| 1. |
- Carlén, Urban, et al.
(författare)
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Design for co-moderation in online learning communities
- 2012
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Ingår i: International Journal of Web Based Communities. - : InderScience Publishers. - 1477-8394 .- 1741-8216. ; 8:4, s. 408-421
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to generate implications for organising co-moderation within online learning communities (OLCs) in higher education. Data have been collected from a larger empirical study of a professioinal OLC in general medicine. By using a social perspective on learning, undertaken as a transactional approach, co-moderation can be understood in shared actions, independently of roles. Results indicate how conditions for organising co-moderation emerge as a collaborative affair, by shifting the focus away from the moderator role towards continual discussions on how to participate online. The implications guide organisers and participants of OLCs to create co-moderation that maintains engagement. As students make progress in learning and online participation, they need to continually negotiate their involvement in such a way that further realises the contract created at the beginning of the course.
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| 2. |
- Carlén, Urban, 1969-
(författare)
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Letter from Urban Carlen: Online Learning Communities revisited : a critique of ‘the rationale of OLC
- 2014
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Ingår i: International Journal of Web Based Communities. - 1477-8394 .- 1741-8216. ; 10:2, s. 142-146
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- OLC revisited: a critique of ‘the rationale of OLC’ as creating a future vision of web-based communities – looking back on the research of web-based communities (WBC), which has been published in IJWBC for a period of ten years, it provides an impressing compilation of both depth and extent of scientific knowledge, and a fascinating rapid and exceptional development of web-based tools, and not least, a deepened understanding of the increasing digital competencies among people in networked societies. In my capacity as one of many researchers who have followed the progress of the journal, I am honored to celebrate the 10th Anniversary of International Journal of Web Based Communities(IJWBC) by writing a letter to you about my vision of the future research field. My vision of WBC takes its departure in a socio-cultural perspective that deals with three intertwined areas; the research approach, the development of tools, and themes of digital competence that concern online participation. My suggestions of future research of WBC are founded within the interplay between individuals and collectives of people communicating and using various tools situated in social practices, which I consider requires further examination. But first, I would like to take the opportunity to briefly reflect upon the article ‘The rationale of online learning communities’, published in 2005, volume 1 number 3 (Carlén and Jobring, 2005). We used the term online as it offered a mix of communication forms rather than exploring web-based environments only. However, in this letter, I intend to revisit the text and give some critique that will generate ideas for the research carried out in the future.
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| 3. |
- Jaldemark, Jimmy, 1970-
(författare)
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Changes within the practice of higher education : Participating in educational communication through distance settings
- 2008
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Ingår i: International Journal of Web Based Communities. - 1477-8394 .- 1741-8216. ; 4:2, s. 173-187
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Tidskriftsartikel (refereegranskat)abstract
- This paper is about changes within the practice of higher education. These changes relates to students and teachers participation in educational communication through distance settings. Here, this communication is analysed and described in terms of different points of intersections. These intersections embrace the tools used in the educational communication and the locations where students and teachers are physically situated. The Swedish practice of higher education illustrates these changes in the participation in educational communication. In short, the number of intersections has increased, and the use of tools and locations has changed during these years. This is visible both in the discourse and in the practice of higher education. Finally, this paper questions that the distinction between distance, face-to-face and online education nowadays is meaningful.
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| 4. |
- Jaldemark, Jimmy, 1970-
(författare)
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Theories of participation in online learning communities : An intersectional understanding
- 2012
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Ingår i: International Journal of Web Based Communities. - Inderscience. - 1477-8394 .- 1741-8216. ; 8:3, s. 375-388
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with the question of how participation in online learning communities can be understood. Starting from the idea that participation in such communities has an intersectional character; it investigates how understanding of this character of participation relates to different rhetoric. Such rhetoric is discussed as being either interactional or transactional. The discussion links the application of rhetoric to both human beings and non-human objects such as content and technologies. The article concludes that application of a dualistic interactional rhetoric is suitable to a narrow conceptualisation and design of participation in online learning communities. However, a non-dualistic transactional rhetoric is suitable if a wider conceptualisation and design of participation in online learning communities is sought. An example from the health-care sector is used to illustrate how the ideas discussed in the article could be applied to designing for participation in online learning communities.
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| 5. |
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| 6. |
- Keller, Christina, 1961-, et al.
(författare)
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Participation in blended learning : Settings and intersections of a master programme in healthcare
- 2012
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Ingår i: International Journal of Web Based Communities. - : InderScience Publishers. - 1477-8394 .- 1741-8216. ; 8:4, s. 504-520
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Tidskriftsartikel (refereegranskat)abstract
- This article examines educational settings, intersections and participation in a master programme in healthcare given as blended learning. Regarding communication between learners and teachers dialogical intersections were found between campus and home as well as between campus and work. Furthermore, not only learners but also teachers worked from other physical locations than campus. In communication between learners, dialogical intersections were found between home and campus, work and campus, and between home settings. Discussion and assignment tools were used in other settings than campus and were found to enhance learning and reflection by learners. Communication patterns in synchronous and asynchronous online seminars were characterised by a high share of communication between learners. However, the share of teachers’ postings increased in online seminars devoted to support on course content from expert teachers. The article is concluded with implications of the findings for planning and structuring of blended learning.
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| 7. |
- Kohler, Thomas, et al.
(författare)
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Experience design for communities in virtual worlds : Come for the attraction, stay for the interaction
- 2011
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Ingår i: International Journal of Web Based Communities. - 1477-8394 .- 1741-8216. ; 7:2, s. 174-188
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Tidskriftsartikel (refereegranskat)abstract
- Virtual worlds offer unprecedented opportunities for companies to tap the innovative potential of consumers and consumer communities. One central precondition of a co-creation approach is to turn a one-time visitor into a returning member of an innovating community. The purpose of this article is to explore how virtual space and the interaction with users needs to be designed to achieve sustained engagement among avatars and motivate them to contribute to innovation tasks. Based on focus groups with experienced Second Life residents and qualitative interviews with co-creating consumers, we suggest ways to design the virtual space and propose strategies to effectively build community. This research extends theory about consumer communities to virtual worlds and provides practical guidelines how to successfully design virtual co-creation projects in virtual worlds.
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| 8. |
- Lindberg, Ola, et al.
(författare)
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E-OLC in a context of the Other : Face, trace and cyberspace
- 2008
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Ingår i: International Journal of Web Based Communities. - 1477-8394 .- 1741-8216. ; 4:2, s. 188-198
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Tidskriftsartikel (refereegranskat)abstract
- This paper starts with an investigation of the concept of community, various meanings and understandings that may be related to its use, and how community as a concept has been reconceptualised when being transferred from an offline to an online context. It continues by considering an understanding of 'Educational Online Learning Communities (E-OLC) in its context' as a question of being-together. Finally, it provides a discussion inspired by the thoughts of Emanuel Levinas, concluding that E-OLCs are conditioned in the unconditioned responsibility of being-for-the-other and that education and teaching, both on- and offline, becomes a question of taking the Other as the necessary condition for knowing oneself, and the responsibility for the Other becomes the first imperative as ethics becomes the first philosophy.
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| 9. |
- Lindgren, Simon, 1974-
(författare)
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Giving Online Support : Individual and Social Processes in a Domestic Violence Forum
- 2014
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Ingår i: International Journal of Web Based Communities. - 1477-8394 .- 1741-8216. ; 10:2, s. 147-157
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Tidskriftsartikel (refereegranskat)abstract
- The paper analyses social and individual processes of social support in an online forum for victims of domestic violence. The main conclusion is that a key mechanism that makes online social support forums work has to do with how the setting is made into a 'community of practice' rather than a mere aggregation of posts or isolated minor exchanges within a common topic. It appears that support forums may function in relatively self-regulating ways as a process of informal socialisation and learning might create engagement and contribute to the creation of an abstract, but still joint, enterprise keeping participants together by mutual engagements and shared histories. Online support forums seem to be in need of 'givers' who have acquired the necessary social capital to function as prime definers that hold the forum together and secures its functioning.
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| 10. |
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