Changing the Metaphor

Lloyd, Margaret; Duncan-Howell, Jennifer A.

doi:10.4018/978-1-60566-780-5.ch004

Cited by 13 publications

(1 citation statement)

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“…(2001, p. 10) Although conceptions of OLC are related to understandings of community they differ from traditional communities. The most obvious difference is the absence of a physical place or the presence of a physical place (Lloyd & Duncan-Howell, 2010). This means that an online community has to embrace the mutual and reciprocal sharing of ideas, thoughts, and experiences in a virtual place.…”

Section: Online Learning Community: a Backgroundmentioning

confidence: 99%

Teaching Online

Söderström

2011

International Journal of Cyber Ethics in Education

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This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implemented online education with respect to participation and sharing. The analysis suggests that pedagogy is the crucial point and a planned pedagogy is absolutely necessary for designing and implementing effective online education, education that encourages participation and sharing. The findings showed that some handbooks offer meaningful guidance regarding the development of online education, but other publications were not helpful which creates a dilemma for teachers.

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Section: Online Learning Community: a Backgroundmentioning

confidence: 99%

Teaching Online

Söderström

2011

International Journal of Cyber Ethics in Education

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Everyone already has their community beyond the screen: reconceptualizing online learning and expanding boundaries

Lee

2018

Education Tech Research Dev

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A constructivist learning paradigm emphasises authenticity as a required condition for learning. However, the design of an online learning environment is ultimately separate from learners' real-life environments, it is inevitably challenging to make online learning authentic. In this article, the author aims to propose an alternative way of conceptualizing online learning and its boundaries, based on a double-layered Community of Practice model as a means to facilitate authentically constructivist online learning. The model conceptualizes online learning as interlinked processes of participation and socialization in multiple communities across online-and offline-''layers'' of learners' lives. The model guides online course designers in expanding the perceived boundaries of the course environments they design to include learners' offline learning contexts. Instead of having an exclusive focus on providing learners with constructivist learning opportunities within a non-authentic course environment, the model suggests helping learners to engage in more personalized social learning activities situated in their everyday lives. The paper presents data from a series of case studies drawn from the author's work that has examined students' learning experiences in different kinds of online courses, unpacking and answering the central question of what authentically constructivist online learning looks like in each case. With a more holistic conceptualization of online learning, which recognizes and supports online learners' simultaneous presence across internal and external communities, instructional designers may be able to facilitate learners' more authentically constructivist learning experiences.

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