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  • Patterns of Participation in Formal, Non-Formal, and Informal Online Learning Environments

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    Richard Schwier
    41 visualizações24 páginas
    Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001), and mean reply depth (Wiley, n.d.). This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed.

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    Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001), and mean reply depth (Wiley, n.d.). This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed.

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    Sinalizar o conteúdo como inadequado
    41 visualizações24 páginas

    Patterns of Participation in Formal, Non-Formal, and Informal Online Learning Environments

    Enviado por

    Richard Schwier
    Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001), and mean reply depth (Wiley, n.d.). This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed.

    Direitos autorais:

    Attribution Non-Commercial (BY-NC)
    Baixe no formato PPT, PDF, TXT ou leia online no Scribd
    Sinalizar o conteúdo como inadequado
    de 24

    Patterns of Participation in Formal, Non-

    Formal and nformal Online Learning


    Communities
    8lchard A Schwler
    !ennlfer x SeaLon
    vlrLual Learnlng CommunlLles 8esearch LaboraLory
    LducaLlonal 1echnology and ueslgn
    unlverslLy of SaskaLchewan
    CenLral Concerns
    W ShlfLlng focus of research
    W ALomlzed vlew of communlLles
    W 1ools for analysls
    W CeneraLlon of models
    W uslng research Lo lnform developmenL
    of onllne learnlng envlronmenLs
    CommunlLy
    ConsLlLuenLs
    Comparlson
    Modellng
    ormallLy of Learnlng LnvlronmenL
    W ormal
    W nonormal
    W lnformal
    SelecLlon of Croups
    W AcLlve regular onllne conversaLlons
    W ulscusslon board LranscrlpLs
    W Membershlp
    W AcLlve faclllLaLor *
    W All conversaLlons consldered *
    W 1oplcs noL resLrlcLed
    1wo Measures of arLlclpaLlon
    W lnLeracLlon analysls
    1ranscrlpL Analysls 1ools (ahy Crawford Ally)
    lnLenslLy uenslLy 8eclproclLy
    W LngagemenL analysls
    uenslLy
    Mean 8eply uepLh (Wlley)
    lnLeracLlon analysls
    Messages/parLlclpanL
    Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2
    133 390 808 219 378 933
    lnLeracLlon analysls
    Messages/dlscusslon
    Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2
    314 132 808 292 1487 402
    lnLeracLlon Analysls
    lnLenslLy
    W lnLenslLy
    levels oI participation," or the degree to which the
    number oI postings observed in a group exceed the
    number oI required or expected postings
    Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2
    03 * 09 * 34 182 41 231
    lnLeracLlon analysls
    uenslLy
    W uenslLy 2f/n(n1)
    lncluded only perlpheral lnLeracLlons ln formal
    envlronmenLs
    Lhe raLlo of Lhe acLual number of connecLlons
    observed Lo Lhe LoLal poLenLlal number of posslble
    connecLlons
    Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2
    cllques cllques
    47 40 10 78
    lnLeracLlon Analysls
    8eclproclLy
    the parity oI communication among participants
    lnLeracLlon Analysls
    8eclproclLy
    Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2
    Low Low 92
    (sd94)
    174
    (sd477)
    110
    (sd42)
    231
    (sd37)
    loLLlng
    8eclproclLy

    LngagemenL
    LngagemenL analysls
    W 1hread denslLy and depLh (Wlley 2010)
    CalculaLlon of levels of replles ln conversaLlon
    Lhreads
    uaLa flawed buL useful
    Mean 8eply uepLh (M8u crude) sum of reply depLh for all messages/messages ln Lhe Lhread
    Mean 8eply uepLh (correcLed) M8u (crude) x ((nb(chlldless messages)/n)
    Mean reply depLh (M8u) equaLlons
    Mean 8eply uepLh (M8u crude) sum of reply depLh for all messages/messages ln Lhe Lhread
    Mean 8eply uepLh (correcLed) M8u (crude) x ((nb(chlldless messages)/n)
    uo noL aLLempL Lo read Lhls!
    uo noL aLLempL Lo read Lhls!
    MullLlogue/dlscusslon
    Slmple CA/chlLchaL
    Monologue/no dlscusslon
    LngagemenL analysls
    Mean 8eply uenslLy
    Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2
    71 116 60 70 176 140
    ormal 1 ormal 2 lnformal 1 lnformal 2 nonformal 1 nonformal 2
    8egular
    ormal 1 ormal 2 lnformal 1 lnformal 2 nonformal 1 nonformal 2
    LxLended
    Concluslons
    W lnLeracLlon and engagemenL daLa Lell slmllar sLorles
    W 8asellne daLa are needed Lo slLuaLe flndlngs
    W MosL en[oyable parL Lhe hunL noL Lhe klll

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