Representing authentic learning designs supporting the development of online communities of learners

Oliver, Ron; Herrington, Anthony; Herrington, Jan; Reeves, Thomas C.

doi:10.5204/jld.v2i2.36

Cited by 24 publications

(19 citation statements)

References 27 publications

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“…Active exchange of ideas among participants increases motivation, promotes critical thinking, improves attitudes toward learning, and enhances appreciation of diversity (Hassanien, 2006). Learning communities are common in face-to-face settings (Oliver, Herrington, Herrington, & Reeves, 2007). However, in a classroom that is culturally diverse, international students may not pursue such opportunities, suggesting that they may benefit from appropriate use of technology that augments face-to-face instruction (Verkroost, Meijerink, Lintsen, & Veen, 2008).…”

Section: The Learning Communitymentioning

confidence: 97%

“…Learning objectives are traditionally assessed through student grades; however, learning outcomes that are achieved through collaboration are often not evident in traditional measures of assessment (Oliver et al, 2007). In fact, a more subjective measure may be preferable, as pure learning as reflected in grades may also reflect external factors such as group work or social loafing, and a student's perception of learning may be a better indicator of the effectiveness of the instructional method (Caspi & Blau, 2008).…”

Section: Research Question 1: Can the Use Of An Odf Create A Learningmentioning

confidence: 99%

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Creating a Virtual Learning Community to Engage International Students

King¹,

2014

Journal of Hospitality & Tourism Education

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In recognition of the continued increase in cultural diversity in graduate tourism and hospitality programs, this study promotes the creation of a virtual learning community to engage international students in the learning process. The study adopted a mixed methods approach to investigate the influence of online discussion forums in the attainment of learning outcomes for international students. Data were collected from commencing international graduate students enrolled in an Australian tourism and hospitality marketing course. The qualitative phase consisted of 99 written student reflections regarding students' use of an online discussion forum; the reflections were content analyzed, allowing for the identification of relevant themes. The quantitative phase consisted of an online discussion forum participation survey (n = 73). The results of the study suggest that international students, particularly non-native-speaking students, welcome the opportunity to engage in a learning community that reduces cultural and language barriers. Increased exposure to and familiarity with such nontraditional forms of instruction are seen as enablers of positive learning experiences for international students when studying abroad.

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Section: The Learning Communitymentioning

confidence: 97%

Section: Research Question 1: Can the Use Of An Odf Create A Learningmentioning

confidence: 99%

Creating a Virtual Learning Community to Engage International Students

King¹,

2014

Journal of Hospitality & Tourism Education

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“…These possibilities range from technologyfacilitated authentic learning designs (Oliver, Herrington, Herrington, & Reeves, 2007) to writing non-linear learning resources (Turner, 2007) to using contemporary social software to underpin enduring collaborations among learners, educators and researchers (Duff, Spangenberg, Carter, & Miller, 2010).…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Reflections on online learning designs and cross-institutional research collaborations: Revisiting “classrooms without walls” in two Australian universities

Rossi

Rensburg

Clark

et al. 2015

JLD

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The article on which this paper reflects presented elements of a research project investigating learning interactions in online courses at two Australian universities. This paper revisits that earlier account of researching "classrooms without walls" by distilling and updating the authors' propositions and by examining these propositions' potential wider applicability. The twin foci of this examination relate to effective online learning designs and innovative cross-institutional research collaborations.In celebration of the 10 th anniversary of the Journal of Learning Design's first issue, this contribution offers reflections on an earlier article in the journal (Rossi et al., 2012). That earlier publication presented selected elements of a cross-institutional research project that analysed specific types of learning interactions in five online courses at CQUniversity and the University of Southern Queensland, Australia (for a comprehensive overview, please see the project report (Rossi, van Rensburg, Beer, Clark, Danaher, & Harreveld, 2013)). Three years after the publication of that article, it is timely to reconsider the article and the project to which it referred. Taking our cue from "What makes a good reflective paper?" (Walling, Shapiro, & Ast, 2013), after a summary of the earlier article, we cluster our revisiting of the "classroom without walls" notion that framed the special theme issue in which the article appeared around two themes: The earlier article (Rossi, et al., 2012) offered a preliminary report in respect of a research project that utilised social software and Web 2.0 technologies to explore online learning designs and interactions across five courses offered by two Australian universities. The authors acknowledged that online learning environments constituted a contemporary characteristic within Australian universities. These educational contexts were described as "classrooms without walls" and the authors contended that the effectiveness of these learning environments were dependent upon the quality of the interactions that they fostered. The authors emphasised the importance of rigorous research to ensure that these learning innovations delivered enhanced and sustained learning outcomes. The researchers also analysed the utility of the social software and Web 2.0 technologies that had been deployed to facilitate their collaborative research. Attention was drawn to certain constraints and tensions attendant on within-and cross-organisational learning, teaching and research activities, and the article recorded evidence of innovation in the investigation of both online learning designs and the research project developed to evaluate the effectiveness and impact of those designs.The issue of the requirements for effective online learning designs is even more significant than it was three years ago (Casey & Wells, 2015). Educational institutions are increasingly seeking to balance pressures to accept more students into programs with the need to maximise the quality of the learning experiences ...

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“…Thirdly, existing Web 1.0 online resources tend not to have the interactivity to make them fully engaging. It is widely known that an effective learning environment requires collaboration, engagement and a sense of community (Duff, & Quinn, 2006;Oliver, Herrington, Herrington, & Reeves, 2007).…”

Section: From Bricks and Mortar To A Borderless Environmentmentioning

confidence: 99%