning community from an organised facility to an organic fraternity

Cited by 9 publications

References 8 publications

The Learning Platform in Distance Higher Education: Student’s Perceptions

The Learning Platform in Distance Higher Education: Student’s Perceptions

It is about timing: Network prestige in asynchronous online discussions

Integration of Course Management and its Effect on Graduate Students’ Learning

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