Affirmation and Validation Hierarchy when Building an Online Community PROCEEDINGS
Terri Bubb, Caroline Crawford, Denise McDonald, University of Houston - Clear Lake, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study communicates the findings from a dissertation study that investigated factors that create a community of learners in an online environment. Research suggests that, as members of a learning community become familiar with one another, they utilize certain elements that convey a sense of camaraderie that is evidenced in their communications with one another (Brown, 2001; Suler, 2004). These elements relay a sense of comfortableness with one another and the group. The significance of this study’s findings is that there is little existing research in this area (Suler, 2004), but the results suggest that the more comfortable a member feels with another community member, increased interactions may take place. These interactions may lead to collaborations wherein knowledge construction and enhancement takes place and new learning occurs (Vygotsky, 1962, 1978; Wittgenstein, 1960).
Bubb, T., Crawford, C. & McDonald, D. (2012). Affirmation and Validation Hierarchy when Building an Online Community. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 181-188). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2017 from https://www.learntechlib.org/p/39559/.
© 2012 AACE