Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments?
Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001), and mean reply depth (Wiley, n.d.). This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed.
Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments?
Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001), and mean reply depth (Wiley, n.d.). This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online from Scribd
Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments?
Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001), and mean reply depth (Wiley, n.d.). This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online from Scribd
Communities 8lchard A Schwler !ennlfer x SeaLon vlrLual Learnlng CommunlLles 8esearch LaboraLory LducaLlonal 1echnology and ueslgn unlverslLy of SaskaLchewan CenLral Concerns W ShlfLlng focus of research W ALomlzed vlew of communlLles W 1ools for analysls W CeneraLlon of models W uslng research Lo lnform developmenL of onllne learnlng envlronmenLs CommunlLy ConsLlLuenLs Comparlson Modellng ormallLy of Learnlng LnvlronmenL W ormal W nonormal W lnformal SelecLlon of Croups W AcLlve regular onllne conversaLlons W ulscusslon board LranscrlpLs W Membershlp W AcLlve faclllLaLor * W All conversaLlons consldered * W 1oplcs noL resLrlcLed 1wo Measures of arLlclpaLlon W lnLeracLlon analysls 1ranscrlpL Analysls 1ools (ahy Crawford Ally) lnLenslLy uenslLy 8eclproclLy W LngagemenL analysls uenslLy Mean 8eply uepLh (Wlley) lnLeracLlon analysls Messages/parLlclpanL Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2 133 390 808 219 378 933 lnLeracLlon analysls Messages/dlscusslon Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2 314 132 808 292 1487 402 lnLeracLlon Analysls lnLenslLy W lnLenslLy levels oI participation," or the degree to which the number oI postings observed in a group exceed the number oI required or expected postings Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2 03 * 09 * 34 182 41 231 lnLeracLlon analysls uenslLy W uenslLy 2f/n(n1) lncluded only perlpheral lnLeracLlons ln formal envlronmenLs Lhe raLlo of Lhe acLual number of connecLlons observed Lo Lhe LoLal poLenLlal number of posslble connecLlons Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2 cllques cllques 47 40 10 78 lnLeracLlon Analysls 8eclproclLy the parity oI communication among participants lnLeracLlon Analysls 8eclproclLy Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2 Low Low 92 (sd94) 174 (sd477) 110 (sd42) 231 (sd37) loLLlng 8eclproclLy
LngagemenL LngagemenL analysls W 1hread denslLy and depLh (Wlley 2010) CalculaLlon of levels of replles ln conversaLlon Lhreads uaLa flawed buL useful Mean 8eply uepLh (M8u crude) sum of reply depLh for all messages/messages ln Lhe Lhread Mean 8eply uepLh (correcLed) M8u (crude) x ((nb(chlldless messages)/n) Mean reply depLh (M8u) equaLlons Mean 8eply uepLh (M8u crude) sum of reply depLh for all messages/messages ln Lhe Lhread Mean 8eply uepLh (correcLed) M8u (crude) x ((nb(chlldless messages)/n) uo noL aLLempL Lo read Lhls! uo noL aLLempL Lo read Lhls! MullLlogue/dlscusslon Slmple CA/chlLchaL Monologue/no dlscusslon LngagemenL analysls Mean 8eply uenslLy Informa| 1 Informa| 2 Nonforma| 1 Nonforma| 2 Iorma| 1 Iorma| 2 71 116 60 70 176 140 ormal 1 ormal 2 lnformal 1 lnformal 2 nonformal 1 nonformal 2 8egular ormal 1 ormal 2 lnformal 1 lnformal 2 nonformal 1 nonformal 2 LxLended Concluslons W lnLeracLlon and engagemenL daLa Lell slmllar sLorles W 8asellne daLa are needed Lo slLuaLe flndlngs W MosL en[oyable parL Lhe hunL noL Lhe klll