Roles and student identities in online large course forums: Implications for practice

The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Jacqueline Aundree Baxter, Jo Haycock
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	online forums online identities online learning higher education e-learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/18f2026d47b8426ebc63d2b28937172c
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:18f2026d47b8426ebc63d2b28937172c
record_format	dspace
spelling	oai:doaj.org-article:18f2026d47b8426ebc63d2b28937172c2021-12-02T19:20:54ZRoles and student identities in online large course forums: Implications for practice10.19173/irrodl.v15i1.15931492-3831https://doaj.org/article/18f2026d47b8426ebc63d2b28937172c2014-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1593https://doaj.org/toc/1492-3831 The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity. Jacqueline Aundree BaxterJo HaycockAthabasca University Pressarticleonline forumsonline identitiesonline learninghigher educatione-learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 1 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	online forums online identities online learning higher education e-learning Special aspects of education LC8-6691
spellingShingle	online forums online identities online learning higher education e-learning Special aspects of education LC8-6691 Jacqueline Aundree Baxter Jo Haycock Roles and student identities in online large course forums: Implications for practice
description	The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.
format	article
author	Jacqueline Aundree Baxter Jo Haycock
author_facet	Jacqueline Aundree Baxter Jo Haycock
author_sort	Jacqueline Aundree Baxter
title	Roles and student identities in online large course forums: Implications for practice
title_short	Roles and student identities in online large course forums: Implications for practice
title_full	Roles and student identities in online large course forums: Implications for practice
title_fullStr	Roles and student identities in online large course forums: Implications for practice
title_full_unstemmed	Roles and student identities in online large course forums: Implications for practice
title_sort	roles and student identities in online large course forums: implications for practice
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/18f2026d47b8426ebc63d2b28937172c
work_keys_str_mv	AT jacquelineaundreebaxter rolesandstudentidentitiesinonlinelargecourseforumsimplicationsforpractice AT johaycock rolesandstudentidentitiesinonlinelargecourseforumsimplicationsforpractice
_version_	1718376721359568896

Roles and student identities in online large course forums: Implications for practice

Ejemplares similares