Abstract

Research has shown that providing participants with high‐quality learning material is not sufficient to help them profit most from online education. The level of interaction among participants is another key determinant for learning outcomes. However, merely proposing interaction does not automatically lead to fruitful discussion and collaboration. Specifically, social presence and facilitation activities add value to online discussions. In Murphy's collaboration framework, social presence represents the basis of successful online collaboration from which more reflective discussions and co‐construction can evolve. In this paper, an adjusted version of this framework was applied in a workplace learning context. The content analysis of 1170 comments in an online course for careers practitioners of a public employment service showed that the extended framework generated deeper insights into the dynamics of online discussions. The results show that involvement in collaborative learning at the workplace was supported by a high social presence and influenced by course topic and tasks. Facilitation played an important role in creating a sympathetic sense of community and stimulating co‐creation processes.

Citation

Schaefer, T., Rahn, J., Kopp, T., Fabian, C.M. & Brown, A. (2019). Fostering online learning at the workplace: A scheme to identify and analyse collaboration processes in asynchronous discussions. British Journal of Educational Technology, 50(3), 1354-1367. Wiley. Retrieved September 24, 2023 from https://www.learntechlib.org/p/208615/.