Ethos and Practice of a Connected Learning Movement: Interpreting Virtually Connecting Through Alignment with Theory and Survey Results.
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| Title: | Ethos and Practice of a Connected Learning Movement: Interpreting Virtually Connecting Through Alignment with Theory and Survey Results. |
|---|---|
| Authors: | Bali, Maha1, Caines, Autumm2, DeWaard, Helen3, Hogue, Rebecca J.4,5 |
| Source: | Online Learning. Dec2016, Vol. 20 Issue 4, p212-229. 18p. 3 Graphs. |
| Subject Terms: | *Learning theories in education, *Philosophy of education, *Social media, Volunteer service, Computer conferencing, Virtual communities |
| Abstract: | Virtually Connecting (VC) is a connected learning volunteer movement that enlivens virtual conference experiences by partnering those that are at the conference with virtual participants that cannot attend. In looking to articulate the ethos and intentions of VC, a manifesto was developed by a group of core members and presented at the Digital Learning Research Network in 2015. This paper connects the group's ethos, as defined in this manifesto, to various learning theories including Connectivism, connected learning, and the practice of online communities. The paper reports on both quantitative and qualitative results from a survey sent to members of the community over February and March of 2016, as well as some information obtained from blogs and other forms of social media, and ties these results to the manifesto items. This alignment of theory and participant feedback shows continuity between the stated ethos of the community and the impressions of those living the volunteer experience. [ABSTRACT FROM AUTHOR] |
| Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 120591525 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=120591525 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24059/olj.v20i4.965 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 212 Subjects: – SubjectFull: Learning theories in education Type: general – SubjectFull: Philosophy of education Type: general – SubjectFull: Social media Type: general – SubjectFull: Volunteer service Type: general – SubjectFull: Computer conferencing Type: general – SubjectFull: Virtual communities Type: general Titles: – TitleFull: Ethos and Practice of a Connected Learning Movement: Interpreting Virtually Connecting Through Alignment with Theory and Survey Results. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bali, Maha – PersonEntity: Name: NameFull: Caines, Autumm – PersonEntity: Name: NameFull: DeWaard, Helen – PersonEntity: Name: NameFull: Hogue, Rebecca J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 24725749 Numbering: – Type: volume Value: 20 – Type: issue Value: 4 Titles: – TitleFull: Online Learning Type: main |
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