Online Learning Communities Research Articles

Supporting Implementation Through Online Learning Communities: Lessons Learned From a National Training and Technical Assistance Network.

Recent implementation science frameworks highlight the role of training and technical assistance (TTA) in building workforce capacity to implement evidence-based practices (EBPs). However, evaluation of TTA is limited. We describe three case examples that highlight TTA by three regional centers in the national Mental Health Technology Transfer Center (MHTTC) network. Each MHTTC formed Learning Communities (LCs) to facilitate connections among behavioral health professionals with the goals of sharing implementation strategies, discussing best-practices, and developing problem solving techniques. Data on outcomes were collected through a combination of self-report surveys and qualitative interviews. LC participants reported strong connectedness, gains in knowledge and skills, improvements in implementation capacity, and intentions to advocate for organizational and systems-level change. Furthermore, across the case examples, we identified LC characteristics that are associated with participant perceptions of outcomes, including tailoring LC content to workforce needs, providing culturally relevant information, engaging leaders, forming connections among participants and trainers, and challenging participants' current workplace practices. These findings are interpreted through the lens of the Interactive Systems Framework, which focuses on how TTA, such as LCs, can facilitate connections between the theoretical and empirical foundations of interventions and the practices of implementing interventions in real-world settings to advance workforce capacity.

The Role of Social Media in Developing an Online Learning Community for Islamic Religious Education

The Role of Social Media in Developing an Online Learning Community for Islamic Religious Education

Bridging the Digital Divide: The Role of Online Education in Promoting Equity

This qualitative case study examines the impact of online education in Smith County (a pseudonym), a rural area in the southwestern United States characterized by economic challenges and a large Hispanic population. This study aimed to identify the barriers to and facilitators of educational equity in digital environments. A purposive sampling was utilized to select participants who could provide rich, in-depth insights into the impact of online education within Smith County. In-depth interviews were conducted and focus groups held with students, teachers, and administrators within Smith County. Data analysis was conducted through an iterative process of coding and thematic analysis. The study was informed by the theoretical framework of digital divide and culturally responsive pedagogy. This study delved into the nuanced challenges faced by this community, including technological access, digital literacy, and socio-economic factors. The analysis also explored the pedagogical approaches and support systems that contribute to effective online learning experiences within this rural area. The findings revealed a complex interplay of factors affecting online education engagement and success, highlighting the critical role of tailored support services, culturally responsive teaching, and community partnerships to enhance educational outcomes. The study underscores the importance of understanding local contexts and learner needs in designing and implementing online education programs that specifically address equity. Major conclusions point toward the need for comprehensive strategies that go beyond providing internet access, emphasizing the creation of inclusive, supportive online learning communities. This research contributes to the discourse on educational equity in the digital age, offering insights for educators, policymakers, and online education providers seeking to improve access and outcomes for all learners.

Exploring the Impact of Artificial Intelligence Tools on Translation Teachers’ Self-efficacy Beliefs and Professional Development

Objective: This study aimed to investigate how the integration of artificial intelligence (AI) tools impacts translation teachers’ self-efficacy beliefs and professional development in the context of translation education. Methods: The research employed a combination of questionnaire surveys and interviews to gather data. A total of twenty-seven translation teachers, who were part of an online learning community for translation teachers in Chinese universities and colleges, willingly participated in the study. All the participants completed the questionnaire survey, and six of them further volunteered to take part in interviews after completing the survey. Results: The results of the study demonstrated that translation teachers possessed a high sense of self-efficacy in integrating AI tools in their teaching practices. They also recognized the positive impact of integrating AI tools on their professional development. Furthermore, they exhibited flexibility by adapting their instructional approaches to enhance students’ translation skills and accuracy. Conclusion: The research examined how the integration of AI tools affected translation teachers’ self-efficacy beliefs and professional development, providing valuable insights into the relationship between these factors in the context of AI tool integration. The results showed that AI tool integration had a substantial impact on translation teachers’ self-efficacy and professional learning. This integration resulted in increased self-efficacy beliefs among teachers and contributed to their professional development. Consequently, teachers were motivated to adapt their teaching methods, aiming to enhance students’ translation skills and accuracy.

Lifelong Learning. Online Learning Opportunities

The paper relates to the practical implementation of lifelong learning, and more closely to its effect related to subjective quality of life. Learning circles are known platforms of adult learning, and nowadays the main motivation of adults is typically to indulge in a certain topic – based on personal curiosity – in cooperation with others with similar interest. The challenges of the previous time period (Covid pandemic, energy crisis, etc.) more and more increase the value of online learning opportunities and community experiences. In this paper a needs assessment is presented on the interest in and demand on online study circles among adult responders, in the frame of a questionnaire research (n=318). Among the questions respondents were asked to give their expectations, and as a result, three types were to identified in the frame of factor analysis.

Reading, Discussing, and Sharing: Creation of a Vibrant Transnational Online Learning Community through the International Book Club

The present paper reports on the findings from the first four years of an ongoing, longitudinal study which examines the experiences and perceptions of Polish college participants in the International Book Club, an extension of a campus common read program at an American university. More specifically, the paper examines participants’ experiences with the book, both inside and outside the classroom, and examines their opinions about the issues discussed in each year’s book selection, their attitudes toward that issue and whether or not their attitude toward the issue was changed through this experience, their attitudes toward public discussions and whether or not their attitude toward public discussions was changed through this experience, and whether or not reading the book and participating in the club helped to improve their English-speaking abilities. Quantitative data, in the form of a nine-statement survey, and qualitative data, in the form of a nine-question open-ended questionnaire, were collected and analyzed. While a great deal of the literature on common read programs has explored the experiences of participants within the North American context, there is a dearth of research outside of that context, including the Polish context. The present study attempts to ameliorate this situation. The main findings from the study show that, overall, participants enjoyed the experience of reading the book and that participation in the program has been beneficial for them, including getting them to read more, to engage in discussions more, to think more deeply about more diverse topics and issues, and perhaps most importantly, to im­prove their English language abilities.

Promoting student success in online post-graduate studies at a South African University: The role of professional and administrative support

Post-graduate online students studying in cohorts are expected to collaborate effectively with their peers and instructors in the virtual environment and are presumed to have the necessary skills needed for self-directed online learning. However, studies have shown that the low retention and success rates in online learning could be attributed to individual students experiencing a sense of isolation in a community of online students. Providing various non-academic support is as crucial for ensuring success as academic support services. More importantly, the support should acknowledge and address the unique set of skills, experiences, and expectations of the individual student in the community of online learners. This study aimed to ascertain whether professional and administrative student support that focused on the individual needs of the post-graduate student promotes retention and success in online studies. A qualitative case study at a business school at a South African higher education institution evaluated the professional and administrative support types, range and timing in promoting success in online post-graduate studies. This included the content analysis of key documents such as the self-evaluation report and the survey report on evaluation, impact and lifelong learning of a post-graduate qualification, followed by a focus-group session to ascertain staff perceptions of the professional and administrative services and resources in promoting success in online post-graduate studies. Using Simpson’s Proactive Motivational Support model (PaMS) as a lens, the study revealed a lack of motivational aspects of student support for online post-graduate students. Furthermore, the results affirmed the presumption of post-graduate students as a homogenous group prepared to succeed in online learning communities. Moreover, that limited provision was made to support online post-graduate students from remote areas and for those with disabilities. The study concludes that a more personalised approach to student support will motivate post-graduate students to become successful self-directed students in a community of online learners. Moreover, a focused school, college and institutional approach and an integrated inter- and intra-institutional collaboration are needed to enhance self-directed learning, foster a sense of belonging, and promote success in online post-graduate studies.

Analisis Perilaku Mahasiswa dalam Menemukan Literatur Rujukan Materi Diskusi Tutorial Online

This research analyzes students' behavior in searching for reference literature in online tutorial discussions, highlighting various approaches used in deepening understanding of learning materials. The results indicate that students actively utilize online tutorials as their primary source to enhance understanding and skills related to the courses they are taking, as well as actively participate in online discussions. However, some students exhibit less active participation, indicating variations in student engagement in online learning. Some factors influencing low participation include differences in learning preferences and time constraints. Therefore, it is recommended to develop clear participation guidelines, provide incentives to active students, and develop more interactive learning methods in online tutorials. Additionally, educational institutions should provide strong technical support to students to ensure active participation. These efforts are expected to enhance the quality of learning and interaction among members of the academic community in online learning.

The Impact of Social Presence on Online Student Engagement

Purpose: The main objective of this study was to explore the impact of social presence on online student engagement.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings revealed that there exists a contextual and methodological gap relating to the impact of social presence on online student engagement. Preliminary empirical review revealed that the vital role of social presence in online education. It confirms that a strong sense of social presence fosters a connected and engaged online learning community, impacting both cognitive and affective aspects of student engagement. Effective course design, drawing upon theoretical frameworks, and intentional efforts by instructors contribute to enhancing social presence and, consequently, improving the overall online student engagement experience.
 Unique Contribution to Theory, Practice and Policy: The Social Cognitive Theory (SCT), Community of Inquiry (CoI) Framework and Transactional Distance Theory (TDT) may be used to anchor future studies on online student engagement. To enhance online student engagement in the context of the study, several key recommendations emerge. Educators should actively promote social interaction within online courses, provide clear expectations and guidelines, incorporate synchronous interactions, implement peer interaction and feedback mechanisms, leverage technology tools for social engagement, offer timely and supportive feedback, monitor and assess social presence, and invest in professional development opportunities for instructors. By following these recommendations, instructors and institutions can create a more interactive and engaging online learning environment, fostering a strong sense of social presence and ultimately improving the overall educational experience for online students.

From implementation to reflection: exploring faculty experiences in a curriculum-focused FOLC through multi-case analysis

AbstractFaculty development and support play an important role in improving undergraduate STEM education. Learning communities, including Faculty Online Learning Communities (FOLCs), can be a valuable resource for faculty seeking professional growth. This multi-case study examined how faculty gained value through participation in a curriculum-focused FOLC. Adopting a community of practice perspective, the value creation framework developed by Wenger, et al., was used to examine cycles of value creation for the five case study participants and identify key ways in which participation in the FOLC supported value creation.All five case study participants shared comprehensive stories about how they gained value through participation in FOLC activities over multiple years. All initiated their value creation stories by describing pedagogical approaches they were unhappy about. As their stories unfolded, they described how they implemented new and innovative strategies to address their concerns, leading to outcomes consistent with the original pedagogical goals of the learning community. Two faculty described how the community helped them see new leadership roles for themselves within their departments, outcomes that were not anticipated at the initiation of the FOLC. Other participants spoke of a decreased feeling of professional isolation. Several features of the FOLC emerged as crucial factors in value creation, including structural elements such as regular meetings, a shared curricular focus, and leadership and networking opportunities. Importantly, study participants identified extended participation in the community and continuing feedback from multiple perspectives as drivers of reflection and growth.These findings suggest that while short term participation in a FOLC or other faculty community may help achieve more prescribed outcomes, longer term participation supports a more emergent approach to faculty development. This research offers insights for faculty, curriculum developers, administrators, and others interested in promoting faculty development.

Communication as a prerequisite for forming online learning communities: a case study

Many researchers and educators have emphasized the importance of forming and developing online learning communities. Moreover, the leading role that the forms and the contents of communication between learners have in the creation and functioning of these communities is stressed. In this paper we present and comment on s, the findings of a research project that studied the aforementioned communication issues between students of undergraduate and postgraduate courses, at the Hellenic Open University. The analysis of the empirical data of this research, shows that the role of communication in the educational activities in which the subjects of our research were involved is extremely weak and consequently the formation of online learning communities is rudimentary.

The Effect of Social Presence on the Online Learning Experiences of Full-Time Masters Students during the COVID-19 Pandemic

The COVID-19 pandemic evoked significant challenges for universities worldwide. Due to government restrictions during this period (2020-2021), the majority of university programmes were forced to rapidly change from traditional classroom teaching to online teaching. Effective online learning is, however, dependent on social presence; being one of the most important determinants of successful online learning regardless of discipline. This research aimed to identify and explore the role of social presence in both asynchronous and synchronous classes, and how social presence affects students’ online learning experiences. Further, this study aimed to provide recommendations for teachers wanting to improve the social presence in online classes. A qualitative survey and semi-structured interviews were conducted to better understand students’ online learning experiences. Results showed that social presence strengthens students’ experiences of belonging in the online learning community, as well as improves the students’ sense of engagement with their education. In turn, social presence reduced loneliness and promoted satisfaction. Social presence also helped students improve their academic comprehension and motivation when attending online courses during the COVID-19 pandemic. This study presents several suggestions from participants, such as turning on the camera during synchronous classes, and limiting the number of group members. Combined, these suggestions can help instructors design effective online courses. The study concludes by providing suggestions for future research that may enhance social presence in online learning communities.

Pre-service student teachers’ metacognition in an online learning community: An epistemic network analysis

Pre-service student teachers’ metacognition in an online learning community: An epistemic network analysis

Construction and Application of Online Learning Community for Teacher-Student Relationship Based on Online Classroom

Construction and Application of Online Learning Community for Teacher-Student Relationship Based on Online Classroom

Mapping research on Indonesian professional teacher: The bibliometric analysis

This research aims to identify trends in scientific publications with the theme of Indonesian professional teachers. The research uses bibliometric analysis involving scientific publications from 1982 to 2023 in the Scopus database. The keyword we use is a professional teacher in Indonesia. The analysis results show that the trend of scientific publications with the keyword professional teacher in Indonesia has experienced a significant increase, with the peak occurring in 2020-2023. Indonesia is the country that has the highest contribution to scientific publications about Indonesian professional teacher . Wiyono, B.B. is a well-known researcher who has the most publications, while Lie, A. is a researcher who has the most total citations. Most scientific publications are in conference series, specifically in the Journal of Physics: Conference Series. The research results open up opportunities to conduct further research in areas that have not been widely researched, such as online learning communities, pedagogical content knowledge, professional development programs, professional knowledge, professional training, STEM (Science, Technology, Engineering, and Mathematics), teacher learning, and teaching practicum. The research results have implications for efforts to professionalize teachers in Indonesia.

Higher education EFL online success model: An adaptation to the DeLone and McLean IS Success Model

This study aims to adapt and extend the DeLone and McLean Information System (IS) success model in the context of an online English as a Foreign Language (EFL) higher education foundation program. The objective is to enhance teaching, learning, and knowledge-sharing experiences within a virtual community of practice (vCoP). The research involved eight experienced full-time university lecturers with master's degrees in English language teaching as participants. They were presented with six open-ended questions followed by interviews. The study addresses the gap between research and practice by assessing the effectiveness of the model in measuring knowledge-sharing and user interaction within the EFL vCoP. The findings highlight the need for tailored models in specific online learning domains, such as EFL, rather than applying a generalized approach to education. The findings have practical implications for designing and evaluating online educational programs and communities, ultimately enhancing the quality of online learning experiences. The study proposes potential indicators of success, paving the way for future research in the field of online education. By identifying and refining these indicators, educators and researchers can better assess the impact of online learning platforms and communities on student outcomes, engagement, and knowledge-sharing.

2022 개정 기술과 교육과정에 대한 중등 기술교사의 관심수용수준 분석

The purpose of this study was to analyze secondary school in-service teachers’ stages of concern (SoC) regarding the 2022 revised technology curriculum and seek implications for enhancing technology teachers’ expertise. To achieve the purpose of the study, an online survey was conducted using the CBAM Questionnaire (SoCQ) targeting technology teachers belonging to the technology teacher online learning community, and a total of 224 questionnaires were used for analysis. The results of this study are as follows. First, as a result of analyzing the profile of technology teachers’ SoC in the 2022 revised technology curriculum, it was found to be similar to the profile of a renewing user in the form of tailing up, with interest at a high level gradually increasing. Second, as a result of analyzing the SoC by gender, male teachers showed a statistically significantly higher level than female teachers at the level 6 (alternative concern). Third, the difference of concerns by teaching experience was not found to be statistically significant. Fourth, teachers with a bachelor’s degree were found to have a statistically significantly higher concern than teachers with a master’s degree or higher at the level 3 (operational concern). Based on these results, the need for support measures to increase technology teachers’ concern in the 2022 revised technology curriculum was presented as an implication.

Group Assessments to Help Build Online Learning Communities in Biomedical Science Distance Learning Programmes.

Introduction: Biomedical Science distance learning courses offer flexibility in study while in employment. Asynchronous and self-learning approaches are common within such courses and often student-student interaction is limited. The aims of this study were to establish learning communities, develop confidence in participating in online teamwork and foster an appreciation of transferable skills including digital capabilities through remote group activities. Materials and Methods: Two cohorts of students (n = 20/n = 21) were enrolled in a microbiology module of an IBMS accredited MSc distance learning course. Groups of 4-5 students produced a digital output relating to current global infection-related issues, namely, assignment 1, production of a slide deck, which peers could use as learning resources and assignment 2, a voiceover PowerPoint debate, and infographic, voting assessment and peer/self-marking. Students also prepared reflections using written format and a FlipGrid video-recording. A qualitative content analysis was conducted on reflections from all students. Students completed a pre- and post-assignment survey focused on the development of transferable skills for the biomedical sector. Results: Students' skills and confidence increased following completion of the group assignment, as evident from the pre- and post-questionnaire responses, namely, possession of digital skills and digital creation abilities (29% v 83%), applying for jobs which require digital skills (54% v 89%), talking about examples of using digital media during job interviews (21% v 78%) and demonstration of creativity during assignment tasks (33% v 90%). Critical thinking was more commonly demonstrated during the debate in comparison to the slide deck activity (p = 0.001). The importance of developing digital skills, was higher following completion of the group activities (p = 0.03). Students reflected on the value of the group activities in relation to knowledge acquisition (85%, 86%), collegiality (70%, 71%), digital skills development (80%, 90%), the fact that the activities were enjoyable (70%, 67%) and the development of peer interaction and support (50%, 67%) in relation to assignment 1 and 2, respectively. Discussion: Increasingly digital technologies are being used in the healthcare sector resulting in updated HCPC Standards of Proficiency. This study highlights that virtual group activities promote the establishment of supportive learning communities and the development of transferable skills including digital capabilities for application within the biomedical science workplace.

Exploring the Mode of Inter-university General Education Consortium Based on Blockchain Technology

Blockchain technology has found widespread adoption in all walks of life in China today due to its high security and tamper resistance. However, its application in the realm of education has seen limited notable successes. With the continuous advancement of undergraduate education reform in Chinese universities, general education has garnered increasing attention from colleges and universities, triggering a wave of exploring new general education models. In this paper, we introduce the consortium blockchain to analyze the existing general education models of colleges and universities in China and propose building a consortium blockchain-based general education course management platform. The present work aims to facilitate the collaboration of general education among colleges and universities, promoting the “self-organizing” operation of online learning communities and the exploration of a decentralized education system, ultimately driving the high-quality development of education.

Factors influencing college students' learning engagement in an online learning community

The aim in this study was to identify how college students' experience of the online learning community influences their community identification and learning engagement. We used an online survey and the participants were 568 college students in the New Oriental English School's online learning community in China. The results indicated that three dimensions of community experience, namely, information experience, entertainment experience, and interactive experience, each exhibit significant positive associations with community identity, which, in turn contributes to students' learning engagement. Moreover, the finding confirmed the significant mediating effect of community identity between the three dimensions of community experience and learning engagement. The results give a deeper understanding of the role of community experience in influencing students' attitudes and behaviors in the context of an online learning community.