Synthesis of the Process of Learning through Discourse in a Formal Virtual Learning Community
Ben K. Daniel, University of Saskatchewan, Canada ; Richard A. Schwier, University of Saskatchewan, Canada ; Heather M. Ross, University of Saskatchewan, Canada
Journal of Interactive Learning Research Volume 18, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This article reports on the analysis of online discussions among graduate students studying the theoretical and philosophical foundations of educational technology, with the aim of understanding the process of learning through discourse in these communities. Content analysis techniques based on grounded theory were employed to synthesize, categorize, and summarize various variables reflecting the process of learning. Results suggest there are fundamentally two categories of discourse variables in formal virtual learning communities—intentional and incidental. Both types contribute to our understanding of the process of learning in virtual learning communities and how a sense of community among learners can be nurtured. Overall results revealed that learning was multivariate and diverse in these courses, and that our tentative categories of learning share variance.
Daniel, B.K., Schwier, R.A. & Ross, H.M. (2007). Synthesis of the Process of Learning through Discourse in a Formal Virtual Learning Community. Journal of Interactive Learning Research, 18(4), 461-477. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)
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Elaine Khoo, University of Waikato, New Zealand; Bronwyn Cowie
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Richard Schwier, Dirk Morrison, Ben Daniel & Jaymie Koroluk, University of Saskatchewan, Canada
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