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Social Nature of Online Learning in Sakai

, School of Information Science & Learning Technologies, University of Missouri-Columbia, United States ; , , , , , , , , , , , School of Information Science & Learning Technologie, United States

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


This study explored the social nature of online learning in a computer management system (CMS). Based on Wenger's (1998) social theory of learning and an awareness framework for online collaborative learning proposed by Carroll et al, (2003), a four-lesson sequence of course interaction was studied in an information experience laboratory to better understand usability and social ability in online learning. Two participants were observed as they engaged in an online simulated experimental course implemented in Sakai and recorded with Morae. Coding focused on what and how awareness information interacted with intentions and influenced actions. The findings from this study guide us to recognize the importance of awareness information for supporting the participation and contributions needed for social learning in online learning, the need for sensitivity to individual differences, and the need to fit awareness information to the users and task requirements.


Research Group, S.C., Huang, X., Kumalasari, C., Nuankhieo, P., Shen, D., Kim, B., Tsai, I.C., Liu, P.J., Turner, P., Amelung, C., Reid, D. & Laffey, J. (2006). Social Nature of Online Learning in Sakai. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 613-620). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 21, 2020 from .



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