Building electronic communities: success and failure in computer networking

Riel, Margaret; Levin, James A.

doi:10.1007/bf00120700

Cited by 92 publications

(53 citation statements)

References 13 publications

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“…For example, if support and advice was solicited in the seminar course, any one of our participants may not have felt it necessary to log-in and pose the same question to the members of the online community. Accordingly, one of the contributing factors to the success of online discussions is that membership be comprised of competent individuals with a shared work interest who find it difficult to meet face-to-face (Riel & Levin, 1990). Discussions of the effect of such face-to-face interactions in the research literature, however, do no present a consistent picture.…”

Section: Limits Of This Studymentioning

confidence: 99%

Pre-Service Elementary School Teachers Becoming Mathematics Teachers: Their Participation in an Online Professional Community

Savard¹,

Lin²,

Lamb³

2016

JEL

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This pilot study sought to examine the mathematical knowledge for teaching that pre-service teachers used when participating in an online community, and to gain insight into their epistemological stance. The participants of this study were among the pre-service teachers in a large urban university, chosen as they were completing their mathematics methods course in their teacher-education program and before entering a field experience in the same academic year. A qualitative analysis of the online discussions of our participants was done using Ball and her colleagues' (2008) framework for mathematical knowledge for teaching and that of communities of practice (Wenger, 1998). These theories provided insight into the development of pre-service teachers as they moved from "student" to "teacher". Our findings show that pre-service teachers struggle to shed their student-perspective as they transition from theory to practice. This was readily evident in how they used their mathematical knowledge for teaching in their online exchange. Our work contributes to understanding the complexity of becoming a mathematics teacher in elementary school.

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Section: Limits Of This Studymentioning

confidence: 99%

Pre-Service Elementary School Teachers Becoming Mathematics Teachers: Their Participation in an Online Professional Community

Savard¹,

Lin²,

Lamb³

2016

JEL

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“…The wave of writing based on early experiments with 'computer-mediated communication' (CMC) in the late 1980s is also worth consulting for some foundational ideas (see e.g. Mason & Kaye, 1989;Riel & Levin, 1990;Kaye, 1992). See also early writing on network technologies for collaboration in business such as Schrage (1990).…”

Section: Notesmentioning

confidence: 99%

The Art & Science of Learning Design

Maina¹,

Brock²,

Mor³

2015

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ScopeThe rapid co-evolution of technology and learning is offering new ways to represent knowledge, new educational practices, and new global communities of learners. Yet the contribution of these changes to formal education is largely unexplored, along with possibilities for deepening our understanding of what and how to learn. Similarly, the convergence of personal technologies offers new opportunities for informal, conversational and situated learning. But this is widening the gulf between everyday learning and formal education, which is struggling to adapt pedagogies and curricula that were established in a pre-digital age.This series, Technology Enhanced Learning, will explore learning futures that incorporate digital technologies in innovative and transformative ways. It will elaborate issues including the design of learning experiences that connect formal and informal contexts; the evolution of learning and technology; new social and cultural contexts for learning with technology; novel questions of design, computational expression, collaboration and intelligence; social exclusion and inclusion in an age of personal and mobile technology; and attempts to broaden practical and theoretical perspectives on cognition, community and epistemology.The series will be of interest to researchers and students in education and computing, to educational policy makers, and to the general public with an interest in the future of learning with technology. The Art & Science of Learning DesignEdited by Marcelo Maina University of Catalonia, Barcelona, Spain Brock Craft Goldsmiths, University of London, UK and Yishay Mor PAU Education, Barcelona, SpainA C.I.P. record for this book is available from the Library of Congress.ISBN: 978-94-6300-101-4 (paperback) ISBN: 978-94-6300-102-1 (hardback) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ Printed on acid-free paper All Rights Reserved © 2015 Sense PublishersNo part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. v PREFACEThe Art and Science of Learning Design (ASLD) workshop 1 was convened in October 2011 in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers interested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. In a novel bid to make the workshop as open as possible, to external as well as on-site participants, social media tools were employed to support dissemination contemporaneously with the events at the...

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“…Again, anthropologists, ethnographers, and, to some extent, advocates study this question, as do media researchers. Many studies on email, for instance, study the outcomes as the tool has become more and more a part of organizational culture, even if the researchers themselves were not involved in the development of the software or the decision to use it in an organization (Perin, 1991;Reil & Levin, 1990). Participating in the community support (discussed above) almost always yields information on adoption and institutional change, although these may be studied separately (Orlikowski, 1992).…”

Section: Understanding Technology's Consequencesmentioning

confidence: 99%

Finding the Ties That Bind: Tools in Support of a Knowledge-Building Community

Hoadley¹,

Pea²

2002

Building Virtual Communities

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Traditionally, collaborative technologies are intended to directly support joint, collaborative activity, taking their cues from communication and media. Here, empirical findings are presented about the types of information needs associated with the formation of a knowledge-building community among professional learning technology researchers. Several issues are outlined in designing, facilitating, supporting, and measuring knowledge-building activity in such a community of practice. It is argued that, rather than communication tools, a knowledge-building community is better served by knowledge-networking tools that support individual information needs (both social and topical) relevant to participating in the community.

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Building electronic communities: success and failure in computer networking

Cited by 92 publications

References 13 publications

Pre-Service Elementary School Teachers Becoming Mathematics Teachers: Their Participation in an Online Professional Community

Pre-Service Elementary School Teachers Becoming Mathematics Teachers: Their Participation in an Online Professional Community

The Art & Science of Learning Design

Finding the Ties That Bind: Tools in Support of a Knowledge-Building Community

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