The importance of power dynamics in the development of asynchronous online learning communities

Panos Vlachopoulos*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

2 Citations (Scopus)

Abstract

This research explored how a more student-directed learning design can support the creation of togetherness and belonging in a community of distance learners in formal higher education. Postgraduate students in a New Zealand School of Education experienced two different learning tasks as part of their online distance learning studies. The tasks centered around two online asynchronous discussions each for the same period of time and with the same group of students, but following two different learning design principles. All messages were analyzed using a twostep analysis process, content analysis and social network analysis. Although the findings showed a balance of power between the tutor and the students in the first high e-moderated activity, a better pattern of group interaction and community feeling was found in the low e-moderated activity. The paper will discuss the findings in terms of the implications for learning design and the role of the tutor.

Original languageEnglish
Title of host publicationASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education
EditorsM. Brown, M. Hartnett, T. Stewart
Place of PublicationWellington
PublisherASCILITE
Pages1-9
Number of pages9
ISBN (Electronic)9780473229894
Publication statusPublished - Nov 2012
Externally publishedYes
EventAnnual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012 - Wellington, New Zealand
Duration: 25 Nov 201228 Nov 2012

Other

OtherAnnual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012
CountryNew Zealand
CityWellington
Period25/11/1228/11/12

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