A Framework for Developing and Implementing an Online Learning Community

Autor/inn/en	Khoo, Elaine; Cowie, Bronwen
Titel	A Framework for Developing and Implementing an Online Learning Community
Quelle	In: Journal of Open, Flexible and Distance Learning, 15 (2011) 1, S.47-59 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1179-7665
Schlagwörter	Foreign Countries; Electronic Learning; Models; Communities of Practice; Adult Learning; Postsecondary Education; Case Studies; Asynchronous Communication; Graduate Students; Program Development; Methods Courses; Educational Research; Surveys; Literature Reviews; Student Participation; Student Educational Objectives; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Community; Adulte education; Adult training; Erwachsenenbildung; Post-secondary education; Tertiäre Bildung; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Programmplanung; Methodisch-didaktische Anleitung; Bildungsforschung; Pädagogische Forschung; Survey; Umfrage; Befragung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Neuseeland
Abstract	Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts. (As Provided).
Anmerkungen	DEANZ: New Zealand Association for Open, Flexible and Distance Learning. Open Polytechnic, 3 Cleary Street Private Bag 31914, Lower Hutt 5040, New Zealand. Tel: +64-3-345-8246; Web site: http://journals.akoaotearoa.ac.nz/index.php/JOFDL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01