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Intentional and Incidental Discourse Variables in a Virtual Learning Community PROCEEDINGS

, ARIES Lab, University of Saskatchewan, Canada ; , , University of Saskatchewan, Canada

AACE Award

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Learning in virtual learning communities is receiving considerable attention in current literature. Research on virtual learning communities focuses on building, supporting and sustaining virtual learning communities. Despite growing research into virtual learning communities, there is limited theoretical support informing our understanding of the nature of discourse that can ultimately influence learning in these communities. This paper reports on the analysis of online interaction transcripts of graduate students studying the theoretical and philosophical foundations of educational technology. The goal of the study was to explore critical discourse variables that are critical to the process of learning in formal virtual learning communities. Content analysis techniques based on grounded theory were employed to synthesize, categorize and summarize various variables of learning.

Citation

Daniel, B., Schwier, R. & Ross, H. (2005). Intentional and Incidental Discourse Variables in a Virtual Learning Community. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 1953-1965). Chesapeake, VA: AACE.


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