You are here:

A Four-stage Model of Online Community Development PROCEEDINGS

, Institute of Teacher Education; Research Center for Mind, Brain & Learning; Center for Creativity and Innovation Studies, National Chengchi University, Taiwan

  • Full Text
  • Citation
  • Save to Collections
  • E-mail
  • Share
  • OpenURL

    • Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)

    Abstract

    This study integrated collaborative problem-based learning with blended learning to explore the emerging process and function of online learning communities among preservice teachers. Thirty-two preservice teachers participated in an 18-week instruction program. Analyses of online group discussions and portfolios found that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; (b) the preservice teachers’ online learning communities emerged via four stages: motivation and acquaintance, socialization and identity, information exchange and consensus, and finally, tacit understanding and development; and (c) six factors influenced the development of the preservice teachers’ online learning communities.

    Citation

    Yeh, Y.c. (2010). A Four-stage Model of Online Community Development. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 2026-2031). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2018 from .

    © 2010 Association for the Advancement of Computing in Education (AACE)

    View References & Citations Map

    References

    1. Baym, N.K. (1998). The emergence of online community. In S.G. Jones (Ed.), Cybersociety 2.0: Revisiting computer-mediated communication and community (pp. 35-68). Thousand Oaks, CA: Sage.
    2. Brown. R.E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18-35.
    3. Chang, B., Cheng, N.H., Deng, Y.C., & Chan, T.W. (2007). Environmental design for a structured network learning society. Computers& Education, 48, 234-249.
    4. Cho, H, Gay, G., Davidson, B, & Ingraffea, A. (2007). Social networks, communication styles, and learning performance in a CSCL community. Computers& Education, 49, 309-329.
    5. Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood Publishing.
    6. Cuthell, J. (2002). MirandaNet: A learning community— 13(1/2), 167-186.
    7. Daniel, B.K., Schwier, R.A., & Ross, A.H. (2007). Synthesis of the process through learning discourse in a virtual learning a community of learners. Journal of Interactive Learning Research, community. Journal of Interactive Learning Research, 18(4), 461-477.
    8. Duffy, J. (2000). Knowledge management: To be or not to be? Information Management Journal, 34(1), 66-67.
    9. Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.
    10. Guzdial, M., & Turns, J. (2000). Effective discussion though a computer-mediated anchored forum. Journal of the Learning Sciences, 9, 437-469.
    11. Hann, D., Glowacki-Dudka, M., & Conceicao-Runlee, S. (2000). 147 Practical tips for teaching online groups: Essentials of web-based education. Madison, WI: Atwood Publishing.
    12. Havelock, B. (2004). Online community and professional learning in education: Research-based keys to sustainability. Association for the Advancement of Computing in Education, 12 (1), 56-84.
    13. Lee, M., & Kim, D. (2005). The effects of the collaborative representation supporting tool on problem-solving processes and outcomes in web-based collaborative problem-based learning environments. Journal of Interactive Learning Research, 16(3), 273-293.
    14. Ligoria, M.B. (2001). Integrating communication formats: Synchronous versus asynchronous and text-based versus visual. Computers& Education, 37, 103-125.
    15. Lin, F., Lin, S., & Huang, T. (2008). Knowledge sharing and creation in a teachers’ professional virtual community. Computers& Education, 50, 742-756.
    16. Ludwig-Hardman, S., & Woolley, S. (2000). Online learning communities: Vehicles for collaboration and learning in online
    17. Mortera-Gutiérrez, F. (2006). Faculty best practices using blended learning in e-learning and face-to-face instruction. Development, 46(4), 115-122.
    18. Osguthorpe, R.T., & Graham, C.R. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of
    19. Parr, J., & Ward, L. (2006). Building on foundations: Creating an online community. Journal of Technology and Teacher Education, 14 (4), 775-793.
    20. Ram, P., Ram, A., & Sprague, C. (2004). A web-based system to bring PBL into your classroom. Proceedings of Society for Information Technology and Teacher Education International Conference, 2004, 3007-3012.
    21. Salmon, G. (2002). E-tivities-The key to active online learning. London: Kogan Page.
    22. Yang, F., Wang, M., Shen, R., & Han, P. (2007). Community-organizing agent: An artificial intelligent system for building learning communities among large numbers of learners. Computers& Education, 49, 131– 147.

    These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.