The presented research suggests that a sense of community is important for participation in NL, and for student motivation in general. Although some factors that contribute towards this sense of community are clear from previous research. More research into these factors is needed: how can this climate of trust be reached? What makes groups feel like groups? What are important characteristics of this sense of community in the eyes of participants? How can this be supported? What hinders the development of community feelings? How are group identities developed? These are the central questions for a future research agenda.
References
Anderson, B. (2004). Dimensions of learning and support in an online community. Open Learning, 19, 183-190.
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conference context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
Banks, S., Goodyear, P., Hodgson, V., & McConnell, D. (2003). Introduction to the special issue on Ad- vances in Research on Networked Learning. Instructional Science, 3, 1-6.
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah: Lawrence Erlbaum.
Browne, E. (2003). Conversations in cyberspace: A study of online learning. Open learning, 18, 245-259. Clouder, L., & Deepwell, F. (2004). Reflections on unexpected outcomes: Learning from student collabo- ration in an online discussion forum. In S. Banks, P. Goodyear, C. Jones, V. Lally, D. McConnel & C. Steeples (Eds.), Proceedings of the Fourth International Conference on Networked Learning 2004 (pp.429-435). Lancaster: Lancaster University.
Cook, J., & Jacobs, N. (2004). Knowing what we mean, meaning what we say: The humpty dumpty maxim of online interaction. In S. Banks, P. Goodyear, C. Jones, V. Lally, D. McConnel & C. Stee- ples (Eds.), Proceedings of the Fourth International Conference on Networked Learning 2004
(pp.401-408). Lancaster: Lancaster University.
Cramphorn, C. (2004). An evaluation of formal and underlying factors influencing student participa- tion within e-learning web discussion forums. In S. Banks, P. Goodyear, C. Jones, V. Lally, D. Mc- Connel & C. Steeples (Eds.), Proceedings of the Fourth International Conference on Networked Learning 2004 (pp.417-423). Lancaster: Lancaster University.
De Laat, M. F., & Lally, V. (2003). Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community. Instructional Science, 31, 7-39.
De Laat, M. F., Lally, V., Lipponen, L., & Simons, P. R. J. (2005). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Manuscript sub- mitted for publication.
De Laat, M. F. (2001, December). Learning in a community of practice: Creating and managing know- ledge through networked expertise. Paper presented at the 2nd World Conference on Organi- zed Crime, Modern Criminal Investigation and Human Rights, Durban, South Africa.
De Wever, B., Valcke, M., Van Winckel, M., & Kerkhof, J. (2002). De invloed van “structuur” in CSCL-om- gevingen: Een onderzoek met online discussiegroepen bij medische studenten [The influence of structure in CSCL environments]. Pedagogisch tijdschrift, 27, 105-128.
Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collabora- tive learning: Cognitive and computational approaches (pp.1-19). Amsterdam: Pergamon. Eseryel, D., Ganesan, R., & Edmonds, G. S. (2002). Review of computer supported collaborative work
systems. Educational Technology and Society, 5(2), 2002.
Ferry, B., Kiggins, J., Hoban, G., & Lockyer, L. (2000). Use of computer-mediated communication to form a knowledge-building community in initial teacher education. Educational Technology & Society, 3(3), [online journal].
Goodyear, P., Banks, S., Hodgson, V., & McConnell, D. (Eds.). (2004). Advances in research on networked learning. Boston, MA: Kluwer Academic Publishers.
Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of global online debate and the de- velopment of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17, 397-431.
Gustafson, J., Hodgson, V., Mann, S., & Olsen, S. (2004). Towards a methodological approach for the analysis of issues of communication and control in networked e-learning discourse. In S. Banks, P. Goodyear, C. Jones, V. Lally, D. McConnel & C. Steeples (Eds.), Proceedings of the Fourth International Conference on Networked Learning 2004 (pp.258-266). Lancaster: Lancaster University.
Halverson, C. A. (2002). Activity theory and distributed cognition: Or what does CSCW need to do with theories? Computer Supported Cooperative Work, 11, 243-267.
Hammond, M., & Wiriyapinit, M. (2004). Carrying out research into learning through online discus- sion: Opportunities and difficulties. In S. Banks, P. Goodyear, C. Jones, V. Lally, D. McConnel & C. Steeples (Eds.), Proceedings of the Fourth International Conference on Networked Learning 2004 (pp.456-462). Lancaster: Lancaster University.
Hara, N., Bonk, C. J., & Angeli, C. (2000). Content analyses of on-line discussion in an applied educatio- nal psychology course. Instructional Science, 28, 115-152.
Jermann, P., Soller, A., & Muehlenbrock, M. (2001). From mirroring to guiding: A review of state-of- the-art technology for supporting collaborative learning. In P. Dillenbourg, A. Eurelings & K. Hakkarainen (Eds.), European perspectives on computer supported collaborative learning (pp. 324-331). Maastricht: Maastricht McLuhan Institute.
Johnston, R. (1998). The university of the future: Boyer revisited. Higher Education, 36, 253-272. Jones, C., Asensio, M., & Goodyear, P. (2000). Networked learning in higher education: Practitioners’
perspectives. Association for Learning Technology Journal, 8(2), 18-28.
Kear, K. (2004). Peer learning using asynchronous discussion systems in distance education. Open Lear- ning, 19, 151-164.
Kennedy, D., & Duffy, T. (2004). Collaboration - a key principle in distance education. Open Learning,
19, 203-211.
Kimber, D. (1996). Collaborative learning in management education: Issues, benefits, problems and solutions: A literature review. Ultibase. Retrieved 21 September, 2004, from http://ultibase.rmit. edu.au/Articles/june96/kimbe1.htm
Kirschner, P. A., Martens, R. L., & Strijbos, J. W. (2004). CSCL in higher education? A framework for designing multiple collaborative learning environments . In J. W. Strijbos, P. A. Kirschner & R. L. Martens (Eds.), What we know about CSCL: And implementing it in higher education (pp.3-30). Boston: Kluwer Academic Publishers.
Korthagen, F. A. J., & Lagerwerf, B. (2001). Teachers’ professional learning: How does it work? In F. A. J. Korthagen, J. Kessels, B. Koster, B. Lagerwerf & T. Wubbels (Eds.), Linking practice and theory
(pp. 175-206). Mahwah: Lawrence Erlbaum.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cam- bridge University Press.
Lehtinen, E., Hakkarainen, K., Lipponen, L., Rahikainen, M., & Muukkonen, H. (1999). Computer sup- ported collaborative learning: A review. Retrieved 21 September, 2004, from http://www.etu. utu.fi/papers/clnet/clnetreport.html#_Toc450628953
Levy, P. (2003). A methodological framework for practice-based research in networked learning. In- structional Science, 31, 87-109.
Levy, P. (2004). Developmental processes in networked learning: Orientation. In S. Banks, P. Goodyear, C. Jones, V. Lally, D. McConnel & C. Steeples (Eds.), Proceedings of the Fourth International Conference on Networked Learning 2004 (pp.533-540). Lancaster: Lancaster University. Light, V., Nesbitt, E., Light, P., & Burns, J. R. (2000). ‘let’s you and me have a little discussion’: Computer
mediated communication in support of campus-based university courses. Studies in Higher Education, 25, 85-96.
Lim, C. P., & Cheah, P. T. (2003). The role of the tutor in asynchronous discussion boards: A case study of a pre-service teacher course. Educational Media International, 40, 33-47.
Lipponen, L., Hakkarainen, K., & Paavola, S. (2004). Pracices and orientations of CSCL. In J. W. Strijbos, P. A. Kirschner & R. L. Martens (Eds.), What we know about CSCL: And implementing it in higher education (pp.31-50). Boston: Kluwer Academic Publishers.
Martinez, A., Dimitriadis, Y., Rubia, B., Gomez, E., & De la Fuente, P. (2003). Combining qualitative eva- luation and social network analysis for the study of classroom social interactions. Computers & Education, 41, 353-368.
Marttunen, M., & Laurinen, L. (2002). Quality of students’ argumentation by e-mail. Learning Environ- ments Research, 9, 99-123.
Mazzolini, M., & Maddison, S. (2003). Sage, guide, or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40, 237-253. McAlpine, I., Koppi, T., McLean, J., & Pearson, E. (2004). Course developers as students: A designers
perspective of the experience of online learning. ALT-J, Research in Learning Technology, 12, 147-162.
McAteer, E., Tolmie, A., Duffy, C., & Corbett, J. (1997). Computer-mediated communication as a lear- ning resource. Journal of Computer Assisted Learning, 13, 219-227.
McConnell, D. (1999). Examining a collaborative assessment process in networked lifelong learning.
Journal of Computer Assisted Learning, 15, 232-243.
Nulden, U. (2001). E-ducation: Research and practice. Journal of Computer Assisted Learning, 17, 363- 375.
Paavola, S., Lipponen, L., & Hakkarainen, K. (2002). Epistemological foundations for CSCL: A com- parison of three models of innovative knowledge communities. In G. Stahl (Ed.), Computer
support for collaborative learning: Foundations for a CSCL Community (pp.24-32). New Jersey, USA: Lawrence Erlbaum Associates.
Plass, J. L. & Whelan, R. (2005). Research on Web-based Learning and Instruction: Review of Literature from 1993-2003. Manuscript submitted for publication.
Rimmershaw, R. (1999). Using conferencing to support a culture of collaborative study. Journal of Com- puter Assisted Learning, 15, 189-200.
Ronteltrap, F., & Eurelings, A. (2002). Activity and interaction of students in an electronic learning envi- ronment for problem-based learning. Distance Education, 23, 11-22.
Rovai, A. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. Internet and Higher Education, 5, 319-332.
Salmon, G. (2000). E-moderating: The key to teaching and learning online. London: Routledge Falmer. Schellens, T., & Valcke, M. (2002). Asynchrone discussiegroepen: Een onderzoek naar de invloed op
cognitieve kennisverwerking [Asynchronous discussion groups: A study into the influence on cognitive information processing]. Pedagogische studien, 79, 451-468.
Sergiovanni, T. (1999). The story of community. In J. Retallick, B. Cocklin & K. Coombe (Eds.), Learning communities in education (pp. 9-25). London: Routledge.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Rresearcher, 27, 4-13.
Simons, P. R. J., Van der Linden, J., & Duffy, T. (2000). New learning: Three ways to learn in a new ba- lance. In P. R. J. Simons, J. Van der Linden & T. Duffy (Eds.), New learning (pp. 1-20). Dordrecht: Kluwer Academic Publishers.
Steeples, C., & Jones, C. (2002). Networked learning: Perspectives and issues. London: Springer. Stefanou, C., & Salisbury-Glennon, D. (2002). Developing motivation and cognitive learning strategies
through an undergraduate learning community. Learning Environments Research, 5, 77-97. Stenhouse, L. (1983). Authority, education and emancipation. London: Heinemann.
Strijbos, J. W., Martens, R. L., Jochems, W. M. G., & Broers, N. J. (2004). The effect of functional roles on group efficiency: Using multilevel modeling and content analysis to investigate computer-sup- ported collaboration in small groups. Small Group Research, 35, 195-229.
Strijbos, J. W., Martens, R. L., Jochems, W. M. G., & Broers, N. J. (in press). The effect of functional roles on percieved group efficiency during computer-supported collaborative learning: A matter of triangulation. Computers in Human Behavior.
Veldhuis-Diermanse, A. E. (2002). CSClearning? Participation, learning activities and knowledge construction in computer-supported collaborative learning in higher education. Unpublished doctoral dissertation, Wageningen University, The Netherlands.
Veldhuis-Diermanse, E. (2001). CSCL and the teacher: Searching for effects of the teacher interventions on students’ learning activities. In P. Dillenbourg, A. Eurelings & K. Hakkarainen (Eds.), Euro- pean perspectives on computer supported collaborative learning (pp. 625-632). Maastricht: Maastricht McLuhan Institute.
Vermunt, J., & Verschaffel, L. (2000). Process-oriented teaching. In P. R. J. Simons, J. Van der Linden & T. Duffy (Eds.), New learning (pp. 209-225). Dordrecht: Kluwer Academic Publishers.
Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education, 6, 77-90. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: University
Press.
Wenger, E. (2004). Learning for a small planet a research agenda. Retrieved April 22, 2005, from http://www.ewenger.com/pub/index.htm
Zafeiriou, G., Nunes, J., & Ford, N. (2001). Using students’ perceptions of participation in collaborative learning activities in the design of online learning environments. Education for information,
Appendix 1.
Author(s) Type of
publication Research themes Pedagogical orientation Methods applied Sample size
McAteer et al., 1997
Article Group regulation and pedagogical orienta- tion
Community learn- ing
Case study based on student feed- back
70 (2 groups) McConnell, 1999 Article Collaborative learning
Role teacher Teacher-student rela- tionship
Group regulation and pedagogical orienta- tion
Community learn- ing
Case study based on content analysis
8 (1group)
Rimmershaw, 1999 Article Role teacher Teacher-student rela- tionship
Group regulation and pedagogical orienta- tion Community learn- ing Social constructivist Content analysis Observations Course evalua- tion forms Student inter- views 38 (4 courses)
Light et al., 2000 Article Role teacher
Group regulation and pedagogical orienta- tion Social constructivist Collaboration Interview Content analysis 29 (4 groups)
Ferry et al., 2000 Article Role teacher
Group regulation and pedagogical orienta- tion Community learn- ing Problem-based learning Interviews Content analysis 22
Hara, Bonk & Angeli, 2000
Article Collaborative learning Teacher-student rela- tionship
Group regulation and pedagogical orienta- tion Community learn- ing Content analysis Interaction analysis 20 (1 group)
Nulden, 2001 Article Group regulation and pedagogical orienta- tion Social Constructiv- ist Problem-based Student activity Questionnaire 210 (1 group) Zafeiriou et al., 2001
Article Participation in com- munities
Grounded theory Interviews 50 (various courses) De Wever et al.,
2002
Article Group regulation and pedagogical orienta- tion
Social constructivist. Questionnaire Content analysis
12 (2 groups) Marttunen &
Laurinen, 2002
Article Group regulation and pedagogical orienta- tion Socio-cognitive conflict argumentation method
Content analysis 11 (2 groups)
Ronteltrap & Eurelings, 2002
Article Collaborative learning Group regulation and pedagogical orienta- tion Problem-based learning Content analysis Interviews 16 (2 groups)
Rovai, 2002 Article Role teacher Participation in com- munities Community learn- ing Questionnaire 314 (27 courses) Schellens & Valcke,
2002
Article Collaborative learning Social constructivist Content analysis 300 (38 groups)
Author(s) Type of
publication Research themes orientationPedagogical Methods applied Sample size
Stefanou & Salisbury-Glennon, 2002
Article Collaborative learning Participation in com- munities Community learn- ing Project-based learning Questionnaire 206 (6 groups) Veldhuis- Diermanse, 2001
paper Role teacher Social-constructivist Knowledge build- ing
Content analysis 28 (4 groups) Browne, 2003 Article Role teacher Conversational
learning
Interviews Content analysis
16 (1 course) Lim & Cheah, 2003 Article Role teacher Shared knowledge
construction Community learn- ing Questionnaire Content analysis Focus group interview 250 Martinez et al., 2003
Article Collaborative learning Situated learning Questionnaire Focus group Interaction analysis 120 (4 groups) Mazzolini & Maddison, 2003
Article Role teacher Constructivist prin- ciples
Questionnaire 515 (average 170 per year, 10 groups) Vonderwell, 2003 Article Collaborative learning
Role teacher Teacher-student rela- tionship
Group regulation and pedagogical orienta- tion Participation in com- munities Knowledge build- ing Interviews Content analysis 22 (6 groups)
Anderson, 2004 Article Participation in com- munities
Community learn- ing
Interviews 25 (5 groups) Cook & Jacobs,
2004
Conference paper
Teacher-student rela- tionship
Interview Content analysis Interview
1 (teacher) Cramphorn, 2004 Conference
paper
Group regulation and pedagogical orienta- tion Participation in com- munities Social constructiv- ism Interviews 75 (3 courses) Clouder & Deepwell, 2004 Conference paper Role teacher
Group regulation and pedagogical orienta- tion Participation in com- munities Social aspects of learning Social constructiv- ism Course evalua- tion forms Content analysis 127 (6 groups) Gustafson et al., 2004 Conference paper
Group regulation and pedagogical orienta- tion
Socio-cultural context
Content analysis 2 vignettes (1 course) Hammond & Wiriyapinit, 2004 Conference paper Collaborative learning Group regulation and pedagogical orienta- tion Collaborative learn- ing Questionnaire Content analysis Interview 46 (1 course)
Author(s) Type of
publication Research themes Pedagogical orientation Methods applied Sample size
Kear, 2004 Article Collaborative learning Role teacher
Group regulation and pedagogical orienta- tion Participation in com- munities Knowledge build- ing Collaborative learn- ing Questionnaire 183 (2 courses)
Kennedy & Duffy, 2004
Article Role teacher Teacher-student rela- tionship
Group regulation and pedagogical orienta- tion Participation in com- munities Collaborative learn- ing Community learning Course evalua- tion reports 156 (1 course) Levy, 2004 Conference paper Role teacher
Group regulation and pedagogical orienta- tion Constructivist and situated learning theories Action research Questionnaire 1 (researcher) McAlpine et al., 2004
Article Collaborative learning Role teacher Participation in com- munities Constructivist Community learn- ing Questionnaire Focus group 12 (1 group)
Strijbos et al., 2004 Article Group regulation and pedagogical orienta- tion Collaborative learn- ing Social constructivist Questionnaire Content analysis 33/40 students (2 courses) Strijbos et al., in press
Article Group regulation and pedagogical orienta- tion Collaborative learn- ing Social constructivist Questionnaire Content analysis 41/51 students (2 courses)