Virtual learning communities

The present study attempts to investigate the virtualization process of a community. An existing physical learning community (PLC) was transformed into a virtual one (VLC) through the Wikispaces web-based collaborative platform. We analyze the dialogues exchanged and the artifacts created, focusing on the detection of the aggressive behavior (bullying), the teacher's role, and the presence of inner speech as well. The key question is whether community and its members are positively affected by its virtualization process. Results indicate that the attempted "virtualization" could be a promising framework to behavior modification. Systematic instruction positively affects this process. Finally, inner speech is an indicator of a well-working community.

(100-200) Virtual exchange is a well-known pedagogical approach in foreign language education which involves engaging classes in online intercultural collaboration projects with international partners as an integrated part of their educational programmes. This paper begins by reviewing e-tandem and telecollaborative approaches to virtual exchange which are currently being used extensively in foreign language education and presents two case studies which illustrate the common learning outcomes and limitations of such approaches. I then propose an alternative model of virtual exchange which maintains many of the key characteristics of earlier approaches but which incorporates the principles of global citizenship education and which moves away from bilingual-bicultural approaches. I conclude by outlining the main characteristics of this model and presenting some examples of how this approach could be put into practice.

A process documentation was employed to determine how virtual learning communities are built in an open and distance education context as one mechanism to ensure quality education in this mode of instructional delivery. The study conducted at the University of the Philippines Open University from June 2008 to February 2010 specifically aimed to: 1) describe what a learning community is in the context of ODeL; 2) describe the process of building learning communities in ODeL; 3) determine factors essential for the building of learning communities in ODeL; 4) determine specific benefits of learning communities in an ODeL context wherein independent studying or learning is the core of the guiding principle. The study is also an attempt to document a good practice in ODeL, especially one that hopes to address quality of the learning process.

A série Cidadania Planetária faz referência ao sonho de uma comunidade humana una e diversa, tendo por base uma visão da Terra como uma única nação. Ela implica entender a interdependência, a interconexão, o trabalho em redes e movimentos. É, por excelência, uma cidadania integral, portanto, uma cidadania ativa e plena, não apenas em relação aos direitos humanos, mas também em relação aos direitos do planeta Terra como um ser vivo e em evolução.

Si bien las comunidades han existido desde que el hombre lo es, con la presencia y la influencia de las redes telemáticas las oportunidades se multiplican al superarse los límites espacio-temporales. Estos agregados sociales que surgen cuando personas de intereses similares se encuentran en el ciberespacio, ofrecen posibilidades para aprender "con" y "de" otros, a lo largo del continuum entre la educación formal, la no formal y la informal.

En este trabajo se exploran los procesos de construcción compartida del conocimiento desarrollados por pequeños grupos de estudiantes en un entorno tecnológico de comunicación asíncrona. Se realizó un estudio cualitativo de casos múltiples en donde participaron tres grupos de estudiantes universitarios que cursaban una licenciatura en línea. El procedimiento de análisis consistió en identificar cadenas socio-cognitivas dentro de la interacción asíncrona de los estudiantes y en caracterizarlas de acuerdo con cuatro fases de construcción del conocimiento: i) esclarecimiento/organización de la tarea, ii) síntesis y acuerdos finales, iii) elaboración de significados/ propuestas, y iv) intercambio de información/ideas iniciales. Los resultados revelaron que los grupos de estudiantes prestan mayor interés a la organización de la tarea y al intercambio de información y, en detrimento, hay menos elaboración de significados propios sobre la tarea. Asimismo, se identificaron cuatro patrones de interacción grupal derivados del nivel de implicación y la profundidad del diálogo establecido por los estudiantes durante de la tarea. Concluimos que los grupos de estudiantes tienen dificultades para sostener, de manera simultánea, una alta implicación y un diálogo profundo sobre los contenidos de la tarea, y muchas veces carecen de habilidades para explicar y argumentar sus ideas. Finalmente, planteamos algunas propuestas para la intervención del profesorado y la mejora de los procesos colaborativos de los estudiantes.

Abstract:

This paper explores the processes of the shared construction of knowledge developed by small groups of ​students in technological environments with asynchronous communication. A qualitative multiple case study was carried out with the participation of three groups of university students in an online bachelor’s degree program. The analysis process consisted of identifying socio-cognitive chains within the asynchronous interaction of students and classifying them into four phases of knowledge construction: i) understanding/ organization of the task, ii) synthesis and final agreements, iii) creation of meaning/proposals, and iv) exchange of information/initial ideas. The results revealed that the groups of students were more interested in the organization of the task and exchange of information, and le​ss interested in the creation of meanings inherent to the task. Furthermore, we identified four group interaction patterns stemming from the participation and profundity of the dialogue established by the students during the task. We conclude that groups of students have difficulty simultaneously sustaining high levels of participation and deep dialogue about the contents of the task, and they often lack the abilities to explain and argue their ideas. Finally, we present some proposals for intervention by the professor and the improvement of collaborative processes by the students.​

Las TIC se nos presentan como un desafío pero al mismo tiempo son una oportunidad para interactuar con inteligencia, apropiarse de su complejidad e innovar consecuentemente transformando de manera significativa nuestra sociedad. Quizás por este motivo resulte imprescindible su conocimiento, utilidad y uso. El presente trabajo analiza las opiniones que en torno a los edublogs de alumnos/as de la Universidad de Granada y Jaén surgen en el marco de la asignatura NTAE y BPE para conocer posibilidades y utilidad de este recurso en red. El instrumento para la recogida de información ha sido el cuestionario con estructura mixta.
ICTs are presented as a challenge but at the same time as an opportunity to interact intelligently, managing their complexity and innovation significantly and consistently and transforming our society.Perhaps for this reason it is essential to know, value and use ICTs. This paper discusses the views on the edublogs of students at the University of Granada and Jaén which arise under the subject NTAEs and BPE in order to find the possibilities of this network resource. The instrument for data collection is the questionnaire JIAS which generate a meaningful data interpretation .

Virtual Learning Communities offer
new opportunities in education and set new
challenges in Computer Supported Collaborative
Learning. In this study, a detailed linguistic
analysis in the discourse among the
class members is proposed in five distinct test
case scenarios, in order to detect whether a
Virtual Class is a community or not. Communities
are of particular importance as they
provide benefits to students and effectively
improve knowledge perception. This analysis
is focused on two axes: inner speech and collaborative
learning as they both are basic features
of a community.

The development of Personal Learning Environments of university students allows the expansion, consolidation and creation of learning communities, both in formal as in informal scope, which affects their education and their professional and personal development. A study carried out with university students from Teacher in Primary Education, in Early Childhood Education and from Psychopedagogy through the development of Personal Learning Environments is presented in this article. It aims to determine the impact that has caused collaborative work in these groups and shared knowledge in this virtual learning community, by applying an open-ended questionnaire. Contributions from students give us information about the possibility to incorporate new training itineraries which encourage digital competence and collaborative work in Higher Education. These itineraries would be carried out by setting activities that generate shared work and shared goals, where space and time come together synchronously and asynchronously to look for same learning objectives, using sharing and generation of knowledge that arises from interaction and collaboration in both learnings spheres, formal and informal.

The present study attempts to investigate the virtualization process of a community. An existing physical learning community (PLC) was transformed into a virtual one (VLC) through the Wikispaces web-based collaborative platform. We analyze the dialogues exchanged and the artifacts created, focusing on the detection of the aggressive behavior (bullying), the teacher's role, and the presence of inner speech as well. The key question is whether community and its members are positively affected by its virtualization process. Results indicate that the attempted "virtualization" could be a promising framework to behavior modification. Systematic instruction positively affects this process. Finally, inner speech is an indicator of a well-working community.

La continuité pédagogique voluta dal ministro Jean-Michel Blanquer, con le critiche che suscita sempre di più, rappresenta certamente uno dei controsensi più significativi di questa “gestione” del confino in Francia. Una restituzione “dal basso”, a partire da testimonianze raccolte sul campo, permette infatti di osservare fino a che punto questo dispositivo di continuità pedagogica, che è un dispositivo aleatorio messo in atto in periodo di crisi sanitaria, amplifichi paradossalmente le falle strutturali nel sistema educativo francese, tanto sul piano sociale quanto su quello propriamente didattico.

https://radicidigitali.eu/2020/05/18/discontinuita-pedagogiche-della-didattica-a-distanza-in-francia-durante-il-confino-da-covid-19/