How students emerge as learning leaders in small group online discussions

In this study, we examined the role of leadership styles and multi-dimensional learner engagement in how students emerge as learning leaders in asynchronous online discussions. Grounded in the conceptual framework of two dominant leadership styles of transformational and transactional leadership, this study applies the two leadership styles—transformational leadership and transactional leadership—to the Leader Identification Method (LIM) which defines three types of leader roles (i.e., full, transactional and attractive facilitator) in online learning. We collected data from 20 students enrolled in a graduate-level online course that required participation in 12-week discussion activities. Results of the longitudinal data analyses show that person-focused, transformational leadership and active participation in online discussions were significant factors that enabled students to emerge as learning leaders. Students are more likely to become leaders by exhibiting transformational leadership behaviour and productively interacting with one another in an online discussion community.     

Evaluating the use of synchronous communication in two blended courses

Abstract Residential universities are increasingly integrating online interaction within courses in the form of synchronous online chats, asynchronous online discussions and access to interactive resources. This article evaluates the educational effectiveness of online chats within a Humanities postgraduate course and a final year Commerce course. We consider the roles of course design, group dynamics, and facilitation style in the successful use of online collaboration within primarily face‐to‐face courses, as well as the potential for online collaboration within a blended course design to facilitate more inclusive learning conversations than are possible with exclusively face‐to‐face interaction.     

The impact of scripted roles on online collaborative learning processes

This paper illustrates the experience gained within an online course, where a collaborative technique, namely Role Play, was used within an asynchronous text-based environment to trigger collaboration and interactions among students. In a pilot study, the technique was analyzed using an evaluation model and two different means: on the one hand, the content analysis carried out by the researchers of the messages exchanged by the students during the Role Play; on the other, a questionnaire aimed at investigating students’ impressions concerning the technique itself. The aim of the study is twofold: to understand the impact of the proposed roles on the online learning process, and to investigate whether roles facilitated members’ awareness of the overall process itself.     

A Case Study of How a Reduction in Explicit Leadership Changed an Online Game Community

Leadership is considered critical to virtual community success. Leaders engage in important community activities such as encouraging members and building social structure. These potential benefits, however, have rarely been empirically tested. We were presented with an opportunity to explore this issue while studying an online board-and-card-game community. During our study, the community experienced a major change in leadership when the founder – and formal leader – decided to substantially reduce his involvement in the site. This provided us with the rare opportunity to carry out a case study of leadership reduction in a real-world community. To look at the effects of leadership on community behaviour, we analysed 16 months of activity logs, supported by interviews, to compare the community before, during, and after the founder’s withdrawal. We observed strong variability in the effects of a leadership reduction – some results were in line with the “leadership hypothesis,” but others were unexpected. In some cases, we found evidence that reducing formal leadership can have negative effects on the success of the community; but in other cases, we found surprising sources of resilience to the reduction in leadership activities. Our study is the first to look at the details of how leadership (and a reduction in this role) affects several types of sub-community within a board-and-card game site, and the first to consider some of the factors that lead to differences in the effects of leadership reduction. Overall, we found that negative effects on sub-communities were closely tied to the specific activities that the leader provided, and the degree to which he was the only person able to provide those roles. The broad strokes of this finding agree with the leadership hypothesis, but there are several unexpected elements within the main story: the negative effects were less drastic than we anticipated, and all of the sub-communities (even the most dependent) survived the transition. The strong resilience of some of the sub-communities seems to be connected to their ability to “fall back” to a foundation of shared activity (i.e., game play) – an idea that has been introduced in earlier work but never studied empirically. This research helps designers to understand the complexities of leadership in online communities, providing an important foundation for developing and supporting online groups.     

Administrator-users contribute more to online communities

Lack of user participation and contribution has been a long-standing problem for online communities. We proposed and examined new strategies for cultivating opinion leadership and enabling users to post articles outside of the community theme. We used social role theory to propose that online communities should encourage highly committed users to take administrator roles, which will increase their opinion leadership and contributions to both public spaces and their own user-controlled spaces. We collected multiple-wave and multiple-source data from 1,115 users of a large online community. The results indicate that encouraging users to take administrator roles increases their community contributions.     

“Newbies” and “Celebrities”: Detecting social roles in an online network of teachers via participation patterns

The advent of social networking tools allows teachers to create online networks and share information. While some virtual networks have a formal structure and defined boundaries, many do not. These unstructured virtual networks are difficult to study because they lack defined boundaries and a formal structure governing leadership roles and the transfer of information. The purpose of the study was to explore the relationship between how a member participates in a virtual blog network and the role of that member in the network. Unlike previous studies that use behavioral or structural characteristics of an individual’s network to infer social roles, this study utilized cluster analysis to combine behavior and structural information in role detection. Quantitative methods from social network analysis were used to compare the network structure of individual bloggers both across and within groups. The results indicate that how an individual participates in the network has an influence not only on their current role in the network, but also in how and how quickly their role in the community changes.     

Comparing the social knowledge construction behavioral patterns of problem-based online asynchronous discussion in e/m-learning environments

In recent years, researchers have conducted various studies on applying wireless networking technology and mobile devices in education settings. However, research on behavioral patterns in learners' online asynchronous discussions with mobile devices is limited. The purposes of this study are to develop a mobile learning system, mobile interactive teaching feedback system (MITFS), linked to both mobile devices and the internet, to support learners with online asynchronous discussion, and combine content analysis and sequential analysis to compare and contrast the social knowledge construction behavioral patterns of problem-based asynchronous discussion in e-learning and m-learning environments. This study investigated four weeks of online discussions in an “Introduction to Computer Science” course involving forty first year university students. The control group (online asynchronous discussion without mobile devices) and the experimental group (online asynchronous discussion with mobile devices) in the group discussions were explored. By using content analysis and sequential analysis for the problem-based online asynchronous discussion of the behavioral patterns and differences between students in control and experimental group, the results showed that using mobile devices in online asynchronous discussion influenced students' learning performance. Some interesting results were found. Firstly, when the students used mobile devices in discussion situations, they could more engage in reflecting thinking, sharing more information, and further facilitating social knowledge construction among group members. Secondly, the experimental group performed better than the control group in terms of participation and diversity in knowledge construction behavioral patterns. Finally, based upon the findings, some implications are proposed for further research.     

Promoting and scaffolding argumentation through reflective asynchronous discussions

The purpose of this quasi-experimental study was to explore the impact of asynchronous discussion on the quality and complexity of college students’ arguments. Three different cohorts of students registered in a physical science course in 2009 Fall, 2010 Spring, and 2010 Fall semesters were briefly supported with scaffolding in class and then involved in argumentation about socio-scientific issues as take-home assignments. Each cohort was divided into an asynchronous online communication group and a paper–pencil group. The findings showed that very few students’ arguments from either group were rated low in quality levels of 1 or 2 on a five-scale level. Additional comparisons revealed that the asynchronous online communication group students slightly outperformed their counterparts in terms of mean quality level of arguments (effect sizes ranged from 0.25 to 0.35) and the frequency of rebuttals. The major finding is that after only one hour of scaffolding followed by the opportunity to practice argumentation at home, students’ argumentation skills were slightly better developed through reflective asynchronous online discussions about socio-scientific issues than through paper-pencil practice.     

Fostering an informal learning community of computer technologies at school

Computer technologies develop at a challenging fast pace. Formal education should not only teach students basic computer skills to meet current computer needs, but also foster student development of informal learning ability for a lifelong learning process. On the other hand, students growing up in the digital world are often more skilled with computer technologies than their teachers. We describe an online course design project in which a group of students designed an online health course for their middle school, and teachers played the roles of facilitators and learners. We suggest fostering an informal learning community of computer technologies at school as a supplemental method of formal computer education to address the shift in educational context and as a place offering opportunities for students to work on real-life projects and solve real-life problems.     

Applying the Practical Inquiry Model to investigate the quality of students’ online discourse in an information ethics course based on Bloom’s teaching goal and Bird’s 3C model

The goal of this study is to better understand how the study participants’ cognitive discourse is displayed in their learning transaction in an asynchronous, text-based conferencing environment based on Garrison’s Practical Inquiry Model (2001). The authors designed an online information ethics course based on Bloom’s taxonomy of educational objectives and Bird’s 3C model (Content–Construction–Consolidation). The content analyzed included the participants’ message posts, the quality of the dialogue and the scaffolding strategies for mentoring used by group leaders and teachers.     

Building a community among teachers, researchers and university students. A blended approach to training

In this paper we present a case study about a community of practice’s foundation and development among Italian teachers, researchers and university students who participated in a European project aimed at developing and testing innovative pedagogical models and technologies for collaborative knowledge building. Forty-five people (34 teachers, five researchers and six university students) participated in the community of adults that interacted for a school year both face to face and online. We analyzed interactions in order to study the roles, forms and distribution of participation in that community, and the content of teachers’ reflections about the activity. The analysis focuses particularly on different modalities of participation between expert teachers (involved in the project from the beginning) and novices, novice and expert being treated as relevant dimensions according to Wenger’s model. Conversations were transcribed and a qualitative analysis of face-to-face and online discussion performed. The diversity of roles and different modalities of participation between social factors involved in the community, in particular between novice and expert teachers, emerged from the analysis. In final focus groups, teachers underlined innovative potentialities as well as difficulties related to computer-supported collaborative learning, both in classroom activities and in teacher training. In these final focus groups, novice teachers participated in the community, becoming more competent and conscious partners in shared planning with the expert teachers.     

Can Our Group Survive? An Investigation of the Evolution of Mixed‐Mode Groups

Applying an ecological and evolutionary perspective, this study examines the evolution and the sustainability of “mixed‐mode groups,” a type of voluntary association created and organized online to interact physically in geographically defined ways. Meetup.com is a website that facilitates the creation and coordination of mixed‐mode groups. Analysis of interviews with 34 Meetup group organizers and a longitudinal analysis of 100 randomly selected Meetup groups revealed the evolutionary processes at the group and population level, respectively. Specifically, the ecological factor of population density, the demographic factor of group age, the group's profit orientation, experience of leadership change and shared leadership, and external ties played decisive roles in predicting group survival. Implications of the findings for theoretical and practical contributions are discussed.     

Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions

The purpose of our research was to examine the influence of an online protocol on asynchronous discussions. A mixed-methods study compared two online graduate classes: one that used a protocol and one that did not use a protocol for the same discussion about a complex reading. Analysis of the data revealed that the online protocol more evenly distributed the presence of cognitive, social, and teaching elements necessary to create and sustain an online community of inquiry. Use of the protocol also promoted more shared group cognition and more student ownership of the discussion and empowered students to facilitate themselves, helping to reduce the instructor workload. These findings may enable educators to provide more dynamic interaction and richer learning experiences in asynchronous online environments.     

Attracting student participation in asynchronous online discussions: A case study of peer facilitation

Previous research studies on how to promote student participation in asynchronous online discussions have largely focused on the role of the instructor or tutor as facilitators. Not many investigated student facilitation. This article reports a qualitative study examining the facilitation techniques used by student facilitators to attract their course mates to participate in asynchronous online discussions. Data were collected from the students’ reflection logs and students’ online postings. To explore the extent to which student participation in an online discussion forum is successful, we looked at the depth of discussion threads. We deemed a student facilitator to have successfully attracted other students to participant if the discussion threads had a depth of six or more levels of students’ postings. We then examined in detail and reported the facilitation techniques that were exhibited by the student facilitators. Results showed that seven facilitation techniques were employed; the most frequently used were Socratic questioning and sharing personal opinions or experiences. We end by exploring potential implications for practice and for future research.     

Discussing teaching videocases online: Perspectives of preservice and inservice EFL teachers in Taiwan

This study investigated the application of an online videocase discussion community into fostering preservice and inservice EFL (English as a foreign language) teachers’ professional development in Taiwan. This investigation further revealed the nature and development of discussion discourse and the participating teachers’ perceptions of this online learning experience. Also included were potential concerns or difficulties encountered by these community members. There were 21 preservice teachers, 7 secondary school teachers, and 4 university teachers involved in this study. Multiple data collection methods included teaching videos, online discussion messages, interviews, reflection journals, and an open-ended questionnaire. The findings showed that the preservice and inservice teachers appeared to respectively play different roles in discussing teaching videocases online. Yet, what they noticed in the teaching events shifted from diverse to similar focuses after engaging in online videocase discussion for almost one year. These teachers further perceived professional learning opportunities in this community, albeit several issues might hinder some of them from joining the discussion frequently. Pedagogical implications and research suggestions are offered for teacher educators and researchers to further codify and document teacher professional development in various online videocase discussion contexts.     

Team development and group processes of virtual learning teams

This study describes the community building process of virtual learning teams as they form, establish roles and group norms, and address conflict. Students enrolled in an HRD masters program taught entirely online were studied to determine (1) how virtual learning teams develop their group process, and (2) what process and strategies they use as they work through the stages of group development. Both quantitative and qualitative methods of inquiry were used to capture the dynamic interaction within groups and the underlying factors that guided group process and decision-making. The results show that virtual learning groups can collaborate effectively from a distance to accomplish group tasks. The development of virtual learning teams is closely connected to the timeline for their class projects. Virtual teams are also similar in terms of their task process and the use of communication technologies. In contrast to face-to-face teams, the leadership role of virtual teams is shared among team members. Recommendations are discussed in order to facilitate peak integration of virtual learning teams into Internet-based training courses.     

Distributed leadership in the development of a knowledge sharing system

This paper studies leadership dynamics in the development of a knowledge sharing system. We apply the concept of distributed leadership, examining how leadership roles are distributed across different individuals in the organisation during developing and implementing a knowledge sharing system. The results of a case study demonstrate that the leadership was fulfilled by the interdependent and emergent roles played by several individuals: the spearheading and coordinating roles of a knowledgeable and persistent project leader, the supporting and steering roles carried by a group of perceptive and collaboration-inclined executives, and the knowledge sharing and momentum driving roles performed by knowledge champions. Each of these leadership influences was indispensable. None of the leaders could have accomplished this task individually, without the active involvement of the other types of leaders. This research makes its contribution to the understanding of the emergence and dynamics of distributed leadership in the information system environment, and demonstrates the importance of a full awareness of distributed leadership as tasks are carried out in developing a knowledge sharing system.     

The Impact of Linguistic Complexity on Leadership in Online Q&A communities: Comparing Knowledge Shaping and Knowledge Adding

Understanding how to enhance online leadership in online Q&A communities is important because an online leader plays a role model or knowledge coordinator who can strengthen member commitment in the community. Considering the essential role of communication in establishing leadership, this study aims to understand how the linguistic complexity of two types of knowledge contribution, i.e., knowledge adding (KA) versus knowledge shaping (KS) that are targeted at two types of audience, may influence leadership in online Q&A communities. By analyzing the posting history of members from StackExchange, a massive network of online Q&A communities, our findings suggest that among the three linguistic complexity dimensions, readability and lexical diversity of KA have more positive impacts on online leadership than those of KS. However, the sentiment of KS has a more positive impact than the sentiment of KA. This study contributes to the online leadership research by highlighting the importance of adjusting linguistic styles based on types of communication behaviors (i.e., KA and KS) to earn leadership.     

The effects of integrating technology,observation and writing into a teacher education method course

The purpose of this study was to integrate asynchronous learning technology with teaching strategies on observation and writing into a teacher education method course. The research questions were to explore the effects of the innovative teaching method and to compare it with the traditional teaching method. There were 134 preservice teachers involved in this study. This study used a mixed method design, incorporating both quantitative and qualitative techniques. The main data included questionnaires, observation reports, and on-line information. According to the findings, there were significant differences in the “teaching and learning interaction” and “application of technology and theories” (F = 9.728, P < 0.01, and F = 16.88, P < 0.001, respectively.), but there were no significant differences in the other aspects. The results also showed the experimental teaching method combined the effect of both traditional classroom and online teaching, and reinforced the integration of teaching theories and practices. The preservice teachers reflected that they had learned how to integrate technologies with teaching through the learning environment of the asynchronous learning network and teaching observation. The interactive teaching and learning of this study could supplement the any existing deficiencies in traditional teaching. Therefore, the experimental teaching method is not only a way to construct knowledge, theories and experiences of teaching, but also a good strategy to promote the utilization of instructional technology within teaching for preservice teachers. The limitations in the asynchronous learning technology and the difficulties associated with the preservice teachers’ learning processes were also discussed.