This week I read six articles. The first, by Richardson & Swan (2003) was entitled “Examining social presence in online courses in relation to students’ perceived learning and satisfaction.” The second, by Singh & Thurman (2019) was entitled “How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). The third, by Valverde-Berrocoso, Garrido-Arroyo, Burgos-Videla, & Morales-Cevallos (2020) was entitled, “Trends in educational research about e-learning: A systematic literature review (2009-2018). The fourth, by Abrami, Bernard, Bures, Borokhovski, & Tamim (2011), was entitled “Interaction in distance education and online learning: using evidence and theory to improve practice.” The fifth, by Hrastinski (2009), was entitled “A theory of online learning as online participation.” Finally, the sixth article I read, by Li, Wen, Zhu, Li, Zhu, Zhu, & Zu, was entitled “The influence of learning team on user creativity in online learning community.” All of the articles interconnected and were based around the concept of online learning research. I’m currently in another class that studies this topic so I found all of the articles, including the sixth, which I located, very applicable.
In the article by Hrastinski (2009), the author assess that learning happens out of the classroom for learners with classmates. I particularly identified with this take and relate it to my own online learning. When I have a community outside of the “classroom” (learner base) I feel more connected and can ask questions more easily of my peers than I sometimes feel I can ask of my instructors. I believe others feel this same way. As one of my current peers says, “That’s how I LEARN is by talking it out.” It made sense to me when he first said it and I’ve been on board ever since.
In the article I located, by Li et al. (2024), the research involves questions based around online learning communities as well. Yet this time the focus is on user creativity or, as the authors state, “social presence and observational learning on creativity using self-efficacy and intrinsic motivation as mediators” (pg 1). I likened reading the article to an extension of what Hrastinski (2009) wrote of, just this time basing the article in creativity. Both articles lean into social presence and observational learning but I think the Li et al. (2024) article does a good job extending the conversation into next steps. I found this article’s hypotheses strong and wording clever. It reminded me of the Deci & Ryan (2000) I read for Dr. Ray Francis’s class earlier this semester.
References
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: using evidence and theory to improve practice. Journal of Computing in Higher Education, 23, 82-103.
Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52(1), 78–82.
Li, S., Wen, Z., Zhu, L., Li, J., Zhu, H., Zhu, B., & Zu, H. (2024). The Influence of Learning Team on User Creativity in Online Learning Community. Sage Open, 14(4), 1-23.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 71-88.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306.
Valverde-Berrocoso, J., Garrido-Arroyo, M. D. C., Burgos-Videla, C., & Morales-Cevallos, M. B. (2020). Trends in educational research about e-learning: A systematic literature review (2009–2018). Sustainability, 12(12), 51-53.
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