You are here:

Designing For Online Learning Communities
PROCEEDINGS

, , Edith Cowan University, Australia

AACE Award

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper investigates the development of sense of community among learners engaging in online learning where the principles of collaborative learning are considered key instructional strategies. In particular this paper explores the development of learner's sense of community as an outcome of engaging in instructor initiated activities that are intended to promote community development. The paper discusses design principles for the development of sense of community identified in contemporary literature. In addition it reports a case study that sought to identify the forms of engagement and activity that promote community development, the manner in which students responded to these and the resulting sense of community.

Citation

Brook, C. & Oliver, R. (2003). Designing For Online Learning Communities. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1494-1500). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map
  • Is E-learning Born for Formal Learning?

    Ka-man PANG, The Hong Kong Institute of Education, Hong Kong

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1350–1353

  • Using E-Learning Dialogues Within a Blended Learning Environment

    Eileen Webb, Alan Jones & Philip Barker, School of Computing, University of Teesside, United Kingdom; Paul van Schaik, School of Social Sciences and Law, University of Teesside, United Kingdom

    EdMedia + Innovate Learning 2004 (2004) pp. 2790–2796

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.