Collectives, Networks and Groups in Social Software for E-Learning PROCEEDINGS
Jon Dron, University of Brighton, United Kingdom ; Terry Anderson, Athabasca University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
: A number of writers have identified (and argued about) the importance of either the group or the network as a significant player when social software is used for e-learning. This paper examines the two competing perspectives of network and group and identifies that there are, in fact, three distinct dynamics of the 'Many' in social software, which are characterised here as the group, the network and the collective. The paper explores the consequences of this perspective, observing that each has both strengths and weaknesses in different contexts and when used for different applications. A model for the development of e-learning tools and processes is proposed that makes best use of each mode of interaction.
Dron, J. & Anderson, T. (2007). Collectives, Networks and Groups in Social Software for E-Learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2460-2467). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2018 from https://www.learntechlib.org/primary/p/26726/.
© 2007 Association for the Advancement of Computing in Education (AACE)
Allison Littlejohn & Anoush Margarayn, Glasgow Caledonian University
International Journal of Emerging Technologies in Learning (iJET) Vol. 5, No. 2 (Jun 05, 2010) pp. 25–30
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E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 2057–2065
Martine Chomienne, Cegep@distance, Canada; Françoise Marceau & Mourad Chirchi, Cégep@distance, Canada; Bruno Poellhuber, Université de Montréal, Canada
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Mary Thorpe & Philip Greaney, The Open University, United Kingdom
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