scholarly journals Instructor versus Peer Attention Guidance in Online Learning Conversations

2015 ◽  
Vol 7 (4) ◽  
pp. 234-268
Author(s):  
Evren Eryilmaz ◽  
◽  
Brian Thoms ◽  
Justin Mary ◽  
Rosemary Kim ◽  
...  
Keyword(s):  
Online Learning ◽  
Peer Attention ◽  
Learning Conversations

Informal Learning as Group Meaning-Making

2015 ◽  
pp. 180-196 ◽  
Author(s):  
Mary F. Ziegler ◽  
Trena Paulus ◽  
Marianne Woodside
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Online Communities ◽  
Meaning Making ◽  
Learning Conversations

Very few researchers have considered peer-initiated online communities as sites where informal learning takes place. The goal in this chapter is to expand and enrich the conceptualization of informal learning by positioning it as a group meaning-making process rather than an individual cognitive product. The authors begin the chapter by providing an overview of the opportunities adults have to engage in informal learning through asynchronous conversations in online communities. Then, they summarize current conceptualizations of informal learning and the approaches researchers have used to examine it, noting both their potential and limitations. The authors synthesize the research they have conducted on online learning conversations over the last eight years and present their model of informal learning as a group meaning-making process.

Attention Guidance in Online Learning Conversations

2014 ◽  
Author(s):  
Evren Eryilmaz ◽  
Brian Thoms ◽  
Justin Mary ◽  
Rosemary Kim ◽  
Jakko Van der Pol
Keyword(s):  
Online Learning ◽  
Learning Conversations

Online Learning Conversations

2009 ◽  
pp. 112-129 ◽  
Author(s):  
Jakko van der Pol
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
High Potential ◽  
Van Der Pol ◽  
Communicative Efficiency ◽  
Learning Conversations ◽  
Anchored Discussion

This chapter aims to perform a thorough analysis of students’ online learning conversations. Although offering a high potential for collaborative learning, successful online learning conversations are not easy to realize. After discussing the specific challenges of conducting conversations in general, conversations- for-learning and learning conversations online, the author uses this investigation to discuss ways to effectively facilitate them. Van der Pol demonstrates, then, that the context-creating effect of anchored discussion can effectively address some of these difficulties by turning opinion-oriented exchange of ideas into a more meaning-oriented processing of material, while increasing communicative efficiency.

Enhancing student knowledge acquisition from online learning conversations

2013 ◽  
Vol 8 (1) ◽  
pp. 113-144 ◽  
Author(s):  
Evren Eryilmaz ◽  
Jakko van der Pol ◽  
Terry Ryan ◽  
Philip Martin Clark ◽  
Justin Mary
Keyword(s):  
Online Learning ◽  
Knowledge Acquisition ◽  
Student Knowledge ◽  
Learning Conversations

Fostering Quality and Flow of Online Learning Conversations by Artifact-Centered Discourse Systems

2013 ◽  
Vol 14 (1) ◽  
pp. 22-48 ◽  
Author(s):  
Evren Eryilmaz ◽  
◽  
Terry Ryan ◽  
Jakko Pol ◽  
Sumonta Kasemvilas ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Conversations

Conversational Pragmatics and Learning in Virtual Organizations

2011 ◽  
pp. 337-345 ◽  
Author(s):  
Rocci Luppicini
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Virtual Organizations ◽  
Prior Work ◽  
Online Learning Communities ◽  
Practical Guidelines ◽  
E Learning ◽  
Learning Conversations ◽  
Conversation Theory

There is growing recognition of the important role conversational quality has in online learning, particularly within virtual organizations. Discerning the quality of online conversations poses a serious challenge for online designers and researchers. The purpose of this article is threefold, namely to: (1) provide an overview of conversation theory and conversational pragmatics, (2) identify a taxonomy of conversations and key conversational competencies for online learning conversations within virtual organizations, and (3) offer practical guidelines for evaluating online learning conversations within virtual organizations using conversational pragmatics. This article is based on prior work supporting that a disciplined approach to conversation can offer virtual organizations a tool for gauging online learning communities. It should be useful to those who study, develop, evaluate and moderate online communities for e-learning, e-business, e-government and other related domains.

Sign in / Sign up

Export Citation Format

Share Document