Building successful on-line learning communities across international boundaries: a Case Study (original) (raw)
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A number of studies have examined the dynamics and style of communication adopted in computer conferencing in distance education (Mason, 1993). Computer conferencing by higher education institutions offering distance education courses has expanded rapidly since 1987. Lately computer conferencing has developed in fame as a vehicle of distance education. While protecting the opportunity related with asynchronous communication and giving wide access to low-end innovation users, computer conferencing enables students and instructors to take part in group learning and associate 'many-to-many' (Harasim, 1989). Much has already been written on the subject of computer conferencing in support of educational processes, in particular distance education (DE). Using unstructured interviews and observations at adult students' homes or worksites, the study investigated adult student perspectives of distance study by computer conferencing. The focal finding of this investigation was tha...
Computer Conferencing Systems as Seen by a Designer of Online Courses
Educational Technology, 1998
The aim of this paper is to discuss the main characteristics that a computer conferencing system ought to have in order to be used in a third-generation distance education (online education) process. This subject will be analysed in particular from the point of view of an online course designer. To these ends, the paper is divided into three sections. Firstly, the need for a suitable communication structure to manage online courses will be detailed. Afterwards, several features of a related computer conferencing system will be discussed. Finally, on the basis of the above considerations, some suggestions will be made on how to choose a computer conferencing system for online education. The paper draws on the author's personal experience in experimental online courses. The subject will therefore be tackled from the perspective of someone directly involved in organising and managing distance communication within online courses and responsible for selecting the most suitable telematics system for this purpose.
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Journal of Information Techology for Teacher Education, 1998
This article explores the tensions between the potential of computer conferencing as represented by theoretical models and its actual uses in higher education. An overview of the literature highlights major themes that run throughout this body of research, including claims that the medium: 1. provides a democratic environment due to the equal access afforded to participants; 2. enhances active learning and collaboration; 3. shifts the role of the teacher from classroom leader to facilitator of learning; and 4. encourages more thoughtful participation due to the text-based, asynchronous nature of interaction. Against this backdrop, case studies of courses taught through The New School for Social Research's on-line programme provide empirical data that challenge many of these claims. A discussion of teaching practices related to student participation and perceptions of computer conferencing is also offered to serve practitioners and teacher education efforts.
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Virtual Communities 97, the University of Sydney, 1997
This paper describes the design, construction and management of a number of small virtual communities and identifies key criteria for determining the effectiveness or otherwise of these communities as learning environments. Recent initiatives within the Faculty of Education at the University of Melbourne directed toward integrating online (Internet-based) resources and teaching techniques into the delivery of its teaching programs, have been the catalyst for developing virtual communities that vary in membership and range from one with an entirely local constituency to one that is primarily international. Some communities have focused on outcomes while others have had an exploratory disposition. Communications resulting from one small group have culminated in a successful (non-virtual) international symposium with the bulk of the organisation being managed online.
This paper discusses the processes of interactions among learners in higher education through computer conferencing, and provides information regarding the quality of their learning experience. In order to investigate this phenomena, the social constructivist perspective with the metaphor of "persons-in-conversation" was undertaken as a conceptual framework. The attributes of computer conferencing and its relationship to social constructivism, point to interactions as essential processes through which negotiation of meaning and co-construction of knowledge occur. To address the scarcity of research using qualitative interpretive methods in computer conferencing, constructivism as a referent for the research method was used. The principles of grounded theory was employed in the analysis of computer transcripts resulting in the emergence of seven themes. In order to verify the hypothesis pertaining to the themes, additional questions were formulated and students' end-of-semester evaluation was used. Analysis suggest that the activities occurring within the themes are dynamic interactive processes against which students' conversation take place.
and research. The aim of this paper is to study SOC and its usefulness in higher education. It argues that SOC is very useful for international research cooperation, and online seminars, however, the pedagogical value in a classroom can be questioned. This paper uses action research where continuous evaluation and analysis has been applied in three different case studies: (1) Online lectures, (2) Online PhD. Seminars, and (3) International Research cooperation. We found that the social barrier between the student groups and the problems in handling questions made the negative implications on the pedagogy too great to overcome. There is also a risk for spatial confusion and hence less effective communication when interacting with part of the audience face to face and simultaneously with an online audience. However, the medium is very suitable for smaller settings such as seminars and research cooperation. The implications of this technology, if used right are an increased level of cooperation and inclusion of new groups where cultural differences play a central role. We also found that this mode of communication need to be more structured than a face to face interaction.
A field study of use of synchronous chat in online courses
36th Annual Hawaii International Conference on System Sciences, 2003. Proceedings of the, 2003
A field study of Computer Mediated Communication (CMC) as used in higher education asks the questions, "Will students take part in synchronous chat sessions if they are scheduled? " and "What do students and faculty perceive to be the problems and the advantages of synchronous chat sessions?" Media Mode is the independent variable, characterized by four nominal values derived from the mixture of asynchronous discussion forums, here called Asynchronous Learning Networks (ALN), with various levels of synchronous media use.