An investigation of the development of a reflective virtual learning community in an ill-structured domain of instructional design

Victor Law ,Xun Ge ,Deniz Eseryel

doi:10.34105/j.kmel.2011.03.035

Abstract

This article examines the development of novice instructional designers in a reflective learning community. The study was situated in a blended learning course, which utilized a web-based learning management system as a communication platform. Drawing from communities of practice as a theoretical framework, we examined (1) how individual and group characteristics influenced knowledge construction, (2) how members developed their epistemic frames of instructional design, and (3) the dynamics of group interactions during the knowledge constructions in the learning community. The findings highlighted issues related to the development of an online learning community, such as considering prior members’ knowledge and experience towards learning in a technology-mediated environment, enculturating minority groups in the learning community, providing structure to promote the formation and development of a learning community, and cultivating shared leadership behaviors.

Highlights

In this digital age, we are surrounded by emerging technologies updating on daily basis
Three research questions guided this study: Question 1: How do individual characteristics contribute to the group characteristics that influence knowledge construction process in a reflective virtual learning community setting?
In examining the virtual learning community, we found that the individuals brought with them rich assets to this learning community, such as their unique past experiences, prior knowledge, and self-perceptions, which contributed to the knowledge pool of the community and facilitated the knowledge construction process of the community

Summary

Introduction

We are surrounded by emerging technologies updating on daily basis. These technologies have afforded us with lots of wonderful opportunities and possibilities, one of them being the use of technology platforms to support collaboration and building of virtual learning communities for formal or informal learning in various contexts. On the premise of socio-cultural theory represented by Vygotsky (1978), social interactions are an integral part of learning. It is argued that this information-rich society requires people to interact with and learn from people from diverse background, which further justifies the benefits of community of learners and community of practice (Barab & Duffy, 2000; Wenger, 1997)

Objectives

Methods

Results

Discussion

Conclusion