Fostering online learning at the workplace: A scheme to identify and analyse collaboration processes in asynchronous discussions

Abstract

Research has shown that providing participants with high-quality learning material is not sufficient to help them profit most from online education. The level of interaction among participants is another key determinant for learning outcomes. However, merely proposing interaction does not automatically lead to fruitful discussion and collaboration. Specifically, social presence and facilitation activities add value to online discussions. In Murphy's collaboration framework, social presence represents the basis of successful online collaboration from which more reflective discussions and coconstruction can evolve. In this paper, an adjusted version of this framework was applied in a workplace learning context. The content analysis of 1170 comments in an online course for careers practitioners of a public employment service showed that the extended framework generated deeper insights into the dynamics of online discussions. The results show that involvement in collaborative learning at the workplace was supported by a high social presence and influenced by course topic and tasks. Facilitation played an important role in creating a sympathetic sense of community and stimulating co-creation processes.

Transforming identities and co-constructing careers of career counselors

“…Learning in communities is an important aspect of professional identity transformation (Brown, & Bimrose, 2015) and once online participants were given the space for discussion, they transformed it into a place where they could engage in debate about the issues of professional practice, which were most pressing for them. Schaefer et al (2018) highlight the importance of facilitation in fostering online work-related learning in asynchronous online discussions. It is clear, however, that if ICT platforms are to become places for learning and reflection in support of identity development and career construction, then facilitation should play a major role.…”

“…Addressing how the space could be turned into a place (Dourish, 2006) for learning and reflection for counselors in support of their identity development and career construction required facilitation to play a major role, such that facilitators would engage in discussions with every issue raised by a counselor (Schaefer, Rahn, Kopp, Fabian, & Brown, 2018). That the online learning program did indeed lead to active participants feeling enthusiastic, inspired and able to make sense of how their work tasks fitted into a broader picture could be gauged from qualitative comments to that effect.…”

Strategi Pembelajaran Jarak Jauh Siswa Berkebutuhan Khusus Di Sd Inklusi Era Pandemi Covid-19

“…Hal ini sejalan dengan pendapat Schaefer yang menyatakan bahwa penyediaan materi yang berkualitas, kegiatan pembelajaran yang menantang, tidak monoton dan menarik perhatian siswa merupakan hal yang harus dilakukan guru terlebih dalam situasi pandemi seperti ini agar siswa mempunyai kemauan yang tinggi untuk belajar di rumah bersama orang tua (Schaefer et al, 2019). Beragamnya kondisi siswa berkebutuhan khusus tentu berdampak pada beragam kebutuhan dan tahapan pencapaian bagi masing-masing siswa berkebutuhan khusus.…”

Aprendizagem Colaborativa com Suporte Computacional no Ambiente de Trabalho: Um Mapeamento Sistemático da Literatura

“…O modelo de colaboração de Murphy (MURPHY, 2004) busca levar colaboração para ambientes virtuais de aprendizagem (AVA) através da implementação de 06 fases: presença social, articulação das perspectivas individuais, reflexão sobre as perspectivas alheias, construção compartilhada de perspectivas e significados, compartilhamento da construção de objetivos e produção compartilhada de artefatos. Schaefer et al (2019), demonstra a aplicação do modelo de Murphy ampliado. O lócus da pesquisa é uma repartição pública, as pesquisadoras partem da premissa que as análises das discussões assíncronas potencializam o envolvimento cognitivo que a aprendizagem colaborativa requer, que a presença social é um pré-requisito dinâmico para a aprendizagem colaborativa e aumenta o aprendizado, como também a facilita o trabalho entre pares.…”