Affirmation and Validation Hierarchy when Building an Online Community
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Bubb, T., Crawford, C. & McDonald, D. (2012). Affirmation and Validation Hierarchy when Building an Online Community. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 181-188). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39559.
This study communicates the findings from a dissertation study that investigated factors that create a community of learners in an online environment. Research suggests that, as members of a learning community become familiar with one another, they utilize certain elements that convey a sense of camaraderie that is evidenced in their communications with one another (Brown, 2001; Suler, 2004). These elements relay a sense of comfortableness with one another and the group. The significance of this study’s findings is that there is little existing research in this area (Suler, 2004), but the results suggest that the more comfortable a member feels with another community member, increased interactions may take place. These interactions may lead to collaborations wherein knowledge construction and enhancement takes place and new learning occurs (Vygotsky, 1962, 1978; Wittgenstein, 1960).
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