Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions
ARTICLE
Yu-Chu Yeh
Journal of Educational Technology & Society Volume 13, Number 1, ISSN 1176-3647 e-ISSN 1176-3647
Abstract
Online learning communities are an important means of sharing and creating knowledge. Online behaviors and online roles can reveal how online learning communities function. However, no study has elucidated the relationships among online behaviors, online roles, and online learning communities. In this study, 32 preservice teachers participated in an 18-week instruction program. Analyses of online group discussions revealed the following: (a) of thirteen identified online behaviors, the most common were constructing a positive atmosphere, providing opinions for group assignments, and providing reminders of assignment-related work; (b) of eight online roles identified within a group, the most common roles were information providers, opinion providers, and troublemakers; (c) four online learning communities based on "collaboration" and "participation" were identified. The evolution of these online learning communities indicates the interrelationships among online behaviors, roles, and learning communities. (Contains 7 tables and 2 figures.)
Citation
Yeh, Y.C. (2010). Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions. Journal of Educational Technology & Society, 13(1), 140-151. Retrieved March 6, 2021 from https://www.learntechlib.org/p/75231/.
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Keywords
- asynchronous communication
- Computer Assisted Instruction
- computer mediated communication
- content analysis
- Discourse Analysis
- discussion
- Education Courses
- educational technology
- electronic learning
- Foreign Countries
- instructional design
- internet
- preservice teacher education
- preservice teachers
- secondary education
- Student Behavior
- Student Role
- Synchronous Communication
- Teacher Behavior
- Teacher Role
- technology integration
- Web Sites
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