Investigating Online Student Roles as a Basis for Understanding Learning and Development in a Learning Community PROCEEDINGS
Elaine Khoo, Michael Forret, University of Waikato, New Zealand
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
This paper reports findings of a case study of a semester long fully online graduate course designed to facilitate a learning community at a New Zealand tertiary institution. It adopts a sociocultural view of learning as a basis for examining how online students undertake different roles in conceptualising their learning processes. Analyses of students’ online contributions in the course discussions reveal a diverse range of interactions and ways of participation in demonstration of learning and development in intellectual, social and emotional aspects. The case is made for investigating student roles as a means for a more comprehensive understanding of the mutual shaping of individual and collective knowledge growth as a learning community forms. Implications are presented for online practitioners, their students and course designers.
Khoo, E. & Forret, M. (2011). Investigating Online Student Roles as a Basis for Understanding Learning and Development in a Learning Community. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1257-1265). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved January 20, 2018 from https://www.learntechlib.org/p/37328/.
© 2011 Association for the Advancement of Computing in Education (AACE)
- online_student_rolesFinal_2011Apr17.ppt (Access with Subscription)