Fostering Online Learning at the Workplace: A Scheme to Identify and Analyse Collaboration Processes in Asynchronous Discussions

Autor/inn/en	Schaefer, Teresa; Rahn, Johanna; Kopp, Tobias; Fabian, Claudia Magdalena; Brown, Alan
Titel	Fostering Online Learning at the Workplace: A Scheme to Identify and Analyse Collaboration Processes in Asynchronous Discussions
Quelle	In: British Journal of Educational Technology, 50 (2019) 3, S.1354-1367 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12617
Schlagwörter	Asynchronous Communication; Workplace Learning; Computer Mediated Communication; Online Courses; Outcomes of Education; Group Discussion; Content Analysis; Public Service; Employment; Guidelines; Sense of Community; Career Counseling + Suchen Sie Ihr Suchwort? Computerkonferenz; Online course; Online-Kurs; Lernleistung; Schulerfolg; Gruppendiskussion; Inhaltsanalyse; Public services; Öffentlicher Sozialdienst; Dienstverhältnis; Richtlinien
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 co-construction 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01