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Investigating Online Student Roles as a Basis for Understanding Learning and Development in a Learning Community
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, , 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)

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Abstract

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.

Citation

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 August 11, 2024 from .

© 2011 Association for the Advancement of Computing in Education (AACE)

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