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Relevant bibliographies by topics / Online Community of Learning

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Academic literature on the topic 'Online Community of Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Online Community of Learning"

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Wang, Ping An. "Assessment of Asynchronous Online Discussions for a Constructive Online Learning Community." International Journal of Information and Education Technology 5, no. 8 (2015): 598–604. http://dx.doi.org/10.7763/ijiet.2015.v5.575.

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Littledyke, Michael. "Developing an Online Learning Community." International Journal of Technologies in Learning 19, no. 3 (2013): 43–60. http://dx.doi.org/10.18848/2327-0144/cgp/v19i03/49097.

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Rubelj, Aleksandra, Janita Tacer Slana, and Pero Šobot. "Online learning in the COBISS.SI community." Organizacija znanja 21, no. 2 (2016): 70–76. http://dx.doi.org/10.3359/oz1602070.

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Lee, Hea-Jin, and Eun-ok Baek. "Facilitating Deep Learning in a Learning Community." International Journal of Technology and Human Interaction 8, no. 1 (January 2012): 1–13. http://dx.doi.org/10.4018/jthi.2012010101.

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The purpose of this study is to explore how the integration of online discussion into a mathematics methods course affected pre-service teachers’ learning. Students’ transcription of online discussion was analyzed using a mixed methods approach, combining computer-mediated discourse analysis and Chi-square test analysis. The data revealed that the online discussion helped pre-service teachers not only deepen their learning of mathematics methods, but also demonstrated their abilities to teach mathematics in different ways. It also indicated that the depth of their learning depended on the levels of threads and topics of discussion. Deep learning occurs 1) more often in the first level thread than subsequent level threads, and 2) in discussion topics, primarily those related to practice-based issues rather than theory-based topics.

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Jang, Ji-Eun. "Changes in Local Learning Community through Community Media - Japan’s online community learning center (kōminkan)." Korean journal of the Japan education 26, no. 1 (February 28, 2021): 105–25. http://dx.doi.org/10.37704/kjje.2026.26.1.105.

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Jang, Ji-Eun. "Changes in Local Learning Community through Community Media - Japan’s online community learning center (kōminkan)." Korean journal of the Japan education 26, no. 1 (February 28, 2021): 105–25. http://dx.doi.org/10.37704/kjje.2021.26.1.105.

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Brown, Loren. "Constructivist Learning Environments and Defining the Online Learning Community." i-manager's Journal on School Educational Technology 9, no. 4 (May 15, 2014): 1–6. http://dx.doi.org/10.26634/jsch.9.4.2704.

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Eppard, Jenny. "Using community-mediated learning tools for informal learning online." International Journal of Social Media and Interactive Learning Environments 5, no. 1 (2017): 32. http://dx.doi.org/10.1504/ijsmile.2017.086092.

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Eppard, Jenny. "Using community-mediated learning tools for informal learning online." International Journal of Social Media and Interactive Learning Environments 5, no. 1 (2017): 32. http://dx.doi.org/10.1504/ijsmile.2017.10006122.

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McAllister, Margaret, and Wendy Moyle. "An online learning community for clinical educators." Nurse Education in Practice 6, no. 2 (March 2006): 106–11. http://dx.doi.org/10.1016/j.nepr.2005.10.002.

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Dissertations / Theses on the topic "Online Community of Learning"

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Carlén, Urban. "A professional community goes online : a study of an online learning community in general medicine /." Göteborg : Department of Applied Information Technology, University of Gothenburg, 2010. http://hdl.handle.net/2077/22326.

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Drysdale, Jeffery S. "Online Facilitators and Sense of Community in K-12 Online Learning." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3838.

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Despite the continued growth of K-12 online learning, there remains a need for additional research addressing roles of online facilitators and how they can improve the sense of community at K-12 online schools. The first article of this dissertation presents a case study illustrating how online facilitators can provide the same level of support for their students that on-site facilitators provide students in blended environments. Data was gathered from teachers at Mountain Heights Academy (MHA), a fully online high school. MHA implemented a "Shepherding Program" to provide student with online facilitators. Each teacher, or shepherd, was responsible for 20 to 25 students. Teacher focus groups and one-on-one interviews were used to examine the perceived effects of a shepherding program on shepherd-student relationships. Additionally, the teacher roles in the shepherding program were compared to the roles of on-site facilitators. Teachers were largely satisfied with the perceived impact of the shepherding program on their relationships with their students. Findings also highlighted strong similarities between the support the shepherding program provided online students and the support on-site facilitators provide blended learning students. The second article was a continuation of the case study from the first article. A key addition to the case study for the second article was the inclusion of student interviews. This article examined how teachers and students perceived that the shepherding program influenced instructor-student relationships. The analysis exposing similarities and differences between teacher and student perspectives of the shepherding program was conducted based on the four dimensions of Rovai's online sense of community: spirit, trust, interaction, and learning. Findings illustrated shepherd-student relationships consisting of all four elements of community in some degree.

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Powell, Aaron Wiatt. "Online Support for Intentional, Teacher Community of Practice." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30253.

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The term Community of Practice (CoP) is often used rather loosely to describe many types of instructional settings that support more constructivist or social learning settings. This study differentiates CoP from other learning communities with greater discipline in defining CoP, as characterized by sustained self-organization for example. Such a CoP sits quite apart from the typical intent of instructional settings. The literature on intentional CoP suggests that the greatest challenges are a sense of interdependence among CoP members, the authenticity of the practice or purpose, and a trajectory for the CoPâ s future. The purpose of this case study was to attend to these issues with an online initiative to nurture CoP among practicing teachers in a reading-specialist, graduate program. For the course under study, learners engaged only in cooperative projects with the support of a community worksite (Sakai). Throughout the term, the worksite was promoted as a community place independent of the course and program, a place where they could continue to share indefinitely; and they were encouraged to think of what formal and informal activities the system could support, and how. The study explored how participants responded verbally and behaviorally to the community worksite and the other technologies employed to better support their group work and sharing of knowledge in general. The groupâ s technical skills, competing cultures and practices, and the level of authenticity were all significant challenges. The studyâ s findings challenge the application of this learning theory at the course level of academics, and they inform future design of online support for intentional CoP.
Ph. D.

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Cameron, Nancy G. "Best Practices for Online Teaching: Building a Learning Community." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7043.

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Agostinho, Shirley Flavia Corrent. "Interactions in a web-based learning environment creating an online learning community /." Access electronically, 2000. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20061024.154536/index.html.

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Teo, Hon Jie. "Knowledge Creation Analytics for Online Engineering Learning." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64465.

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The ubiquitous use of computers and greater accessibility of the Internet have triggered widespread use of educational innovations such as online discussion forums, Wikis, Open Educational Resources, MOOCs, to name a few. These advances have led to the creation of a wide range of instructional videos, written documents and discussion archives by engineering learners seeking to expand their learning and advance their knowledge beyond the engineering classroom. However, it remains a challenging task to assess the quality of knowledge advancement on these learning platforms particularly due to the informal nature of engagement as a whole and the massive amount of learner-generated data. This research addresses this broad challenge through a research approach based on the examination of the state of knowledge advancement, analysis of relationships between variables indicative of knowledge creation and participation in knowledge creation, and identification of groups of learners. The study site is an online engineering community, All About Circuits, that serves 31,219 electrical and electronics engineering learners who contributed 503,908 messages in 65,209 topics. The knowledge creation metaphor provides the guiding theoretical framework for this research. This metaphor is based on a set of related theories that conceptualizes learning as a collaborative process of developing shared knowledge artifacts for the collective benefit of a community of learners. In a knowledge-creating community, the quality of learning and participation can be evaluated by examining the degree of collaboration and the advancement of knowledge artifacts over an extended period of time. Software routines were written in Python programming language to collect and process more than half a million messages, and to extract user-produced data from 87,263 web pages to examine the use of engineering terms, social networks and engineering artifacts. Descriptive analysis found that state of knowledge advancement varies across discussion topics and the level of engagement in knowledge creating activities varies across individuals. Non-parametric correlation analysis uncovered strong associations between topic length and knowledge creating activities, and between the total interactions experienced by individuals and individual engagement in knowledge creating activities. On the other hand, the variable of individual total membership period has week associations with individual engagement in knowledge creating activities. K-means clustering analysis identified the presence of eight clusters of individuals with varying lengths of participation and membership, and Kruskal-Wallis tests confirmed that significant differences between the clusters. Based on a comparative analysis of Kruskal-Wallis Score Means and the examination of descriptive statistics for each cluster, three groups of learners were identified: Disengaged (88% of all individuals), Transient (10%) and Engaged (2%). A comparison of Spearman Correlations between pairs of variables suggests that variable of individual active membership period exhibits stronger association with knowledge creation activities for the group of Disengaged, whereas the variable of individual total interactions exhibits stronger association with knowledge creation activities for the group of Engaged. Limitations of the study are discussed and recommendations for future work are made.
Ph. D.

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Van, Ryneveld Linda. "Surviving the game interaction in an adult online learning community /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03082005-220804/.

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Dillon, Kenneth Walter. "A study of the role of an online community in the community in the professional learning of teacher librarians." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001422/.

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The thesis has its origins in a concern that teacher librarians in schools throughout Australia were disadvantaged in the development of their professional learning due to their professional and often geographical isolation in schools. A listserv (online discussion network) called OZTL_NET was developed to facilitate the enhancement of teacher professional learning for this group of teachers. OZTL_NET has been available to teacher librarians and others interested in teacher librarianship for over nine years. The study sought to determine whether usage of OZTL_NET was associated with the enhancement of teacher librarians’ professional learning. The study also explored the characteristics of teacher professional learning from the literature and sought to determine which characteristics of online communities may contribute to teacher professional learning. A case study design for the research was adopted using a mixed methods approach. The methods of data collection were a web survey and semi-structured interviews. Quantitative and qualitative data were collected and analysed and a detailed description of the object of study, OZTL_NET, was provided. A major finding of this study was that usage of OZTL_NET was significantly related to the enhancement of teacher professional learning. It was concluded that online learning communities may provide appropriate contexts for teacher professional learning and that, in relation to the case of OZTL_NET, various aspects of the concept of online learning communities and, to a lesser extent, communities of practice, are portrayed in the listserv. The findings supported the assertion that online learning communities have the potential to enhance the professional learning of teachers and provide opportunities for teachers to learn online. The study also revealed that community building online is a complex and demanding activity. Usability and sociability factors must be carefully considered and developed over the lifetime of the community. This process should include input from the community, the leadership of which should be broad-based and inclusive. Two broad principles emerged from the research that provide guidance for the management of listservs for teacher professional learning online. First, the study revealed that involvement and collaboration were critical ingredients in teacher professional learning online. Involvement was portrayed not only in the learning that ensued from the interactivity that necessarily underpins the sharing of tacit knowledge through information exchange and professional discussion between and among subscribers online but also by individuals through less obvious means such as lurking, archive searches and off-list communications. In terms of collaboration, this study found that in addition to high levels of trust, subscribers experienced a strong sense of collegiality and support as members of OZTL_NET. Second, the major finding above confirms that involvement and collaboration are strongly related to individual and collective orientations of teacher professional learning. The broad concept of individual or collective orientation recognises that teacher professional learning occurs in both orientations online as it does offline. Teachers have long recognised their colleagues as their major source of professional information. The difficulty in the past has been in the identification of a means by which teachers can readily access a wider pool of colleagues with whom they can discuss important issues, seek advice and so on. This is particularly important for teachers who are professionally isolated as a consequence of their teaching speciality (such as teacher librarians) and those who are geographically isolated making real time meetings with colleagues expensive and/or impracticable. In this context listservs such as OZTL_NET can play a critical role in providing the infrastructure to support distributed models of teacher professional learning online.

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Harbeck, Julia Dedrich. "Community College Students Taking Online Courses: The Student Point-of-View." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26119.

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A qualitative examination of community college studentsâ experiences taking on-line courses. The study addresses the research question, "How do community college students construct their on-line experiences?" In order to answer this question, the following foci were examined: What are the characteristics of students taking online courses?, Why are they taking on-line courses?, What are facilitative or debilitative dimensions or features that promote or inhibit success in on-line courses?, and, How does the community college infrastructure support students taking web-based courses? The results of the study were grouped into 4 categories: Interpersonal Support, Student Characteristics, Course Issues, and Infrastructure Support. All but 2 of the findings of the PRCC Study are supported by research. The first factor not mentioned in the literature is that some students choose to take a course on-line if they are not interested in the content of the class. The second finding not implicated in the research is that electronic distractions of Instant Messagingâ ¢ and the lure of surfing the Web seem to be more debilitating than interruptions from other sources such as family and work. Other implications of this study involve concerns that are common to both on-line and on-site instruction, as well as the connection between constructivism and on-line learning. Facilitative and debilitative dimensions or features that promote or inhibit success in on-line courses imply that faculty and institutions need to be adapting to the demands of teaching and learning on the Web. Implications of the Study examine improvements to the study and ideas for future research.
Ph. D.

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Atkinson, John K. "The implications of broadband Internet on online adult and community learning." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1378142.

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The purpose of this study was to establish a deeper understanding of the educational needs of rural-based learners within the context of online learning opportunities. I hoped to ascertain whether rural learners' needs differ in terms of learning choices from that of their urban counterparts. This study was particularly focused on establishing a baseline for understanding community online readiness and identifying factors for how rural adults decide whether to participate in online-based learning.The participants in this study were selected from adults in established adult education courses, local churches, rural development clubs, and miscellaneous other civic organizations. Each participant was asked to complete a questionnaire that was a modified McVay Online Readiness Questionnaire (McVay, 2000). In addition, 4 local community leaders were selected for interviews. The selected interviewees were the County Judge-Executive, the mayor of the county seat, the Superintendent of Schools, and the director of adult and community education for the county. These leaders were asked questions designed to assess their understanding of current technological infrastructure to support broadband Internet, as well as, their willingness to encourage the support required for community transformation. Interview questions focused on how well leaders understand both the technological and the sociocultural dimensions of their community.The results were the identification of 7 interrelated themes that help explain the online readiness behaviors of rural adults in the selected county. The themes are: the Importance of Broadband Internet, the Attraction of Professionals to the Area, the "Missing Generation," Common Solutions and Working Together, Lack of Vision for Online Learning, Changing Cultures and Demographics, State and Local Government's Role and Regulatory Policy. Questionnaire responses are presented in this study as descriptive statistics and are representative of the county studied. The data collected from these questionnaires were used in collaboration with interview findings to arrive at conclusions. Key recommendations include: provisions for tax credits and other financial incentives to encourage Internet providers to increase coverage into rural areas; and improved collaboration between public and private stakeholders in an effort to address the digital divide.
Department of Educational Studies

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Books on the topic "Online Community of Learning"

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1947-, Pratt Keith, ed. Collaborating online: Learning together in community. San Francisco: Jossey-Bass, 2005.

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Assessing online learning. Bolton, MA: Anker Pub. Co., 2005.

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Carlén, Urban. A professional community goes online: A study of an online learning community in general medicine. Gothenburg, Sweden: Department of Applied Information Technology, University of Gothenburg, 2010.

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Kompetenzentwicklung im Internet: Fallstudie über eine Community of Practice. Baden-Baden: Nomos-Edition Reinhard Fischer, 2009.

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Thomas, Michael. Online Learning. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2011. http://dx.doi.org/10.4135/9781446262719.

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Anderson, David. Learning online. Knutsford: Matrix, 1990.

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Bonk, Curtis Jay. Empowering Online Learning. New York: John Wiley & Sons, Ltd., 2009.

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Cornelius, Sarah, Carole Gordon, and Jan Schyma. Live Online Learning. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32876-2.

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Dabbagh, Nada, Rose M. Marra, and Jane L. Howland. Meaningful Online Learning. First edition. | New York: Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315528458.

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Palloff, Rena M. Building Online Learning Communities. New York: John Wiley & Sons, Ltd., 2009.

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Book chapters on the topic "Online Community of Learning"

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Hinck, Ashley. "Serving Online Communities: Service-Learning, Internet Studies, and Online Education." In Community Engagement 2.0?, 26–40. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137441065_3.

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Young, Sherman, and Ian Solomonides. "PACE and Online Learning and Engagement." In Learning Through Community Engagement, 263–73. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0999-0_17.

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Rose, Geoff, Stephen McKenzie, Christopher J. Holt, Filia Garivaldis, and Matthew Mundy. "Advancing Online Education Through a Community of Practice." In Tertiary Online Teaching and Learning, 325–35. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_33.

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Jaggars, Shanna Smith. "Online Learning in the Community College Context." In Handbook of Distance Education, 445–55. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-35.

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Sun, Na, Mary Beth Rosson, and John M. Carroll. "Promoting Online Learning Community with Identity Transparency." In Smart Computing and Intelligence, 135–53. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8265-9_7.

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Skibba, Karen, and Maria Widmer. "Blended Faculty Community of Inquiry Transforms Online Teaching Perceptions and Practices." In Blended Learning, 116–30. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003037736-10.

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Li, Yanyan, and Mingkai Dong. "Building a Semantic Resource Space for Online Learning Community." In Hybrid Learning and Education, 342–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03697-2_32.

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Liao, Cuiying, and Lu Tian. "An Online English Learning Community for College Students Based on Community of Inquiry Framework." In Learning Technologies and Systems, 370–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66906-5_35.

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Adam, Emily. "No Student is an Island—Students’ Perspectives of Sense of Community in Online Higher Education." In Tertiary Online Teaching and Learning, 199–205. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_18.

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Foley, Karen, and Ian Fribbance. "Student Connections: Livestreaming and Creating Community via an Annual Student Conference." In Creativity and Critique in Online Learning, 169–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78298-0_9.

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Conference papers on the topic "Online Community of Learning"

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Eftekhari, Farhad. "TECHCLASS SMART ONLINE LEARNING COMMUNITY: COMMUNITY FEATURES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1558.

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Sun, Na, and Mary Beth Rosson. "Connection Enablers in Online Learning Community." In CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3022198.3026348.

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Eftekhari, Farhad. "TECHCLASS SMART ONLINE LEARNING COMMUNITY: CORE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0770.

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Stoytcheva, Maria. "Collaborative distance learning: Developing an online learning community." In PROCEEDINGS OF THE 43RD INTERNATIONAL CONFERENCE APPLICATIONS OF MATHEMATICS IN ENGINEERING AND ECONOMICS: (AMEE’17). Author(s), 2017. http://dx.doi.org/10.1063/1.5014003.

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Clary, Renee. "CLASSROOMS WITH IMPACT: LEVERAGING COMMUNITY ENGAGED LEARNING IN GEOSCIENCES COURSES." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-358766.

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Yang, Libo, and Fuyao Ouyang. "Building Online Learning Community for Higher Education." In 2nd International Conference on Computer and Information Applications (ICCIA 2012). Paris, France: Atlantis Press, 2012. http://dx.doi.org/10.2991/iccia.2012.267.

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Kerlin, Steven, Elizabeth Goehring, William Carlsen, James Larsen, and Charles Fisher. "Design of an online global learning community." In the 9th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599535.

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Vishwanath, Aditya, and Neha Kumar. "Designing for a Rural Online Learning Community." In ACM DEV '15: Annual Symposium on Computing for Development. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2830629.2835219.

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Wang, Xiong, and Yanping Fang. "Online learning community for mathematics teachers in Singapore: Online facilitation." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529343.

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Sulisworo, Dwi, Dian Artha Kusumaningtyas, and Trikinasih Handayani. "Self-Regulated Learning of Junior High School Students to Predict Online Learning Achievement." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.045.

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Reports on the topic "Online Community of Learning"

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Woodie, Thomas E. Learning Together: The Role of the Online Community in Army Professional Education. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada436308.

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Wu, D. Derek. Online Learning in Postsecondary Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.221027.

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Chingos, Matthew, Christine Mulhern, Rebecca Griffiths, and Richard Spies. Interactive Online Learning on Campus. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22522.

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Lees, Matthew. Lithium Technologies Online Community Platform. Boston, MA: Patricia Seybold Group, October 2006. http://dx.doi.org/10.1571/pr10-26-06cc.

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Lees, Matthew. Online Community Platform RFP Template. Boston, MA: Patricia Seybold Group, July 2009. http://dx.doi.org/10.1571/rfp07-16-09cc.

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Lees, Matthew. Online Community Platform Evaluation Matrix. Boston, MA: Patricia Seybold Group, January 2008. http://dx.doi.org/10.1571/em01-17-08cc.

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Lees, Matthew. Selecting an Online Community Platform. Boston, MA: Patricia Seybold Group, October 2009. http://dx.doi.org/10.1571/htt10-08-09cc.

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Bowen, William, Kelly Lack, Matthew Chingos, and Thomas Nygren. Interactive Learning Online at Public Universities. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22464.

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Cellini, Stephanie Riegg, and Hernando Grueso. Student Learning in Online College Programs. Cambridge, MA: National Bureau of Economic Research, March 2021. http://dx.doi.org/10.3386/w28552.

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Ryan, Bruce, and Peter Cruickshank. Scottish Community Councils online: a survey. Edinburgh Napier University, 2012. http://dx.doi.org/10.14297/enr.2016.000001.

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