Social Cognition And Online Learning Communities

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Information about Social Cognition And Online Learning Communities

Published on March 24, 2008

Author: shasselbacher

Source: slideshare.net

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Slide presentation for online discussion, week of March 25, 2008, for ODU IDT 760.

Social Cognition and Online Learning Communities

and Online Learning Communities

Social Cognitive Theory We have read and discussed social cognition and social constructivism. Several heuristics for the use of these theories in practice, in the classroom, can be found on page 209 in our text. But can these techniques be transferred to an online context? (Bruning, Schraw, Norby & Ronning 2003)

Online Learning Communities For our purposes, we will focus on formal courses: those led by a professor, teacher, or expert, in order to teach or train students We will look at two main questions: how do you create a community online, and, once you have a community, how does learning occur?

For our purposes, we will focus on formal courses: those led by a professor, teacher, or expert, in order to teach or train students

We will look at two main questions: how do you create a community online, and, once you have a community, how does learning occur?

Creating the Community Face-to-face learning groups develop a community naturally. At a distance, it must be done purposefully. How? Colachico’s study of online learning found: Discussion boards alone are insufficient for creating community Addition of synchronous chat sessions aids in sense of community, comfort of peer discussion, mentoring Email, but not virtual office hours, aided in creation of social bond between professor and individual students (Colachico 2007)

Face-to-face learning groups develop a community naturally. At a distance, it must be done purposefully. How? Colachico’s study of online learning found:

Discussion boards alone are insufficient for creating community

Addition of synchronous chat sessions aids in sense of community, comfort of peer discussion, mentoring

Email, but not virtual office hours, aided in creation of social bond between professor and individual students

Ownership Give ownership to the participants. This works as a motivational factor and increases participation. Ensure that all are familiar with the technology necessary to participate. (Charalambos, V., Michalinos, Z., & Chamerlain, R., 2004)

Give ownership to the participants. This works as a motivational factor and increases participation.

Ensure that all are familiar with the technology necessary to participate.

What other ways might we create community and open discussions online? Think about this:

We’ve created a community: now how do we learn?

Working with Peers Support written peer interaction. Online communities are a safe outlet for the quiet and shy to share their ideas and have others respond and discuss them. (Bruning et al 2003, Charalambos et al 2004)

Support written peer interaction. Online communities are a safe outlet for the quiet and shy to share their ideas and have others respond and discuss them.

Different Discussion Modes In the CSILE knowledge building community, differing forms of discourse (face-to-face AND written) are combined. How can we replace the oral, face-to-face component promoted by CSILE in an online learning community? (Bruning et al 2003)

In the CSILE knowledge building community, differing forms of discourse (face-to-face AND written) are combined.

How can we replace the oral, face-to-face component promoted by CSILE in an online learning community?

Interact with Others’ Ideas An online learning community should be flexible, searchable, and archived, so that students can organize and find their own and other students’ work (Bruning et al 2003)

An online learning community should be flexible, searchable, and archived, so that students can organize and find their own and other students’ work

Community Learning The creation of community itself is a motivational factor in learning. Students must know what the group knows in order to make a contribution to it. (Bruning et al 2003, Collins, Brown, & Hollum 1991)

The creation of community itself is a motivational factor in learning. Students must know what the group knows in order to make a contribution to it.

Cognitive Apprenticeship Modeling: teacher/expert performs a task with learners observing Coaching: teacher/expert observes while learners perform a task Scaffolding: teacher/expert supports learners as learners perform a task Articulation: teacher/expert has learners verbalize their thoughts in writing Reflection: peers compare their work and thinking with each other Exploration: learners develop and decide solutions to their own problems (Collins et al, 1991) Can these be done online?

Modeling: teacher/expert performs a task with learners observing

Coaching: teacher/expert observes while learners perform a task

Scaffolding: teacher/expert supports learners as learners perform a task

Articulation: teacher/expert has learners verbalize their thoughts in writing

Reflection: peers compare their work and thinking with each other

Exploration: learners develop and decide solutions to their own problems

Can we design learning communities in which learners interact with peers in differing modes of discourse, and develop cognitive apprenticeship relationships with teachers and experts? How? Think about this:

References Bruning, R. H., Schraw, G.J., Norby, M.M., & Ronning, R.R. (2003). Chapter 9: Classroom Contexts for Cognitive Growth in Cognitive Psychology and Instruction . New Jersey: Pearson Prentice Hall. Charalambos, V., Michalinos, Z., & Chamberlain, R. (2004) The Design of Online Learning Communities: Critical Issues. Educational Media International , 41 (2). Colachico, D. (2007). Developing a Sense of Community in an Online Environment. International Journal of Learning , 14(1), 161-165. Collins, A., Brown, J.S., & Holum, A. (1991) Cognitive Apprenticeship: Making Thinking Visible. American Educator .

Bruning, R. H., Schraw, G.J., Norby, M.M., & Ronning, R.R. (2003). Chapter 9: Classroom Contexts for Cognitive Growth in Cognitive Psychology and Instruction . New Jersey: Pearson Prentice Hall.

Charalambos, V., Michalinos, Z., & Chamberlain, R. (2004) The Design of Online Learning Communities: Critical Issues. Educational Media International , 41 (2).

Colachico, D. (2007). Developing a Sense of Community in an Online Environment. International Journal of Learning , 14(1), 161-165.

Collins, A., Brown, J.S., & Holum, A. (1991) Cognitive Apprenticeship: Making Thinking Visible. American Educator .

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