Manifest Learning in Virtual

Learning Communities
Richard Schwier, Ben Daniel, Heather Ross
Based on:
Schwier, R.A., & Daniel, B.K. (in press). Did we become a community?
Multiple methods for identifying community and its constituent elements in
formal online learning environments. In N. Lambropoulos, & P. Zaphiris (Eds.)
(2006). User- evaluation and online communities.

Daniel, B.K., Schwier, R.A., & Ross, H. (2005). Intentional and Incidental
Discourse Variables in a Virtual Learning Community. Paper presented to E-
Learn 2005, Vancouver, British Columbia.

Research supported by the Social Sciences and Humanities

Research Council of Canada

   
 Outline of Presentation

• Focus of the research program

• Focus of this investigation
• Research questions & design
• Preliminary Results
• Ongoing and future research

   
 Community

Modeling Constituents

Comparison

   
   
 Why this study?
• Learning in virtual learning communities
(VLCs) is receiving considerable attention
• Current research focuses on building,
supporting and sustaining VLCs
• Limited research informing our
understanding of the nature of discourse
that can ultimately influence learning
• First step to examine nature of discourse in
order to understand the process of learning
• Understanding the process of learning helps
in developing tools and processes to support
it
   
 Research Questions
• What is the nature of discourse in
virtual learning communities?
• Can a model of learning be
constructed to inform our understand
of the processes inherent in learning
in VLCs?

   
 Research Design
• Data drawn from a graduate level course in
year 1; years 2 and 3 yet to be analyzed
• Sense of community & interaction analysis
• Transcript analysis - characteristics
• Comparison of characteristics
• Magnified analysis of key characteristics

   
Thurstone Analysis
 Intentional learning variables
Variable Definition

Explicit information Providing new ideas or information without explicit expectation of reciprocity

Evaluation Judging, assessing, or criticising specific postings, and ideas

Elaboration Extending the meaning of a particular posting, illustrating with examples

Inquiry Requesting explanations, questions, or expressing doubt about specific ideas or postings

Evaluation Judging, assessing, or criticizing specific postings, ideas

Argumentation Critically examining knowledge with respect to contrary evidence

Uncertainty Explicitly expressing doubt

Suggestion Offering alternatives, insights new solutions etc.

Clarification Providing concrete examples or fresh explanations

Summation Summarising postings, ideas or interactions

Feedback Responding to postings/postings that provide new information

   
 Incidental learning variables
Variable Definition

Shared Understanding Building agreement/consensus between two or more participants about meaning of
discourse

Shared Experience Describing past experiences, stories etc.

Observations Analysing or expressing opinions about a specific situation or item of discourse

Reflection Considering experiences, postings in previous discussions, or situating current

discussions in previous events

Peer-support Providing or requesting for help

Sociability Offering expressions of courtesy , hospitality and acknowledgement

Disagreement One participant challenging the comments of another without supporting evidence

   
 Discourse variable frequencies

   
 Key Results- Intentional
• Argumentation, inquiry, and new
information variables were dominant
variables in the intentional cluster
• Less evidence of judgments and
summaries

   
 Key Results- Incidental
• Sociability was the dominant variable in
the incidental cluster - partially a
methodological artifact
• Types of sharing were also important
• Disagreement and peer support were less
apparent

   
 Conclusions
• Intentional and incidental categories may be
useful in understanding learning dynamics
in VLCs.
• Learning is multivariate and diverse within
the community - categories are tentative and
share variance
• The two variables clusters do not measure
learning itself but rather describe the
processes of learning in VLCs
• The two clusters both inform our
understanding of the process of learning in
VLCs

   
 Ongoing and Future Research
• Validate discourse variables
• Elaborate other variables
• Compare synchronous and
asynchronous
• Develop a Bayesian Belief Network
model of learning in VLCs to
understand the nature of learning in
VLCs