Web-based Learning Solutions for Communities of Practice

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The Role of Learner in an Online Community of Inquiry ing rubric previously created for coding online discussion transcripts. Inter-rater reliability was evaluated across coders. Inter-rater reliability ranged from 63% to 100% on initial coding. Discussion between coders regarding subjective meanings and code definitions resulted in almost perfect coding agreement. Findings The purpose of this study was to assess the instructor view of students in the role of online learner. Their responses to interview questions yielded one hundred and fifteen (115) pages of text. The data reflect varying aspects of the online learner experience, clustering around the emergent themes of interaction, instructor role, self-identity, course design, and technology. These themes are explored in relation to cognitive, social and teaching presence in the online environment. Sample comments from students, gathered in previous research, and instructor comments from this research are provided here. The complete data set is available from the authors. Numerical counts refer the amount of instructor reference to each area of adjustment in each category of presence in online communities. Cognitive Presence Table 1 provides sample comments from instructors regarding adjustments in cognitive presence in an online community of inquiry specific to each of the themes (numbers indicate the number of utterances identified under this code). Instructors identified unique student behaviours and the extent to which these vary. Instructors spoke much more about course design and interaction in relation to cognitive presence than they did about student identity, technology or instructor role . Social Presence Sample comments on adjustment in social presence in an online community of inquiry are shown in Table 2. Teaching Presence Table 3 includes sample comments from instructors and students regarding learner adjustment to a changed teaching presence from past experience in face-to-face learning environments. All five components identified as areas of adjustment by the students were identified by instructors. Subsequent coding of presence in the online community of inquiry model was done. Across the three presences, instructor reference to areas of adjustment changed. Interaction was the discussed most often in relation to social presence (74 utterances coded to interaction/social presence). Interaction in relation to cognitive (38) and teaching presence (42) was demonstrated in roughly equal amounts. Self-identity for students is an issue for social (74) and teaching presence (52), but less so for cognitive presence (42). The instructor role was discussed almost solely in reference to teaching presence issues (116) of design, facilitation and direct instruction. Cognitive presence (18) and social presence (36) were offshoots and sub-textual requirements in the instructor discussion of their role . Technology is also sub-textual, peripheral to discussions of presence; “I think the technology is least important of all.” Limited references were made to the technology and the three presences: cognitive presence (1), social presence (3) and teaching presence (5). Course design was described by these instructors with attention to all three areas, but an understandable predominance of attention to teaching presence: cognitive presence 16 times, social presence 14 times, and teaching presence 32 times. 173
Discussion It is clear that adjustments are taking place for students engaging in online learning, and that students and instructors notice. Using the categories of adjustment from our previous work, and the Table 1. Adjustment in Cognitive Presence 174 The Role of Learner in an Online Community of Inquiry community of inquiry model, a valuable taxonomy for organizing the character of this adjustment emerges. In each element of presence, the same five themes identified areas where change is taking place. Evident in instructor descriptions of the student experience is a unique orientation to Students’ selected comments Instructors’ selected comments 1 Interaction At first, I hesitated in fear of saying something wrong (similar feelings in F2F situations as well). However, after receiving feedback from other colleagues, the online conference engagements became enjoyable and valuable from a learning outcome perspective. Instructor Role I have found that it is more difficult to be sure that you understand the material in the online learning because there is little discussion with the prof. The prof seems to set up the lecture and then let us talk amongst ourselves with no interaction to let us know if we are on the right track. Self-identity I feel that I don’t have as much to offer as others, either because I have had a more limited scope of learning or life experiences or because I can be intimidated by huge thoughts from bright people. Course Design Gaining equal participation and a common understanding in group work was a challenge. At the same time, it led to bonding between some group members. Group assignments early in the class helped to get us started quickly. Technology I like asking questions, but I rarely do on-line. I like clarifying things, but I rarely do on-line. I like to participate in class, but I’m a slow typist, so I rarely do on-line. I mean it is not just by default that, though I do try to word things for some of the conferences in such a way that they won’t get enough, they won’t get everything they need out of the lessons unless their fellow students share. (38) I would add clarity in the sense of being very, very aware of your interpretation of, of not only the course author’s material but also how you understanding the student’s posting. Because I found for example, little, there seemed to be instances where people were talking in this kind of assumptive way. Everybody is going to understand me in the way I am thinking...And it was kind of, I often had to step in and say, “Just a minute now, quick clarification, do you mean this or that?” And they would say, “Oh, I hadn’t thought of that. And well, here’s part of how I would always link it back to the course content...Here’s how you are framed by Western thinking or whatever. You know what I mean, that you actually made this assumption and they started to become much more careful about the way they framed what they said. And one person actually emailed me and said, “You know I am getting a bit of a headache trying to do this.” And I said, “Well, I am not forcing you to. I am encouraging you to and there is a difference.” but you, there is always going to be the possibility that we will misunderstand each other without the visual clues...That the chance of that goes way up. So strategy with your words seems utterly important. And encouraging it with others is utterly important as well. (18) Certainly the fact that they are posting, some of them 20 and 30 posts a month, responding to each other and supporting each other would, you know, it is not a requirement, it is not a structured activity. It is something they do of their own volition. And I think if they weren’t learning and weren’t enjoying it they wouldn’t be doing it. (42) The final learning and application of the principles we’ve talked about in the lesson won’t take place unless people take part in those conferences... They are crucial that way. (16) They still made an effort to post at least once a week, you know, so it was an interesting dynamic that way anyway. So that, I would say that was the one case where it was hindering the course objectives. (1)
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www.dbebooks.com - Free Books & mag
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Director of Editorial Content: Kris
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Editorial Advisory Board Anil Aggar
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Table of Contents Preface .........
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Chapter 11 An Organizational Knowle
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Detailed Table of Contents Preface
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Chapter 6 Using Storytelling as the
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Chapter 11 An Organizational Knowle
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Chapter 17 A Process-Oriented and T
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xviii Preface For more than ten yea
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xx (Greece) - by focusing on the pa
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xxii Advances reported in this book
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This chapter discusses the prelimin
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which will ultimately influence the
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Table 2. Facilitator 2 feedback SOL
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“Focus on reading peers’ posts
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• Feedback must be useful and for
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Schunk, D. H., & Lilly, M. W. (1984
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able to others (Wenger, 1998). With
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equire structure transformation att
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are often manually encoded on a cas
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context within the target template.
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tives have been negotiated with CoP
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Brown, H., & Cole, F. C. (1992). Ed
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26 ABSTRACT Chapter 3 Tackling Acce
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Figure 1. Web-based GUI of eLogbook
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Figure 2. System flow for the email
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submission or validation of deadlin
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Figure 7. Body of the email of crea
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The email-based eLogbook interface
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38 Chapter 4 Supporting Communities
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and to the contextualization of thi
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such meetings the CM practitioner n
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non-virtual spaces, candidate tools
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Compendium allows CoP members to cu
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lowing synchronous update of both C
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around the shared goal to enhance t
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community of farmers which is used
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REFERENCES Brown, J. S., & Duguid,
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est attain the educational goal. Th
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And here is where new technologies
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tion of such paths delivers a longe
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Figure 2. A snapshot of an activity
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Figure 3. A view of the course mult
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Henry, G. (2004, September). Connex
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defines a CoP as follows: “Commun
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ested in learning from each other i
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nize clearly how to begin a story,
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Figure 2. Story Development Phases
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Figure 3. Story Designed to move Em
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2. Some differences in JavaScript i
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However, bringing in a new practice
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Backbase. (2008). AJAX in enterpris
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through continuous learning (Rosenb
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do with web-based collaboration sys
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Artificial Intelligence. More preci
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approaches concerning social networ
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REFERENCES Ackerman, M. S. (1998).
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the describing more than one cluste
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eing ‘online’ or ‘offline’
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communication tools, see Weinberger
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learn community booked 147 meetings
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102 Live Virtual Technologies to Su
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Annotating FM text chat transcripts
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community members were discussing t
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chats taking place at this time, on
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ing its course. During an extended
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Dourish, P. (2006). Re-space-ing pl
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INTRODUCTION 114 Individual Learnin
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116 Individual Learning and Emotion
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Emotional Processing 118 Individual
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The Paradigm of CSA 120 Individual
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Page 175 and 176: 152 An Organizational Knowledge Cir
Page 177 and 178: CONCLUSION Our practical goal is to
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Page 187 and 188: CONCLUSION Distance education repre
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Page 191 and 192: to further increase.” (Allen & Se
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Page 209 and 210: INTRODUCTION Museums of the past so
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224 A Proposed Framework for Design
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230 Chapter 16 An Agent System to M
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common place (Hillery, 1955). The d
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the local area. Because of this, as
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Figure 3. General architecture cons
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Deliberative-Social Level In this l
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- The person uses knowledge previou
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Figure 7. Showing and sorting resul
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EVALUATION OF THE PROTOTYPE Once th
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support knowledge management but it
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Malhotra, Y. (2000), «Knowledge Ma
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INTRODUCTION 250 A Process-Oriented
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252 A Process-Oriented and Technolo
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exploration and review the attempt
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Defining Features of the IntelCitie
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Figure 1. Integrated eGov services
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portals to merely provide links to
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experiential learning and, therefor
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274 decision-making and develop the
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towards the back-office functions,
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Table 4. Step-wise logic of the ser
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Table 6. Feedback responses to the
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tals, but as particular types of eG
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software consists of a set of enabl
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solve problems associated with the
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ecruitment was organized mainly aro
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The global structure of the activit
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ITPF (during the 2002 crisis) and f
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growth of tax revenue generated som
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and so forth. They confront the cha
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community of practice members. Faci
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It is my belief that these networks
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Tuomi, I. (1999). Corporate knowled
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to accomplish meaningful interchang
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306 Chapter 20 Conditions and Key S
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308 Conditions and Key Success Fact
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330 Compilation of References Abdul
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Balasubramanian, S., & Mahajan, V.
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Buckingham Shum, S. (2007). Hyperme
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Curwell, S., Deakin, M., Cooper, I.
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Dretske, F. (1991). Explaining beha
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Gebert, H., Geib, M., Kolbe, L., Br
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Han, J., & Kamber, M. (2001). Data
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Jain, A. K., & Dubes, R. C. (1988).
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Klijn, E., & Coppenhan, J. (2000).
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Loyarte, E., & Rivera, O. (2007). C
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O’Reilly, T. (2005). What is Web
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Roberts, J. (2006). Limits of commu
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Sharda, N. (2006). Applying movemen
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Tailby, R., Dean, R., Milnerm, B.,
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Wenger, E., White, N., Smith, J., &
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360 About the Contributors empirica
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362 About the Contributors is also
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364 About the Contributors Loïc Me
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366 About the Contributors 1984) he
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368 About the Contributors Christin
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CoPs, key success factors in the cu
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R Reactive Level 236 REGRET reputat
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