The Community of Learners in an Asynchronous Online Learning Environment: an Illustrative Case Study in Graduate Courses

Autor/in	Choi, Beomkyu
Titel	The Community of Learners in an Asynchronous Online Learning Environment: an Illustrative Case Study in Graduate Courses
Quelle	In: Journal of Educational Technology, 19 (2022) 1, S.7-20 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Online Courses; Asynchronous Communication; Communities of Practice; Metacognition; Graduate Students; Learning Processes; Teaching Methods; Sociocultural Patterns; Higher Education; Independent Study; Goal Orientation; Student Attitudes; Evaluation Methods; Learning Analytics; Diaries; Student Participation; Information Technology + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Community; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Zielorientierung; Zielvorstellung; Schülerverhalten; Diary; Tagebuch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Informationstechnologie
Abstract	Online learning has been growing steadily as an essential instructional mode in most higher education settings. In response to its popularity, many studies have been conducted to provide a better understanding of how learning occurs in this environment. Various frameworks and theories have been adopted to examine learning in this environment. Drawing upon the community of learner model, the present study aimed to expand the understanding of online learning, moving more toward a situative, sociocultural approach to learning from an individualistic, self-regulated approach to learning. This study examined two graduate online courses as cases to illustrate how learning as a collective process of participation in activities work in an asynchronous online learning environment. The findings of this study could help expand and deepen the discourse on how everyone learn in online learning environments, providing a new approach to examining teaching and learning in online learning environments from a more situative, sociocultural perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01