Volume Two - Academic Conferences

5. Closing remarks
Sónia Sousa et al.
As a result of this procedure the three original concept maps were put together and all the duplicate
concepts eliminated. The produced concept map is rather dense, as a lot of concepts needed to be
put together on a single canvas.
The purpose of this new concept map is to fully demonstrate the understanding of the eLearning
domain by the three initial groups: the practitioners, the experts in the field of eLearning and the
researcher. The concepts marked as green, orange, purple and white stand out visually and signify
the concepts that two or more initial target groups share, when describing their understanding of
online learning communities.
In sum, input gathered from the present research approach provided preliminary exploratory insights
that helped on the design of a survey questions that relates trust with the online learners activity
patterns.
References
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Henri, F., and Pudelko, B. (2003). Understanding and analysing activity and learning in virtual communities.
Journal of Computer Assisted Learning (19), 474-487.
Lave, J. & Wenger, E. (1991), Situated learning: Legitimate peripheral participation, Cambridge University Press ,
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Paavola, S., Lipponen, L. and Hakkarainen, K. (2004) Models of Innovative knowledge Communities and Three
Metaphors of Learning. Review of educational research 2004. Vol. 74, 4 (pp. 557-576)
Wenger, E., and Snyder, W (2000) Communities of Practice; the organisational frontier Harvard Business Review
Jan-Feb, pps 139-145.
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