Web-based Learning Solutions for Communities of Practice

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The Impact of Quality E-Feedback as an Element of Social Learning Theory separately in a vacuum. It was apparent that the “characteristics of quality e-feedback as element of social learning theory” are a robust model in any community of practice. These characteristics set the tone for a social learning environment by encouraging students and the facilitator to give and take clear and formative feedback when engaging collaboratively. Finally, there is evidence that quality e-feedback as an element of social learning contributes to the building of trust between students and facilitator, a vital ingredient to any community of practice. REFERENCES Bandura, A. (1977). Social learning theory. New York: General Learning Press. Bandura, A. (n.d.). Social learning theory. Eisen, M. J. (2001). Peer-based professional development viewed through the lens of transformative learning. Holistic Nursing Practice, 16(1), 30–42. Grippin, P., & Peters, S. (1984). Learning theory and learning outcomes. Landham, MD: University Press of America. Hergenhahn, B. R. (1988). An introduction to theories of learning (3 rd ed.). Englewood Cliffs, NJ: Prentice Hall. Holmes, G., & McElwee, G. (1995). Total quality management in higher education how to approach human resource management. Total Quality Management, 7(6), 5. Hounsell, D. (2003). Student feedback, learning and development. In M. Slowey & D. Watson (Eds.), Higher education and the lifecourse (pp. 67-78). Buckingham, UK: SRHE and Open University Press. Hounsell, D., McCune, V., Hounsell, J., & Litjens, J. (2008). The quality of guidance and feedback to students. Higher Education Research & Development, 27(1), 55–67. doi:10.1080/07294360701658765 Kerlin, C. A. (2000). Measuring student satisfaction with the service processes of selected student educational support services at Everett Community College (Doctoral dissertation, Oregon State University). Kim, Y., & Baylor, A. (2006). A social-cognitive framework for pedagogical agents as learning companions. ETR & D, 54(6), 569–596. doi:10.1007/s11423-006-0637-3 Krause, K., Hartley, R., James, R., & McInnis, C. (2005). The first year experience in Australian universities: Findings from a decade of national studies. Maslow, A. H. (1970). Motivation and personality (2 nd ed.). New York: Harper-Collins. Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood. San Francisco: Jossey-Bass. Ormrod, J. E. (1995). Human learning (2 nd ed.). Englewood Cliffs, NJ: Merrill. Rice, M., Mousley, I., & Davis, R. (1994). Improving student feedback in distance education: A research report. In T. Evans & D. Murphy (Eds.), Research in distance education 3: Revised papers from the third research in distance education conference. Geelong, Australia: Deakin University Press. Roberts, D. (1996). Feedback on assignments. Distance Education, 17(1), 95–116. doi:10.1080/0158791960170107 Rogers, C. R. (1983). Freedom to learn for the 80s. Columbus, OH: Merrill. 11
Schunk, D. H., & Lilly, M. W. (1984). Sex differences in self-efficacy and attributions: Influence of performance feedback. The Journal of Early Adolescence, 4, 203–213. doi:10.1177/0272431684043004 Seashore, N. C., Whitfield-Seashore, E., & Weinberg, G. M. (1999). What did you say? The art of giving and receiving Feedback.Columbia, MD: Bingham House Books. Smyth, K. (2004). The benefits of students learning about critical evaluation rather than being summatively judged. Assessment & Evaluation in Higher Education, 29(3), 370–378. doi:10.1080/0260293042000197609 12 The Impact of Quality E-Feedback as an Element of Social Learning Theory Stevenson, K., Sander, P., & Naylor, P. (1996). Student perceptions of the tutor’s role in distance learning . Open Learning, 11(1), 22–30. doi:10.1080/0268051960110103 Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (n.d.). Social development theory. Webster Dictionary. (2008). Feedback.
Page 1 and 2: www.dbebooks.com - Free Books & mag
Page 3 and 4: Director of Editorial Content: Kris
Page 5 and 6: Editorial Advisory Board Anil Aggar
Page 7 and 8: Table of Contents Preface .........
Page 9 and 10: Chapter 11 An Organizational Knowle
Page 11 and 12: Detailed Table of Contents Preface
Page 13 and 14: Chapter 6 Using Storytelling as the
Page 15 and 16: Chapter 11 An Organizational Knowle
Page 17 and 18: Chapter 17 A Process-Oriented and T
Page 19 and 20: xviii Preface For more than ten yea
Page 21 and 22: xx (Greece) - by focusing on the pa
Page 23 and 24: xxii Advances reported in this book
Page 25 and 26: This chapter discusses the prelimin
Page 27 and 28: which will ultimately influence the
Page 29 and 30: Table 2. Facilitator 2 feedback SOL
Page 31 and 32: “Focus on reading peers’ posts
Page 33: • Feedback must be useful and for
Page 37 and 38: able to others (Wenger, 1998). With
Page 39 and 40: equire structure transformation att
Page 41 and 42: are often manually encoded on a cas
Page 43 and 44: context within the target template.
Page 45 and 46: tives have been negotiated with CoP
Page 47 and 48: Brown, H., & Cole, F. C. (1992). Ed
Page 49 and 50: 26 ABSTRACT Chapter 3 Tackling Acce
Page 51 and 52: Figure 1. Web-based GUI of eLogbook
Page 53 and 54: Figure 2. System flow for the email
Page 55 and 56: submission or validation of deadlin
Page 57 and 58: Figure 7. Body of the email of crea
Page 59 and 60: The email-based eLogbook interface
Page 61 and 62: 38 Chapter 4 Supporting Communities
Page 63 and 64: and to the contextualization of thi
Page 65 and 66: such meetings the CM practitioner n
Page 67 and 68: non-virtual spaces, candidate tools
Page 69 and 70: Compendium allows CoP members to cu
Page 71 and 72: lowing synchronous update of both C
Page 73 and 74: around the shared goal to enhance t
Page 75 and 76: community of farmers which is used
Page 77 and 78: REFERENCES Brown, J. S., & Duguid,
Page 79 and 80: est attain the educational goal. Th
Page 81 and 82: And here is where new technologies
Page 83 and 84: 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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128 Chapter 10 From ‘Collecting
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aforementioned gap. In particular,
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it into the discussion. This means
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high degree of support for emergenc
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When resources are used in a collab
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Figure 7. Instance of the collabora
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Transformation Rules During the tra
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Grudin, J. (1996). Evaluating oppor
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legitimacy provided by online educa
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have all of the modules implemented
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Figure 5. Process used to classify
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Table 1. Number and percentage of l
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152 An Organizational Knowledge Cir
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CONCLUSION Our practical goal is to
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156 Chapter 12 Using Web-Based Tech
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visual clues and the ability to eas
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should focus on developing engaging
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experience, particularly in an onli
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CONCLUSION Distance education repre
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Roblyer, M. D., Davis, L., Mills, S
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to further increase.” (Allen & Se
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Figure 1. in moving from a real-tim
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Catalonia, Spain. The institutions
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Discussion It is clear that adjustm
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Table 3. Adjustment to Teaching Pre
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Comparisons between face-to-face an
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neous, as noted by this instructor.
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11. Ensure that instructors and stu
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Swan, K., & Shih, L.-F. (2005). On
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INTRODUCTION Museums of the past so
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ties (including internet resources)
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Figure 4. The mobile AR system. ©
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untold potential, as the individual
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in extended episodes of playful lea
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8 at the left shows a real experime
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spectrum in order to specifically d
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Knowledge Learning: Pre-test High a
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eceiving better learning results. T
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Figure 18. Figure 19. learning appr
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The teachers felt that the visit to
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Ilola, L., Lakkala, M., & Paavola,
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210 Chapter 15 A Proposed Framework
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212 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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