ONLINE LEARNING COMMUNITIES; WHAT MAKES THEM TICK?
Keywords; online learning communities, social negotiation, constructivism, communicate, collaborate, authentic contexts, isolation, social presence, engagement, motivation, interaction
Online Learning Communities
The "knowledge based econony" of the 21st century has been the platform of a social, educational and technological revolution. The ways in which we communicate, work and learn have all been impacted by the developments of recent times. Traversing time and distance, "anywhere, anytime"access to computer mediated learning programs has broadened the realms of education beyond the boundaries of traditional classrooms. To compensate for lack of physical exposure, the development of online learning communities has done much to reduce feelings of isolation and create a social presence among online learners and facilitators. Vast amounts of research has been conducted into the notion of online communities to evaluate student satisfaction, authentic assessment, learning outcomes, course design, and a sense of community experienced by online participants. This paper will discuss briefly the strengths and weaknesses of online learning communities with reference to its theoretical foundation and course design factors which may impact on successful learning outcomes.
"Sharing knowledge through collaboration is the core business of learning communities" (Kilpatrick, Barrett, and Jones, 2003, p,7) this synergy, enhances both social and knowledge capital within the learning community. Bringing learners together within a digitally mediated learning community has been identified as a major factor in connecting students to one another, instructors and course content. By integrating information and communication technologies students can engage with local and global communities while enhancing achievement and creating new learning opportunities (The Ministerial Council on Education, Employment, Training and Youth Affairs, 2005) Allowing learners to communicate within a safe, authentic rich environment converges knowledge and experience between participants working toward a shared outcome. Social negotiation through collaboration fosters reflection and critical thinking to construct knowledge within the intellectual collective of the learning community (Mentis, Ryba, and Annan,2001)
The instructor's role in establishing and maintaining effective online learning communities is both vital and multidimensional. Provision of appropriate "warming up" activities, academic and technological support, motivational strategies, authentic context, an ongoing commitment to perceived learning outcomes and a strong engagement with the community are paramount if the facilitator is to succeed in fulfilling course objectives. (Ryle and Cumming, 2007) Acting as coach, guide and moderator, the facilitator can nurture the learning community by directing discourse and learning along the right trajectory and providing timely and constructive feedback on tasks and assessments.
Unfortunately many factors which impact on the success of online learning communities, may also constitute their downfall. In fact, a sense of isolation may be magnified if not all settings are coducive to community development. Several authors have cited reasons for this. Brook and Oliver (2007) impress great importance on course preparation, design and the digital literacy of its participants. Other impediments to positive outcomes include poor pace of the program, irrelevant content, and imbalance in participation and achievement indicators. Ongoing research into the evaluation and design factors surrounding successful formation of learning communities and their outcomes should serve to improve these negatives.
A common thread among researchers in online learning communities is the notion that it aligns itself with constuctivist and social constructivist theories. Piaget suggests that individuals construct knowledge from their experiences, while Vygotsky (1978, cited in Merriam and Caffarella, 2000) theorises that this knowledge is co-constructed when individuals engage in social negotiation about shared problems and tasks. Cognitive growth occurs within a "a zone of proximal development" as the learning continuum from novice to expert arises. The phases of social learning are further explored by Gunawardena, Lowe and Carabaja (2001) and describes sharing, dissonance, negotiation, testing of constructions, and application of newly acquired knowledge as a model of these theoretical assumptions.
The modes by which computer mediated communication can be accessed can be synchronous or asynchronous, with both modalities having much to offer. Synchronous communication such as chat rooms and discussion threads, provide" a channel through which learners can receive immediate responses to clarify questions or correct mistakes" (Wang, 2008.p67) Conversation threads ask questions, answer questions, provide support, clarify ideas, build consensus, where facilitators can provide timely and relevant responses to immediate issues. Perceived dissatisfaction with synchronous communication can include; domination by one participant, temporal delays can affect the contextual nature of the dialogue, conversation threads can become disjointed and the scope for reflection is impaired (Hron and Friedrich,2003) Asynchronous communication modalities include; weblogs, wikis, discussion boards etc. Ryle and Cumming (2007) suggests the use of both modes of communication to maximise the advantages to learners. Problem solving, critical thinking and reflection via asynchronous collaboration can bring about new perspectives on experience, transformation of behaviour, readiness and a commitment to action, while having access to a diverse set of resources. Conversation and communication threads represent a transcript of a students' meaning making and learning journey.
Online learning communities and their place in contemporary educational practices are well researched in providing collaboration through social negotiation, connectedness to peers, facilitators and course content. Steeped in constructivist learning perspectives the scope for interaction and collaboration within a safe, authentic, resource rich environment provides students the opportunity to construct knowledge in alignment with course objectives. Successful development of learning communities is dependent on the motivation of learners, commitment of facilitators and appropriate couse design.
"Sharing knowledge through collaboration is the core business of learning communities" (Kilpatrick, Barrett, and Jones, 2003, p,7) this synergy, enhances both social and knowledge capital within the learning community. Bringing learners together within a digitally mediated learning community has been identified as a major factor in connecting students to one another, instructors and course content. By integrating information and communication technologies students can engage with local and global communities while enhancing achievement and creating new learning opportunities (The Ministerial Council on Education, Employment, Training and Youth Affairs, 2005) Allowing learners to communicate within a safe, authentic rich environment converges knowledge and experience between participants working toward a shared outcome. Social negotiation through collaboration fosters reflection and critical thinking to construct knowledge within the intellectual collective of the learning community (Mentis, Ryba, and Annan,2001)
The instructor's role in establishing and maintaining effective online learning communities is both vital and multidimensional. Provision of appropriate "warming up" activities, academic and technological support, motivational strategies, authentic context, an ongoing commitment to perceived learning outcomes and a strong engagement with the community are paramount if the facilitator is to succeed in fulfilling course objectives. (Ryle and Cumming, 2007) Acting as coach, guide and moderator, the facilitator can nurture the learning community by directing discourse and learning along the right trajectory and providing timely and constructive feedback on tasks and assessments.
Unfortunately many factors which impact on the success of online learning communities, may also constitute their downfall. In fact, a sense of isolation may be magnified if not all settings are coducive to community development. Several authors have cited reasons for this. Brook and Oliver (2007) impress great importance on course preparation, design and the digital literacy of its participants. Other impediments to positive outcomes include poor pace of the program, irrelevant content, and imbalance in participation and achievement indicators. Ongoing research into the evaluation and design factors surrounding successful formation of learning communities and their outcomes should serve to improve these negatives.
A common thread among researchers in online learning communities is the notion that it aligns itself with constuctivist and social constructivist theories. Piaget suggests that individuals construct knowledge from their experiences, while Vygotsky (1978, cited in Merriam and Caffarella, 2000) theorises that this knowledge is co-constructed when individuals engage in social negotiation about shared problems and tasks. Cognitive growth occurs within a "a zone of proximal development" as the learning continuum from novice to expert arises. The phases of social learning are further explored by Gunawardena, Lowe and Carabaja (2001) and describes sharing, dissonance, negotiation, testing of constructions, and application of newly acquired knowledge as a model of these theoretical assumptions.
The modes by which computer mediated communication can be accessed can be synchronous or asynchronous, with both modalities having much to offer. Synchronous communication such as chat rooms and discussion threads, provide" a channel through which learners can receive immediate responses to clarify questions or correct mistakes" (Wang, 2008.p67) Conversation threads ask questions, answer questions, provide support, clarify ideas, build consensus, where facilitators can provide timely and relevant responses to immediate issues. Perceived dissatisfaction with synchronous communication can include; domination by one participant, temporal delays can affect the contextual nature of the dialogue, conversation threads can become disjointed and the scope for reflection is impaired (Hron and Friedrich,2003) Asynchronous communication modalities include; weblogs, wikis, discussion boards etc. Ryle and Cumming (2007) suggests the use of both modes of communication to maximise the advantages to learners. Problem solving, critical thinking and reflection via asynchronous collaboration can bring about new perspectives on experience, transformation of behaviour, readiness and a commitment to action, while having access to a diverse set of resources. Conversation and communication threads represent a transcript of a students' meaning making and learning journey.
Online learning communities and their place in contemporary educational practices are well researched in providing collaboration through social negotiation, connectedness to peers, facilitators and course content. Steeped in constructivist learning perspectives the scope for interaction and collaboration within a safe, authentic, resource rich environment provides students the opportunity to construct knowledge in alignment with course objectives. Successful development of learning communities is dependent on the motivation of learners, commitment of facilitators and appropriate couse design.
Reference List of Literature Sources
Brook, C., and Oliver, R. (2003) The Learning
Community Development Model: A lens for exploring community development in online learning, Edith Cowan University, Research Online
Dawson, S. (2006) Online forum discussion interactions as an indicator of student community, Australasian Journal of Educational Technology, 22(4), pp495-510
Gunawardena, C.N., Lowe, C., and Carabajal, K. (2000) Evaluating Online Learning: Models and Methods
Hron, A., and Friedrich, H.F. (2003) A Review of web-based collaborative learning: factors beyond technology, Journal of Computer Assisted Learning, Vol 19, pp70-79
Johnson, C.M. (2001) A survey of current research on online communities of practice, Internet and Higher Education, Vol 4, pp45-60
Kilpatrick, S., Barrett, M., and Jones, T. (2003) Defining Learning Communities, Centre for Research and Learning, Discussion Paper
Mentis, M., Ryba, K., and Annan, J. (2001) Creating Authentic Online Communities of Professional Practice, http:www.aare.edu.au/01pap/men01511.htm, Retrieved 16/04/2011
Quinn, M. (2006) Animating Distance Learning: The Development of an Online Learning Community, Malone College, Canton, Ohio
Ryle, A., and Cumming, K. (2007) Reflections on Engagement in Online Learning Communities, International Journal of Pedagogies and Learning, Vol 3, pp 35-46
Ubon, A.N., and Kimble, C. (2004) Exploring Social Presence in Asynchronous Text-Based Online Learning Communities, Department of Computer Science, University of York, Heslington, York, U.K
Brook, C., and Oliver, R. (2003) The Learning
Community Development Model: A lens for exploring community development in online learning, Edith Cowan University, Research Online
Dawson, S. (2006) Online forum discussion interactions as an indicator of student community, Australasian Journal of Educational Technology, 22(4), pp495-510
Gunawardena, C.N., Lowe, C., and Carabajal, K. (2000) Evaluating Online Learning: Models and Methods
Hron, A., and Friedrich, H.F. (2003) A Review of web-based collaborative learning: factors beyond technology, Journal of Computer Assisted Learning, Vol 19, pp70-79
Johnson, C.M. (2001) A survey of current research on online communities of practice, Internet and Higher Education, Vol 4, pp45-60
Kilpatrick, S., Barrett, M., and Jones, T. (2003) Defining Learning Communities, Centre for Research and Learning, Discussion Paper
Mentis, M., Ryba, K., and Annan, J. (2001) Creating Authentic Online Communities of Professional Practice, http:www.aare.edu.au/01pap/men01511.htm, Retrieved 16/04/2011
Quinn, M. (2006) Animating Distance Learning: The Development of an Online Learning Community, Malone College, Canton, Ohio
Ryle, A., and Cumming, K. (2007) Reflections on Engagement in Online Learning Communities, International Journal of Pedagogies and Learning, Vol 3, pp 35-46
Ubon, A.N., and Kimble, C. (2004) Exploring Social Presence in Asynchronous Text-Based Online Learning Communities, Department of Computer Science, University of York, Heslington, York, U.K
"The Learning Community Development Model: A Lens for Exploring Community Development in Online Learning"
Brook and Oliver (2007)
This paper explores the community experience in online settings and factors which enrich or impede its success. Several online learning communities, presented as multiple case studies by facilitators were analysed using the authors' own "Learning Community Development Model" [LCDM], devised in 2003.
This multidimensional study served to inform facilitators on appropriate strategies to develop and support successful online communities. It uses a mixed methodology of qualitative and quantitative data to arrive at its findings.
The LCDM identifies 3 components relating to online community development;
* Presage- pre-existing factors and knowledge
* Process- identifies the reason for community building including the formation, support and moderation of appropriate communication
* Product- relates to outcomes of knowledge construction, satisfaction and higher order thinking
Four elements of data collection were used to investigate online community development with these components in mind, and included interviews, observations, questionnaires and a sense of community index (expressed as a numerical value) Qualitative data was coded according to emergent themes, while quantitative data was obtained from the sense of community index using descriptive statistics.
Case study 1, consisted of 27 participants of a learning skills program held over a 5 week period.
Case study 2, contained 12 students undertaking an online teaching program conducted over 12 weeks.
Case study 3, included 44 students studying special education over a 12 week period.
Case study 4, 9 students studying principles of online instruction held over 12 weeks.
Case study 5, consisted of 7 students undertaking a professional development program over 6 months.
The results of this study indicate that while certain presage factors may be unsupportive of community development, they can be overcome by the implementation of an effective process to achieve a favourable outcome (product). Positive process factors include; technical instruction, relevant and meaningful group activities, timely contributions to collaborative dialogue and appropriate communication tools. Conversely community environments which exhibited poor process factors expressed dissatisfaction with their learning experience.
Brook and Oliver concluded that some settings allow online learning communities to thrive while others do not. Satisfaction with learning communities aligned itself with strong process factors implemented by motivated facilitators, to overcome barriers presented by presage implications.
This paper by Brook and Oliver articulates impediments to online learning community development due to pre existing beliefs and behaviours. It suggests that many learners feel uncomfortable with the concept of community building in a relatively contemporary arena. However, with adequate support and moderation by committed facilitators these communities, focusing on social negotiation of knowledge construction can transform these pre-existing beliefs. This accumulation of social and intellectual capital highlights the positive impacts that social interactions within authentic contexts can achieve (Brook and Oliver, 2004) The importance of process factors is endorsed by Hron and Friedrich (2003) who suggest that while there is no guarantee that objectives in learning communities will be met, certain strategies implemented by course facilitators can augment collaborative dialogue, critical reflection and deeper levels of understanding. Instructional sessions in multimedia equipment, collaboration activities in authentic contexts aligned with course objectives, timely assessment to address extrinsic motivation, and access to local and global communication media can support the concept of constructivist learning through social negotiation.
The product, or outcome of the learning experience can be measured by the quality and insight of postings which indicate a sense of connectedness to the course structure, facilitators and peers. Communication transcripts become artifacts of the meaning making process of knowledge construction (Kilpatrick, Barrett and Jones, 2003)
Brook and Oliver raise several salient points through their research in regards to providing high quality facilitation strategies which in turn impact on the learning potential within online learning communities. Intrinsic motivation on behalf of the student cannot be underestimated as it forms the basis of active participation in the initial stages of community engagement (Ryle and Cumming, 2007) However, extrinsic motivation is maintained by sound facilitation which further heightens participation, satisfaction and favourable learning outcomes.
Brook and Oliver (2007)
This paper explores the community experience in online settings and factors which enrich or impede its success. Several online learning communities, presented as multiple case studies by facilitators were analysed using the authors' own "Learning Community Development Model" [LCDM], devised in 2003.
This multidimensional study served to inform facilitators on appropriate strategies to develop and support successful online communities. It uses a mixed methodology of qualitative and quantitative data to arrive at its findings.
The LCDM identifies 3 components relating to online community development;
* Presage- pre-existing factors and knowledge
* Process- identifies the reason for community building including the formation, support and moderation of appropriate communication
* Product- relates to outcomes of knowledge construction, satisfaction and higher order thinking
Four elements of data collection were used to investigate online community development with these components in mind, and included interviews, observations, questionnaires and a sense of community index (expressed as a numerical value) Qualitative data was coded according to emergent themes, while quantitative data was obtained from the sense of community index using descriptive statistics.
Case study 1, consisted of 27 participants of a learning skills program held over a 5 week period.
Case study 2, contained 12 students undertaking an online teaching program conducted over 12 weeks.
Case study 3, included 44 students studying special education over a 12 week period.
Case study 4, 9 students studying principles of online instruction held over 12 weeks.
Case study 5, consisted of 7 students undertaking a professional development program over 6 months.
The results of this study indicate that while certain presage factors may be unsupportive of community development, they can be overcome by the implementation of an effective process to achieve a favourable outcome (product). Positive process factors include; technical instruction, relevant and meaningful group activities, timely contributions to collaborative dialogue and appropriate communication tools. Conversely community environments which exhibited poor process factors expressed dissatisfaction with their learning experience.
Brook and Oliver concluded that some settings allow online learning communities to thrive while others do not. Satisfaction with learning communities aligned itself with strong process factors implemented by motivated facilitators, to overcome barriers presented by presage implications.
This paper by Brook and Oliver articulates impediments to online learning community development due to pre existing beliefs and behaviours. It suggests that many learners feel uncomfortable with the concept of community building in a relatively contemporary arena. However, with adequate support and moderation by committed facilitators these communities, focusing on social negotiation of knowledge construction can transform these pre-existing beliefs. This accumulation of social and intellectual capital highlights the positive impacts that social interactions within authentic contexts can achieve (Brook and Oliver, 2004) The importance of process factors is endorsed by Hron and Friedrich (2003) who suggest that while there is no guarantee that objectives in learning communities will be met, certain strategies implemented by course facilitators can augment collaborative dialogue, critical reflection and deeper levels of understanding. Instructional sessions in multimedia equipment, collaboration activities in authentic contexts aligned with course objectives, timely assessment to address extrinsic motivation, and access to local and global communication media can support the concept of constructivist learning through social negotiation.
The product, or outcome of the learning experience can be measured by the quality and insight of postings which indicate a sense of connectedness to the course structure, facilitators and peers. Communication transcripts become artifacts of the meaning making process of knowledge construction (Kilpatrick, Barrett and Jones, 2003)
Brook and Oliver raise several salient points through their research in regards to providing high quality facilitation strategies which in turn impact on the learning potential within online learning communities. Intrinsic motivation on behalf of the student cannot be underestimated as it forms the basis of active participation in the initial stages of community engagement (Ryle and Cumming, 2007) However, extrinsic motivation is maintained by sound facilitation which further heightens participation, satisfaction and favourable learning outcomes.
"Creating Authentic Online Communities of Professional Practice"
Mentis, Ryba and Annan (2001)
This paper examines online learning communities as platforms which encourage cognitive growth through social interaction and reflective learning. Aimed at course facilitators, the authors highlight the theoretical basis for the creation of online learning communities and recommend course design features which may optimise learning outcomes. They devise the notion of the "collective zone of proximal development" to describe the students' journey from the periphery to centre of the learning continuum, as they become more engaged with the social culture of learning.
Participants of the research comprised postgraduate students undertaking an Educational Psychology unit of study. All used WebCT as the online learning environment, with access to asynchronous and synchronous communication, and links to several online resources. Course participants were required to complete two activities to activate the community and to log on at least twice weekly. The assessment tasks comprised 10% of their final grade, and used three conceptual frameworks; problem analysis, action research and reflective practioner model on which to base their work.
A metananlysis, using both qualitative and quantitative data was formulated, and collected via a survey of students' perceptions and the quality and quantity of their postings.
Hung and Chen (2001, cited in Mentis, Ryba and Annan, 2001) identified four dimensions related to the creation of online communities; situatedness, commonality, interdependency and infrastructure. These dimensions were used to identify emerging themes from students' communications.
More than half the cohort acknowledged course discussion and chat room participation to be the most valuable tools in the development of community. Qualitative analysis identified commonality and interdependence as the two dimensions which contributed most to the formation, and sustainment of a "vibrant" learning community.
The authors conclude that, authentic online learning communities can be successfully developed and maintained through dimensions of situatedness (authentic learning tasks), commonality ( socialization, and learning by joint effort), interdependency ( social and intellectual collective) and safe, robust infrastructure.
This paper by Mentis,Ryba and Annan encapsulates several other research based findings surrounding online communities, and in addition proposes an addendum to the perspectives posited by Vytgosky(1978) Their "collective zone of proximal development" [CZPD] concept aligns itself with constructivist learning theories and articulately describes the progress from the periphery to the centre of the learning environment by the student, supported by scaffolding and guided participation (Mentis, Ryba and Annan, 2001)
Alluding to the CZPD postulated by by Mentis, Ryba and Annan (2001) research by Gunawardena, Lowe and Carajabal in 2000, identifies the development of learning communities and the trajectory of students within it. Learning, reflected by social negotiation in the construction of knowledge occurs through 5 phases moving from lower to higher cognitive processes;
1. Sharing/Comparing
2. Dissonance
3. Negotiation/ Co-construction
4. Testing Tentative Constructions
5. Application of Newly Constructed Knowledge
Theses principles support the notion of cognitive growth through social interaction, as proposed by the authors within the construct of their research.
The importance of guidance and scaffolding is echoed by Oliver and Herrington (2000, cited in Johnson, 2001) who suggest that without effective facilitation, discussions lose meaning and direction. Johnson (2001) adds that withdrawal and attrition form online courses can be a direct result of inadequate scaffolding and poor facilitation techniques.
Another feature of the authors' paper discusses the evolution of the learning community over time, and highlights the changing needs of the learner as they negotiate across the CZPD. Social and technical postings are high initially, with coursework communication increasing in the middle phase of the course. During the middle and end phase of the program social postings remained constant. Research by Ubon and Kimble (2004, p5) corroborate these findings, "students in an online class need the highest level of affective communication in the early stage of community building" coupled with the need to familiarise themselves with online learning and communication modalities. Social postings remain constant as an indicator of a well established learning community.
The dimensions of situatedness, commonality, interdependency and infrastructure in establishing learning communities are paraphrased across multiple papers and endorsed by most. An articulate summation of this is expressed by Kilpatrick, Barrett and Jones (2003, p2)who describes the benefits of a cohesive learning community,
"profits that accrue from building on the synergies of individuals in authentic locations, with common interests as they work towards sharing understandings, skills and knowledge for shared purposes........within focused curricular structures"
I found this paper to be an insightful investigation into the benefits of forming online communities and the potential that exists within them for cognitive growth.
Mentis, Ryba and Annan (2001)
This paper examines online learning communities as platforms which encourage cognitive growth through social interaction and reflective learning. Aimed at course facilitators, the authors highlight the theoretical basis for the creation of online learning communities and recommend course design features which may optimise learning outcomes. They devise the notion of the "collective zone of proximal development" to describe the students' journey from the periphery to centre of the learning continuum, as they become more engaged with the social culture of learning.
Participants of the research comprised postgraduate students undertaking an Educational Psychology unit of study. All used WebCT as the online learning environment, with access to asynchronous and synchronous communication, and links to several online resources. Course participants were required to complete two activities to activate the community and to log on at least twice weekly. The assessment tasks comprised 10% of their final grade, and used three conceptual frameworks; problem analysis, action research and reflective practioner model on which to base their work.
A metananlysis, using both qualitative and quantitative data was formulated, and collected via a survey of students' perceptions and the quality and quantity of their postings.
Hung and Chen (2001, cited in Mentis, Ryba and Annan, 2001) identified four dimensions related to the creation of online communities; situatedness, commonality, interdependency and infrastructure. These dimensions were used to identify emerging themes from students' communications.
More than half the cohort acknowledged course discussion and chat room participation to be the most valuable tools in the development of community. Qualitative analysis identified commonality and interdependence as the two dimensions which contributed most to the formation, and sustainment of a "vibrant" learning community.
The authors conclude that, authentic online learning communities can be successfully developed and maintained through dimensions of situatedness (authentic learning tasks), commonality ( socialization, and learning by joint effort), interdependency ( social and intellectual collective) and safe, robust infrastructure.
This paper by Mentis,Ryba and Annan encapsulates several other research based findings surrounding online communities, and in addition proposes an addendum to the perspectives posited by Vytgosky(1978) Their "collective zone of proximal development" [CZPD] concept aligns itself with constructivist learning theories and articulately describes the progress from the periphery to the centre of the learning environment by the student, supported by scaffolding and guided participation (Mentis, Ryba and Annan, 2001)
Alluding to the CZPD postulated by by Mentis, Ryba and Annan (2001) research by Gunawardena, Lowe and Carajabal in 2000, identifies the development of learning communities and the trajectory of students within it. Learning, reflected by social negotiation in the construction of knowledge occurs through 5 phases moving from lower to higher cognitive processes;
1. Sharing/Comparing
2. Dissonance
3. Negotiation/ Co-construction
4. Testing Tentative Constructions
5. Application of Newly Constructed Knowledge
Theses principles support the notion of cognitive growth through social interaction, as proposed by the authors within the construct of their research.
The importance of guidance and scaffolding is echoed by Oliver and Herrington (2000, cited in Johnson, 2001) who suggest that without effective facilitation, discussions lose meaning and direction. Johnson (2001) adds that withdrawal and attrition form online courses can be a direct result of inadequate scaffolding and poor facilitation techniques.
Another feature of the authors' paper discusses the evolution of the learning community over time, and highlights the changing needs of the learner as they negotiate across the CZPD. Social and technical postings are high initially, with coursework communication increasing in the middle phase of the course. During the middle and end phase of the program social postings remained constant. Research by Ubon and Kimble (2004, p5) corroborate these findings, "students in an online class need the highest level of affective communication in the early stage of community building" coupled with the need to familiarise themselves with online learning and communication modalities. Social postings remain constant as an indicator of a well established learning community.
The dimensions of situatedness, commonality, interdependency and infrastructure in establishing learning communities are paraphrased across multiple papers and endorsed by most. An articulate summation of this is expressed by Kilpatrick, Barrett and Jones (2003, p2)who describes the benefits of a cohesive learning community,
"profits that accrue from building on the synergies of individuals in authentic locations, with common interests as they work towards sharing understandings, skills and knowledge for shared purposes........within focused curricular structures"
I found this paper to be an insightful investigation into the benefits of forming online communities and the potential that exists within them for cognitive growth.
" Exploring Social Presence in Asynchronous Text-Based Online Learning Communities"
Ubon and Kimble (2004)
The authors of this paper explore the social presence in online communities and the impact this has on knowledge construction. Intended as a guide for online facilitators to influence course design, the research strives to provide a broader understanding of how the pattern of communication in learning communities changes over time.
Participants of this study were health care professionals undertaking a distance education program in Health Economics over two consecutive years. Throughout the study communication took place via a WebCT learning platform. Based within learning modules consisting of six study units, each module consisted of 13-18 participants.
A qualitative methodology was used to analyse a total of 1,296 transcripts and were coded according to 3 themes; affective responses, cohesive responses and interactive responses, with scope for feedback by students.
High frequency of affective responses were posted in the first module, cohesive responses were found to take time to establish, and finally interactive responses although remaining fairly consistent throughout the study, became more detailed with time.
The authors concluded that affective communication by facilitators in the fledgling stages of community development impacted on both the cohesion and interaction of the group.
Student feedback identified lack of visual and emotive clues as an impediment to online communication.
As with the majority of articles cited, Ubon and Kimble (2004, p1) acknowledge the notion of social constructivism within learning communities " a strong sense of community not only increases students engagement to online programs, but also enhances information flow, learning support, group commitment, collaboration, and learning satisfaction"
While this study is closely aligned to the research undertaken by Mentis, Ryba and Annan in 2001, where learner centredness develops within the learning community, the authors enlighten us to students perception of quality communication within a relatively "cold medium", which lacks co-presence and non verbal cues. They refer to students use of emoticons, salutations, inclusive pronouns and acknowledgement by name as incidental findings in an attempt by them to further project their identities.
While not being the focus of previously cited articles, several authors intimate the difficulties experiences by a disparate group of students separated by time and space. Swan (2002) acknowledges that both verbal and non verbal communication is important factors in reducing "psychological distance" between students and teachers, but can be alleviated in the online environment by implementing robust "verbal immediacy behaviours" among participants. Johnson (2001) suggests the use of web based audio and visual conferencing to add a new dimension to online communication. Social presence does not exist to the extent of face to face situations writes Hron and Friedrich (2003) and has to be supported by instructional measures as there " is no possibility to acknowledge understanding by non verbal and tonal hints"
Perhaps further research is needed to explore ways which can remedy this commonly perceived issue.
Ubon and Kimble (2004)
The authors of this paper explore the social presence in online communities and the impact this has on knowledge construction. Intended as a guide for online facilitators to influence course design, the research strives to provide a broader understanding of how the pattern of communication in learning communities changes over time.
Participants of this study were health care professionals undertaking a distance education program in Health Economics over two consecutive years. Throughout the study communication took place via a WebCT learning platform. Based within learning modules consisting of six study units, each module consisted of 13-18 participants.
A qualitative methodology was used to analyse a total of 1,296 transcripts and were coded according to 3 themes; affective responses, cohesive responses and interactive responses, with scope for feedback by students.
High frequency of affective responses were posted in the first module, cohesive responses were found to take time to establish, and finally interactive responses although remaining fairly consistent throughout the study, became more detailed with time.
The authors concluded that affective communication by facilitators in the fledgling stages of community development impacted on both the cohesion and interaction of the group.
Student feedback identified lack of visual and emotive clues as an impediment to online communication.
As with the majority of articles cited, Ubon and Kimble (2004, p1) acknowledge the notion of social constructivism within learning communities " a strong sense of community not only increases students engagement to online programs, but also enhances information flow, learning support, group commitment, collaboration, and learning satisfaction"
While this study is closely aligned to the research undertaken by Mentis, Ryba and Annan in 2001, where learner centredness develops within the learning community, the authors enlighten us to students perception of quality communication within a relatively "cold medium", which lacks co-presence and non verbal cues. They refer to students use of emoticons, salutations, inclusive pronouns and acknowledgement by name as incidental findings in an attempt by them to further project their identities.
While not being the focus of previously cited articles, several authors intimate the difficulties experiences by a disparate group of students separated by time and space. Swan (2002) acknowledges that both verbal and non verbal communication is important factors in reducing "psychological distance" between students and teachers, but can be alleviated in the online environment by implementing robust "verbal immediacy behaviours" among participants. Johnson (2001) suggests the use of web based audio and visual conferencing to add a new dimension to online communication. Social presence does not exist to the extent of face to face situations writes Hron and Friedrich (2003) and has to be supported by instructional measures as there " is no possibility to acknowledge understanding by non verbal and tonal hints"
Perhaps further research is needed to explore ways which can remedy this commonly perceived issue.