Building Learning Communities: Online Collaboration and e-learning

The past decade has shown an increased interest in the concept of learning community. This interest is mainly based on the complex interplay of economic, social and technological changes. Today, education faces the challenges of the knowledge-based transformation in both society and economy in order to get a competitive advantage in the global world. The focus in the future knowledge-based society will be on lifelong learning and collaborative knowledge construction which cannot be driven by a fixed, structured curriculum but by knowledge work in a networked learning community. Advances in technology offer enormous opportunities for individual and group learning. New technologies indeed enable powerful collaborative learning environments to be created by facilitating communication. The rapid growth of the Internet and increasing use of ICT, specifically computer-mediated communication (CMC) have pushed teamwork and team-oriented processes both in business and education through online collaboration. With ICT and Internet development and popularization and experiences in computer-supported learning environments, computer-supported collaborative learning (CSCL) has recently emerged as a new field (Koschmann, 1996). Online collaborative learning environments have revolutionized the approach to education, training and learning at a distance. Today, the new forms of “web-based learning”, “online learning” or “e-learning” hold promises for both distance education and conventional education on behalf of lifelong learning. Providing interactive communication and collaborative construction of knowledge reflects the potential of e-learning for building online learning communities through online collaboration. In this connection, there is a need to understand what community means in virtual classroom environments so that we can promote a better sense of community (Rovai, 2001). In recent years, the demand for the research related with building learning communities has grown as more and more institutions seek group support technology as a way to enhance the delivery of education and to improve both teaching and learning productivity.


Explicit diversification of search results across multiple dimensions for educational search
Yigit-Sert, Sevgi; Altıngövde, İsmail Sengör; Macdonald, Craig; Ounis, Iadh; ULUSOY, ÖZGÜR (Wiley, 2020-09-01)
Making use of search systems to foster learning is an emerging research trend known assearch as learning. Earlier works identified result diversification as a useful technique to support learning-oriented search, since diversification ensures a comprehensive coverage of various aspects of the queried topic in the result list. Inspired by this finding, first we define a new research problem, multidimensional result diversification, in the context of educational search. We argue that in a search engine for th...
Achieving Education for Sustainable Development (ESD) in Early Childhood Education Through Critical Reflection in Transformative Learning
Feriver, Şebnem; Olgan, Refika; Teksöz, Gaye (Springer, Cham, 2019-08-01)
The central role of education in creating a more sustainable future has been already recognized by educators and policy-makers alike. This chapter argues that this can only be truly achieved through the efforts of teachers in implementing an “education of a different kind,” a general educational shift that seeks to encompass a converging transformation of the priorities and mindsets of education professionals. In this regard, the professional preparation of teachers, as the leading actors in shaping childre...
Design of a problem-based online learning environment and evaluation of its effectiveness
Gündüz, Abdullah Yasin; Alemdağ, Ecenaz; Yaşar, Sevil; Erdem, Mukaddes (2017-07-01)
Problem-based learning approach present several advantages such as improving students’ engagement in learning and fostering their higher-order thinking skills. Although there is a plethora of research regarding implementation of problem-based learning in classrooms, its design and application process for web-based environments need further investigation because of independent nature of online settings. This study developed a problem-based online learning environment based on constructivist learning design m...
Challenges Faced by Adult Learners in Online Distance Education: A Literature Review
KARA, MEHMET; Erdogdu, Fatih; Kokoc, Mehmet; Çağıltay, Kürşat (2019-01-01)
Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields of open and distance education, instructional technology, and adult education were reviewed and analyzed throug...
Design and development of an online formative peer assessment environment with instructional scaffolds
Alemdağ, Ecenaz; Yıldırım, Zahide (2022-08-01)
Although formative peer assessment (FPA) has become a prevailing learning activity in different educational settings, there are not enough suggestions on how to structure it with instructional supports in online environments to optimize its benefits. Therefore, this study aims to propose design guidelines for the development of an effective online FPA environment with instructional scaffolds in the context of writing activities at high schools. To this end, an online FPA environment was designed on the basi...
Citation Formats
T. Gürbüz, Building Learning Communities: Online Collaboration and e-learning. 2014, p. 51.