Open AccessJournal Article
Becoming a "Communal Architect" in the Online Classroom--Integrating Cognitive & Affective Learning for Maximum Effect in Web-Based Learning
Robert H. Woods,Samuel Ebersole +1 more
TL;DR: The development of community "becomes a parallel stream to the content being explored" in online courses and is not something that 'mucks up' or interferes with the learning process.
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Abstract: Successful online instructors realize that building a sense of \"community\" in the online classroom is necessary for successful learning outcomes (Gunawardena, 1994; Wiesenberg & Hutton, 1996; Campbell, 1997; Gunawardena & Zittle, 1997; McLellan, 1999; Kazmer, 2000; Wegerif, 1998). The development of community \"becomes a parallel stream to the content being explored\" in online courses: [It is not] \"something that 'mucks up' or interferes with the learning process (Palloff & Pratt, 1999, p. 30).
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The Saturated Self: Dilemmas of Identity in Contemporary Life
TL;DR: The Postmodern Music, Postmodern Listening collection as mentioned in this paper explores a wide range of modern understandings of Buddhism and questions if secular Buddhism is purely a Western invention, offering a timely contribution to an ever-evolving discussion.
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Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers
TL;DR: A study of 16 virtual school teachers from the Michigan Virtual School (MVS) reports on best-practices from the interviews conducted with MVS teachers and provides research triangulation for those practices, with implications for policy, research, and practice.
The Development of Virtual Learning Communities
Karen Swan,Peter Shea +1 more
- 01 Jan 2005
TL;DR: This chapter explores research and theory concerned with social support for learning and the development of virtual learning communities in 2 SWAN and SHEA online educational environments, operationalizing the concept of learning communities, investigating the relationship between teaching presence and theDevelopment of a sense of community, and exploring the potential technological affordances of online environments for supporting the social construction of knowledge.
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Antecedents of social presence and gratification of social connection needs in SNS
TL;DR: This study of Twitter users posits that users are drawn to SNS to fulfill their social connection needs and that the sense of social presence SNS engender plays a significant role in fulfilling these needs and argues that this sense ofsocial presence is formed by immediacy-related and intimacy-related characteristics of SNS in Twitter.
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References
Computer Talk: Long-Distance Conversations by Computer
TL;DR: This paper examined the opening months of an informal computer conversation among novice computer users who had not previously known each other and found that the graphic representation of normally oral language features may account in part for the participants' sense of intimacy and community with one another.
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The impact of an interactive distance learning network on classroom communication
TL;DR: In this article, the authors examined how the implementation of an interactive distance learning network impacted the communication and learning process in the classroom and found that instructors who used a sense of humor in dealing with technical nuances, used a relaxed interpersonal style focusing on the interaction across the sites, and involved students directly in the course content were perceived as more successful on the network.
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Teacher nonimmediacy and misbehavior: Unintentional negative communication
TL;DR: The authors found that students perceive teachers who communicate in non-mediate ways as misbehaving, even when no misbehaviors were induced in the experiments, and concluded that non-immediate teachers were perceived to be more likely to be misbehaved.
Teaching a Graduate Program Using Computer-Mediated Conferencing Software
Faye Wiesenberg,Susan Hutton +1 more
- 01 Jan 1996
TL;DR: This article summarizes the authors' experiences developing and teaching the first two computer-mediated courses in an innovative Master of Continuing Education program at The University of Calgary in Alberta, Canada.