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Tipping points in online-mediated learning environments

Burch, Tony and Nagy, Judith 2007, Tipping points in online-mediated learning environments, International journal of learning, vol. 13, no. 12, pp. 7-15.

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Title Tipping points in online-mediated learning environments
Author(s) Burch, Tony
Nagy, Judith
Journal name International journal of learning
Volume number 13
Issue number 12
Start page 7
End page 15
Publisher Common Ground Publishing Pty Ltd
Place of publication Altona, Vic.
Publication date 2007
ISSN 1447-9494
1447-9540
Keyword(s) online mediated learning
student engagement
communities of learning
e-learning
knowledge building
Summary Teacher/Student engagement enriches learning experiences beyond the specifics of communicated information by encouraging connectivity and the fostering of learning communities. This paper is an analysis of student engagement in a postgraduate online-mediated learning environment, and considers how engagement may be an important factor in building communities of learning in conjunction with improved learning outcomes. This paper is informed by the conceptual framework for effective e-learning outlined by Garrison and Anderson (2003) as necessary for higher order knowledge building by students as part of skills development for participation in knowledge economies. Data collected through a pilot study infers that a correlation exists between the development of small groups of significantly contributing students within wider online student cohorts and the learning outcomes of all students within the cohort. The findings indicate that a number of small events have increased student engagement and motivation, and resulted in improved learning outcomes.
Notes Reproduced with kind permission of the copyright owner. Readers must contact Common Ground publishing for permission to reproduce this article.
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2007, Common Ground
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007665

Document type: Journal Article
Collections: Deakin Graduate School of Business
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