Cooperation and Collaboration in Higher Education

2013 ◽  
Vol 3 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Milton N. Campos ◽  
Lia B. de L. Freitas ◽  
Cristina Grabovschi
Keyword(s):  
Learning Communities ◽  
Course Design ◽  
Constructivist Approach ◽  
Online Discourse ◽  
Cognitive Dimension ◽  
Online Learning Communities ◽  
University Courses ◽  
Electronic Conferencing ◽  
Argumentation Analysis ◽  
Moral Dimensions

This study illustrates different practices of knowledge co-construction by exploring argumentation processes from its (1) cognitive, (2) affective, and (3) moral dimensions (respect), and by clarifying the meaning of cooperation and collaboration, terms that are commonly used as synonyms. The authors adopted a critical constructivist approach consistent with the cognitive and moral works of Habermas (1987) and Piaget (1977, 1932/2000), and refined a method of online argumentation analysis (Campos, 2004) to better understand knowledge co-construction in the context of electronic conferencing in university courses. Their data analysis focused on the form as well as on the content of online argumentation. Results concerning the cognitive dimension of online discourse confirmed previous studies. However, regarding the affective and moral (respect) dimensions of online discourse, results were less clear. The authors highlight that the technology, the course design, and the instructor’s actions are equally important to successfully achieve set goals in online learning communities.

scholarly journals Understanding the dynamics of online learning communities; experiences from three university courses

2016 ◽  
Vol 9 (16) ◽  
Author(s):  
Victoria Jae Chuang ◽  
Alejandro Ceballos ◽  
Helle Bundgaard ◽  
Peter Furu ◽  
Henrik Bregnhøj ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Online Learning Communities ◽  
University Courses

Constructivism Online

2011 ◽  
pp. 99-121
Author(s):  
Candace Kaye ◽  
Erica Volkers
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Learning Communities ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Constructivist Approach ◽  
Educational Programming ◽  
Online Learning Communities ◽  
Inquiry Based Learning ◽  
Constructivist Approaches

In higher education, the use of constructivist approaches in online learning reflects agreement with educators who stress that good teaching is both a collaborative and a highly individual process. Online constructivist application also suggests congruence with adult learning theory and educational programming designed for experiential and inquiry-based learning. The objective of this chapter is to investigate perceptions of teaching and learning in online instruction guided by the Vygotskian perspective of constructivist theory. The chapter first focuses on current research studies of online constructivist-based course development and application and then proceeds to the authors’ practical inquiry project, which examined (1) instructor perspectives on creating and facilitating online learning communities and (2) students’ perceptions of their online constructivist experiences. The authors conclude with a discussion of their findings, contributions to the field and suggestions and challenges for the principled use of a constructivist approach to online teaching.

scholarly journals A social network perspective on peer supported learning in MOOCs for educators

2014 ◽  
Vol 15 (5) ◽  
Author(s):  
Shaun Kellogg ◽  
Sherry Booth ◽  
Kevin Oliver
Keyword(s):  
New Media ◽  
Learning Communities ◽  
Wide Spectrum ◽  
Social Supports ◽  
Peer Networks ◽  
Online Learning Communities ◽  
Mixed Methods Case Study ◽  
Development Face ◽  
K 12

<p>A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer-supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs.</p>

scholarly journals Faculty Online Learning Communities to support physics teaching

2015 ◽  
Author(s):  
Andy Rundquist ◽  
Joel C. Corbo ◽  
Stephanie Chasteen ◽  
Mathew "Sandy" Martinuk ◽  
Charles R. Henderson ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Physics Teaching ◽  
Online Learning Communities

scholarly journals Taking a Stand against Cyberbullying in Higher Education

2016 ◽  
pp. 197-235
Author(s):  
Margaret Anne Carter ◽  
Marie M'Balla-Ndi ◽  
Ariella van Luyn ◽  
Donna Goldie
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Action Research ◽  
University Students ◽  
Learning Communities ◽  
Higher Education Institutions ◽  
Education Students ◽  
Online Learning Communities ◽  
The Third ◽  
Ongoing Development

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.

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