Online Learning Communities Research Articles

Mining teacher informal online learning networks: Community commitment in unstructured learning environments

AbstractBackgroundSocial media provides new opportunities for teachers to learn, communicate and develop professional relationships. It has been proved to be a valid and helpful resource for teachers' professional learning purposes.ObjectivesWhile previous studies pursued questions like how participants feel, how to support interaction and why participants remain committed, we asked a more fundamental question: what is the structure of a massive informal online professional learning network and what dynamics can we expect regarding participants' commitment?MethodsThis work presents an empirical study of massive informal online professional networks to investigate the dynamics of learning communities and participants' commitment over time. We employed social network analysis and data mining techniques on a longitudinal data set of more than 400,000 tweets published with the hashtag “#edchat.”Results and ConclusionsWe found that around 30% of participants remained committed to the informal learning community over time. Meanwhile, as more and more people committed to the online learning community, participants tended to form smaller communities where the internal connection was stronger.TakeawaysIn informal online learning environments, participants can form stable connections. The 30% threshold can be used to measure massive informal online learning networks in terms of commitment or persistence.

What makes this online course tick?

The Community of Inquiry (CoI) (Garrison, Anderson & Archer, 1999; 2010) is well-established, widely accepted, and practical framework. It highlights social, cognitive and teaching presences in effective online learning communities. 23 Things International (23T) is an online, flexible course for research students and early career researchers. The course is self-directed and promotes the building of academic and research networks, familiarity with resources underpinning research, and establishing professional profiles. It was first implemented in 2020 and has been refined annually to better meet needs of participants. One of the features of the programme is the ‘pod group’ arrangement. Participants are connected to each other in groups (the pods) based on research interests. The size of the pods is kept to about ten, so to facilitate manageable and meaningful communication and discussion of topics within the programme. Each year, 23T participants have reported pleasing satisfaction levels. Using the CoI, this investigation examined possible reasons why. The study aimed to: (a) identify practices and structural mechanisms that seem to underpin the experienced success of 23T; and (b) articulate plans for more targeted evaluation-review-development. Data sources included: annual reports (2020-2023) on the course containing integrated analyses of participant evaluation data; the outline and structure of 23T, showing the fabric of the course, how it is organised and arranged and how it implemented; facilitators’ knowledge and experiences of conducting 23T. Data were organised using a simple matching process (Garrison et al, 1999). CoI elements were matched with practice examples from implementation, and evidence from the data. Positives, negatives, possibilities and conclusions were drawn about gaps and potential. Examples of evidence drawn the from the data sources about the 23T programme include: Teaching Presence: including the use of prompts built into the material presented online and the facilitators’ spoken and written interactions with participants through live activities and through blogs (boosting authentic participant application of their learning); Social Presence: pod groups and how they were arranged and supported; Cognitive Presence: range of topics covered and the participant activity surrounding the topics. To build on theoretical work investigating 23T (Stein, Sim & Rose, 2023), this study is helping us to pinpoint concrete elements that seem to be influencing online course effectiveness and enabling identification of ways to strengthen 23T’s future flexibility and attractiveness. This is pertinent because of the uniqueness of 23T, namely, that it is online, flexible and self-guided and has no formal assessment expectations and does not provide formal credit. Gauging what counts as effectiveness and success is quite different therefore from award courses normally offered by higher education institutions. Similar application of the CoI using our matching approach may be helpful for others in different contexts and settings who are planning and/or implementing online courses.

How action learning broke down silos, built referent power, and created sustainable capability building

This paper presents a case study of how technology support moved from being a just in time (JIT) help service to developing capability and capacity building through a process of building digital self-efficacy (DSE). By active membership of the UNSW Online Learning and Innovation Community of Practice (OLI CoP) a process of action learning cycles was undertaken in partnership to focus on pedagogy ahead of technology. By doing so, a scalable change process was initiated that brings the coalition of the willing into being core university influencers. As a result, the academics see technology become embedded into their pedagogical practice rather than a tool alone. This case provides insights from the key learnings which have, in turn, enabled a new model of technology support delivery. This model has also provided career growth opportunities for both academics and the educational technology services (ETS) team, while also supporting student learning.

Embedded online self-regulated learning activities improve student experience and learning outcomes

Self-regulated learners achieve academic success by employing specific cognitive, metacognitive, behavioural, and resource management strategies. In fully online learning environments, these strategies are critical but are often challenging for first-year undergraduates to develop. This study presents a novel approach to supporting undergraduates' development of Self-Regulated Learning (SRL) skills in a fully online first-year psychology course. Seven SRL activities were embedded as micro-assessments within the summative assessment structure. Qualitative and quantitative data from students across multiple teaching periods were analysed. Results show that embedding content-specific SRL activities improved academic performance, increased engagement, and built a stronger online learning community. The impact of deliberately integrating SRL principles into the course design and assessment structure on student Self-Regulated Learning Online (SRL-O) questionnaire scores at the start and conclusion of the course will also be discussed. Overall, this study demonstrates that purposeful integration of SRL principles into course design and assessment can improve academic outcomes and foster positive learning experiences for first-year undergraduate students who are studying online.

Implementation outcomes from a randomized, controlled trial of a strategy to improve integration of behavioral health and primary care services

BackgroundIntegrating behavioral health services in primary care is challenging; a toolkit approach to practice implementation can help. A recent comparative effectiveness randomized clinical trial examined the impact of a toolkit for improving integration on outcomes for patients with multiple chronic conditions. Some aspects of behavioral health integration improved; patient-reported outcomes did not. This report evaluates the implementation strategy (Toolkit) using Proctor’s (2011) implementation outcomes model.MethodsUsing data from the 20 practices randomized to the active (toolkit strategy) arm (education, redesign workbooks, online learning community, remote coaching), we identified 23 measures from practice member surveys, coach interviews, reports, and field logs to assess Toolkit acceptability, appropriateness, feasibility, and fidelity. A practice survey score was high (met expectations) if its average was ≥ 4 on a scale 1-5; all other data were coded dichotomously, with high = 1.ResultsRegarding acceptability, 74% (14) of practices had high scores for willingness of providers and staff to use the Toolkit and 68% (13) for quality improvement teams liking the Toolkit. For appropriateness, 95% (19) of practices had high scores for the structured process being a good match and 63% (12) for the Toolkit being a good match. Feasibility, measured by Toolkit prerequisites, was scored lower by site members at project end (e.g., provider leader available as champion: 53% of practices) compared to remote coaches observing practice teams (74%). For “do-ability,” coaches rated feasibility lower for practices (e.g., completion of workbook activities: 32%) than the practice teams (68%). Fidelity was low as assessed across seven measures, with 50% to 78% of practices having high scores across the seven measures.ConclusionsExisting data from large trials can be used to describe implementation outcomes. The Toolkit was not implemented with fidelity in at least one quarter of the sites, despite being acceptable and appropriate, possibly due to low feasibility in the form of unmet prerequisites and Toolkit complexity. Variability in fidelity reflects the importance of implementation strategies that fit each organization, suggesting that further study on contextual factors and use of the Toolkit, as well as the relationship of Toolkit use and study outcomes, is needed.Trial registrationClinicalTrials.gov NCT02868983; date of registration: 08/15/2016.

A framework for generating recommendations based on trust in an informal e-learning environment

Rapid advancement in information technology promotes the growth of new online learning communities in an e-learning environment that overloads information and data sharing. When a new learner asks a question, how a system recommends the answer is the problem of the learner’s cold start. In this article, our contributions are: (i) We proposed a Trust-aware Deep Neural Recommendation (TDNR) framework that addresses learner cold-start issues in informal e-learning by modeling complex nonlinear relationships. (ii) We utilized latent Dirichlet allocation for tag modeling, assigning tag categories to newly posted questions and ranking experts related to specific tags for active questioners based on hub and authority scores. (iii) We enhanced recommendation accuracy in the TDNR model by introducing a degree of trust between questioners and responders. (iv) We incorporated the questioner-responder relational graph, derived from structural preference information, into our proposed model. We evaluated the proposed model on the Stack Overflow dataset using mean absolute precision (MAP), root mean squared error (RMSE), and F-measure metrics. Our significant findings are that TDNR is a hybrid approach that provides more accurate recommendations compared to rating-based and social-trust-based approaches, the proposed model can facilitate the formation of informal e-learning communities, and experiments show that TDNR outperforms the competing methods by an improved margin. The model’s robustness, demonstrated by superior MAE, RMSE, and F-measure metrics, makes it a reliable solution for addressing information overload and user sparsity in Stack Overflow. By accurately modeling complex relationships and incorporating trust degrees, TDNR provides more relevant and personalized recommendations, even in cold-start scenarios. This enhances user experience by facilitating the formation of supportive learning communities and ensuring new learners receive accurate recommendations.

Self-determination and perceived learning in online learning communities

This study explores the interplay between Self-Determination (SDT), relatedness, and teaching presence and CoI’s presence (teaching, cognitive, and social) in the context of online educational settings within China. Specifically, the study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the interaction between SDT (Self-Determination, relatedness, and competence) and the perceived learning outcomes (autonomy, competence, and perceived learning). The underlying structure of the study’s conceptual framework was analyzed through the measurement model and the discriminant validity assessment. The results show that cognitive presence, social presence, and teaching presence are significantly associated with autonomy, competence, relevance, and perceived learning. Moreover, cognitive presence and social presence can potentially augment cognitive processes, amplifying the mediating role of relatedness between cognitive presence and learning outcomes.

Towards a critical co-construction of equity communities of practice in education

Students in Canada have unequal access to safe environments and learning in schools, which impacts their participation in education and their achievement of educational goals. Equity, diversity, and inclusion (EDI) courses for future educators are one way to help them see that the benefits of schooling are not equally available to all students. The authors describe how post-secondary students, who were members of equity-seeking communities and their allies, worked together with instructor guidance to co-create EDI courses. The students were already familiar with the fully online learning community model (FOLC) where student voice and agency feature prominently. As the students co-designed new EDI courses, the critical co-construction of equity model was developed. The model is anchored in human rights and relies on a shared spirit of equity humility. The model recognizes the need for student safety as well as the necessity of potentially uncomfortable conversations. While, in the past, equity teaching tended to focus on distinct aspects of oppression in society as individual topics, the co-construction of equity model relies, instead, on building bridges of equity concepts that cross oppressions. These cross-equity understandings can help future educators see the importance of dismantling oppression and rebuilding safer and more inclusive learning spaces in education.

Does participating in online communities enhance the effectiveness and experience of micro-learning? Evidence from a randomized control trial

In the age of information explosion, people are increasingly accustomed to acquiring knowledge during fragmented periods of time, which has contributed to the growing popularity of micro-learning. However, when micro-learning takes place in non-formal or informal settings, it can be easily disrupted and may lack interaction, negatively impacting the learning experience and knowledge acquisition. This study examined the effect of learning communities on knowledge acquisition and learning experience in non-formal micro-learning settings. An 8-module micro-learning course was designed, and 80 participants were divided into an experimental group with a learning community and a control group without one. All participants completed a pre-test and post-test. The results showed significant improvements in post-test scores for both groups, with no notable difference in knowledge acquisition between them. Learners who took notes and repeatedly reviewed the learning content tended to have higher post-test scores. In addition, differences between the groups in terms of mental effort and satisfaction were insignificant. By the end of the course, the control group expressed a stronger desire to join a learning community. Community learners who made significant progress reported enjoying learning within the community, while those who did not regularly check community messages and experienced a decrease in test scores reported that excessive messaging caused distress. These findings have implications for course designers and researchers aiming to enhance micro-learning through online learning communities.

INNOVATIONS IN DISTANCE EDUCATION PRACTICES: A COMPREHENSIVE REVIEW

This study reviewed recent technological advancements in distance education to evaluate their impact on learning experiences and outcomes. The research focused on innovations such as artificial intelligence (AI), virtual reality (VR), augmented reality (AR), learning management systems (LMS), and collaborative tools. Data were collected through a systematic review of peer-reviewed journal articles and scholarly sources, and thematic analysis was employed to identify critical patterns and impacts of these technologies. The findings revealed that AI-driven systems enhanced personalized learning by offering adaptive content and real-time feedback. VR and AR technologies created immersive and interactive learning environments, facilitating experiential learning. The evolution of LMS platforms improved course management and student tracking through advanced features and integration capabilities. Collaborative tools fostered peer interaction and teamwork in remote settings, supporting effective online learning communities. The study concluded that these technological innovations significantly transformed distance education, making it more engaging and efficient. Recommendations for future research included exploring the long-term effects of these technologies, their applications in various educational contexts, and the role of emerging tools in further enhancing distance education practices. KEYWORDS: distance education, technological advancements, artificial intelligence, virtual reality, augmented reality, learning management systems, collaborative tools

A SeNA-based study of in-service teachers’ interaction patterns in an online learning community

In-service teachers, constrained by work commitments, adopt online learning methods for their graduate studies, emphasizing the significance of exploring the construction of online learning communities. Analyzing collaborative conversation texts within the online learning process of the “Learning Science” course at a university in Beijing, this study employed social epistemic network analysis (SeNA) to investigate interaction patterns of in-service teachers and propose optimization strategies. The findings of this study show that in asynchronous discussions without intervention, the overall situation of collaborative conversations among in-service teachers tends to be low-level. The social interaction network shows polycentricity, categorizing members into core and peripheral interactors based on distinct social interaction characteristics, highlighting substantial disparities in epistemic networks. Core interactors prioritize engaging with others, yet their contributions primarily echo interactions, reflecting superficial knowledge dimensions. Conversely, specific peripheral interactors prioritize independent reflection, sharing content largely derived from personal experiences or knowledge, signifying a commitment to independent and in-depth thinking within deeper knowledge dimensions. Moreover, learners’ online interactions are influenced by individual characteristics, instructional evaluation and the learning community atmosphere.

GELO and GreX: A framework and dashboard to investigate technology competency and culture

Participation in 4th Industrial Revolution society is increasingly dependent upon competencies related to the use of digital technologies for a wide variety of purposes. A person’s competence in the use of digital technologies has implications for a wide variety of contexts and situations, including learning in physical as well as virtual spaces, career choices and employability, digital citizenship, cultural orientations and values, and even democracy (Erstad, 2010). This workshop will provide an overview of the Global Educational Learning Observatory (GELO) project and invite participants to experience a variety of self-assessment tools accessed through the customizable dashboard, the Global Readiness Explorer (GREx). The GELO project attempts to provide a framework for an international network of institutions utilizing data-driven evidence to inform evolving best practices for online and mobile learning. To achieve this, the project (i) assembles a nucleus of formal educational institutions, (ii) constructs the necessary tools to extend research on formal learning models, and (iii) reaches into the workplace as well as other more public spaces to integrate with informal learning settings. The primary source of data derives from a customizable dashboard, the Global Readiness Explorer (GREx), and the tools that can be implemented within it. These tools are designed to give individuals, organizations, and institutions the means to construct complex profiles that can be used to identify gaps in competency attainment and development. Through small group activities, participants will examine and discuss the various tool suites in the GREx including the digital learning competency profiler (DCP); the fully online learning community survey instrument (FOLCS); the Personal Cultural Orientation Scale (PCOS) and others. In this workshop, participants will choose a self-assessment instrument to participate in and then discuss their experience with a focus on improving the GREx tool suite for global use. In addition, participants will examine the GREx for use with their students as a component of determining readiness for moving into fully online learning environments. The workshop will conclude with an explanation of the global educational learning observatory (GELO), and participants will be invited to join this global research network.

Beyond content delivery: harnessing emotional intelligence for community building in fully online digital spaces

The onset of the pandemic catalyzed a paradigm shift in educational methodologies, bringing various forms, such as hybrid, distance, and fully online models, into focus. The following study explores the affective domain in online learning, focusing on how emotions, facial expressions, and body language influence engagement and support community building in fully online learning environments. This research explores the role of emotional intelligence in Fully Online Learning Communities (FOLC) and examines the impact of positive and negative emotions on interpersonal engagement and participation. Findings indicate positive emotions to be closely linked to increased engagement and active participation. The study also highlights the importance of exploring body language in digital learning environments and addresses challenges posed by technological barriers in fully online learning spaces. Emotional intelligence is pivotal in online learning and community building, emphasizing the need to understand how to create emotionally supportive digital learning environments. Outcomes indicate a need for future research to focus on understanding the role of cultural dimensions in supporting learner agency and community building in the fully online learning context.

Knowledge Hiding Behavior in Online Learning Communities: A Chain Mediation Based on Self-Efficacy and Organizational Psychological Ownership

With its flexible and convenient learning methods, rich learning resources and convenient information transmission channels, the online learning community has injected new impetus into the cause of education. However, the open and generative characteristics of the online learning community also preclude learning activities from implementing collective constraints, resulting in the emergence of knowledge hiding behavior. Based on this, researchers have attempted to explore the factors that affect knowledge hiding behavior and to identify the influencing mechanisms. Using structural equation modeling (SEM) and exploratory factor analysis (EFA), this study analyzed a questionnaire on the knowledge hiding behavior of 420 graduate students in online learning communities and found that professional commitment, transformational leadership and a proactive personality have a negative impact on knowledge hiding behavior through self-efficacy and organizational psychological ownership. Based on the model interpretation, this paper suggests that the following aspects should be explored for their potential to diminish knowledge hiding behavior: Assess the proactive personality level of graduate students; the training unit can stimulate students’ self-efficacy in terms of the expected results, rewards, relationships and perceived costs of the individual; the supervisor should establish and improve the knowledge sharing mechanism within the organization; the tutor should strengthen the cultural construction of the scientific research team.

The New Mixed Teaching Exploration of Low-Voltage Electrician Training Course under the Background of New Engineering

In the context of New Engineering, the exploration of a novel blended teaching approach for low-voltage electrician training courses aims to address the challenges of modern engineering education by integrating New Engineering concepts and modern teaching technologies to achieve comprehensive innovation in course content and teaching methods. This strategy leverages the advantages of combining online and offline learning to provide a diverse and personalized learning experience, thereby enhancing students' knowledge and practical skills. Online course resources, including interactive courseware, virtual experiments, and simulations, enrich the learning content and increase students' interest and engagement. Offline classes focus on interactivity and practical application through discussions, case studies, and project collaborations, helping students deepen their understanding and apply their knowledge. Flexible scheduling allows students to learn at their own pace, improving learning efficiency and effectiveness. Personalized learning path design, through preliminary surveys and assessments, helps students set individualized learning goals. Utilizing big data analysis and intelligent recommendation algorithms, the system provides the most suitable learning resources. Students can autonomously adjust their learning paths, fostering self-directed learning, while teachers offer targeted guidance and support to ensure the successful completion of learning tasks. Interactive and collaborative learning environments are strengthened through online and offline interaction mechanisms, group collaborative learning, and the use of various interactive tools, enhancing classroom interaction and participation. The establishment of online learning communities promotes resource sharing and experience exchange, creating a positive learning atmosphere. Assessment and feedback employ formative and practical assessments through online tests, assignments, and project work, comprehensively reflecting students' learning progress and outcomes. Multi-dimensional feedback mechanisms and data-driven evaluation provide detailed learning analysis and improvement suggestions for both teachers and students, enhancing teaching effectiveness.

Value Creation in a Pedagogically-Focused Faculty Online Learning Community

Value Creation in a Pedagogically-Focused Faculty Online Learning Community

The desire to learn: the alienation and reimagining of pedagogy on YouTube, Twitch and TikTok

ABSTRACT This paper aims to understand the perspectives of young people involved in online learning communities on what they consider valuable for their learning. We do this by bringing their experiences with online community pedagogies (OCPs) into conversation with their critiques of school pedagogies (SPs) to see whether we can understand this interaction as generative of ‘alternative’ pedagogies. Whereas previously alternative pedagogies were understood to arise from ‘new’ technologies, we argue that such pedagogies arise from needs created by youth’s experiences with navigating these different pedagogical contexts. We interviewed 37 community members from six learning communities on YouTube, Twitch and TikTok. We show that youth perceive school as controlling, imposing pressure to perform, and disconnected from what they think matters and qualifies expertise. Based on their online experiences, youth emphasised the importance of control, experimentation space, and being enabled to act on societal issues. Using Deleuze and Guattari’s conceptualisation of ‘desire’, and Appadurai’s ‘global imaginaries’, we interpret OPs dialoguing with youth’s alienating perspectives on schooling as ‘reimagined pedagogies’ that act as collective voices for global (re-)imaginaries of school. We conclude with the importance of taking youth’s experiences with alienation and OPs seriously as objects of thought for alternative pedagogic futures.

The Effect of Self-Regulated Learning and Community of Inquiry on the Online Learning Engagement of Chinese as Foreign Language Learners

This study aimed to understand how different dimensions of online learning engagement were influenced by learners’ self-regulated learning (SRL) and their perceptions of teaching, cognitive, and social presence in the community of inquiry (CoI) framework. A structural equation modelling analysis of survey responses from 154 online Chinese-as-a-foreign-language learners showed that the level of learners’ SRL positively influenced their perceptions of teaching, cognitive, and social presence and consistently directly impacted all dimensions of students’ learning engagement. Regarding the different dimensions of engagement, learner’ perceived CoI had different mediating effects. Affective engagement was influenced by learners’ perceptions of cognitive and social presence, while social engagement was influenced by learners’ perceptions of social presence. Cognitive and behavioural engagements were influenced by learners’ perceptions of teaching presence. The results highlight the importance of SRL in the CoI framework for enhancing learning engagement, suggesting integrating SRL training into instructional design in the online learning environment. In addition, the effects of various dimensions of the CoI framework on learning engagement inform pedagogical implications to enhance online learning engagement, such as building an online learning community to strengthen affective and social engagement while strengthening teaching presence to improve cognitive and behavioural engagement.

Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices

Although peer feedback is highly valued in the feedback process, the specific contribution of feedback providers in this process remains unclear. In this qualitative multiple-case study, the primary focus was to explore the contribution of feedback providers and the benefits they obtained through online peer micro-teaching practices. The study encompassed both anonymity and non-anonymity settings through a videoconferencing platform, involving 20 student teachers pursuing a Bachelor of Education (English language). Data collection methods included semi-structured interviews, reflective journals and online classroom observations. The findings revealed that both anonymous and identified groups provided feedback of the same quality and types. Proactive feedback provision fostered the development of an online learning community, facilitated multimodal learning and enhanced peer cohesion. The student teachers who assumed the role of feedback providers in this study experienced cognitive, behavioural and socio-affective gains during their learning process.

The scaffolding role of native speaker mentors in an online community of foreign language learners

ABSTRACT Providing foreign language students with opportunities to engage in meaningful and purposeful communication and culturally authentic interaction with peers and native speakers is critical to successful second language acquisition and the development of intercultural competence . This paper describes research that investigated how selected native speaker mentors supported foreign language university students as they completed authentic collaborative tasks in an online community of learners. Intermediate and advanced level students of Italian at an Australian university collaborated with each other and with their assigned mentors through online resources provided in the course website. Data were collected and analysed through multi-data sources including online interactions, forum posts and individual and focus group interviews with mentors and students. Findings suggest that native speaker mentors actively supported students’ learning and provided effective scaffolding across a number of domains. The paper concludes with specific recommendations to guide mentors and language educators in the process of assisting student collaborative learning.