Analysis of an e-learning community

Introduction  

This report outlines my views of the nature of a learning community which have been shaped by a literature review of learning theories and via participant observation in e-learning communities. The report aims to clarify my understanding of my selected e-learning community The Travelzine,  my expectations as both a learner and as a participant and the relevance to my studies in E-Learning Experiences, Models and Theories 1.  

1.0 The Nature of a learning community 

My view of the nature of a learning community is where individuals come together on a regular basis in a formal or informal situated context with their diverse backgrounds, knowledge and perspectives to participate in a shared learning experience. Participants are motivated by common goals and interests. Learning takes place through collaborative sharing, modelling, retention and activity.   

After reviewing the literature, my view has been primarily shaped and influenced by social learning theory and situated learning theory.   Social learning theory highlights that people learn through watching, observing and imitating the behaviours, attitudes and emotions of others (Saunders 1999). Bandura’s (1997,1986,1977) ‘Model of Processes Governing Observational Learning’ provides a complete framework to analyse a learning system (Cornford 1999, 80). I found it useful to include in my view some elements of this model which will help to describe and identify that learning is taking place, these include:

Motivation – the reasons for coming together in the first place and an ongoing factor in maintaining and improving skills over time (Cornford 1999).  

Modelling – a range of behaviours including learning by observation and the development of implicit and explicit rules governing behaviour in the community. 

Retention – a cognitive process where information needs to be stored into the memory to facilitate learning. 

Activity- related to Bandura’s Production Process where a range of practice and feedback takes place (Cornford 1999).  

My view has also been influenced by situated learning theorists and includes a situated context which recognises socio-cultural influences, diverse backgrounds and perspectives which contribute to collaborative learning.   

‘Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated)…. Social interaction is a critical component of situated learning’ (Kearsley 1994-2008, Para.1). 

 Lave and Wenger (1991) have influenced my view, particularly with their identification of community of practices which has relevance to describing a learning community (Smith 2003). This influenced me to add “common interests” and the time dimension of a “regular basis” as important determinants of a learning community.   

‘Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly’ (Wenger n.d, Para. 2).

My view was also reinforced through online discussions with fellow students on ‘Shared Meanings’ on the collaborative social networking site, E-Learning Experiences Ning. 

Common themes emerged from the group to support a social dimension, collaboration and that a community is made up a group of people with shared interests.  

2.0 The Travelzine – nature and focus  

My selected community is The Travelzine. 

TheTravelzine is a moderated, non-commercial group dedicated to the exchange of travel tips and experiences. We share information about our countries and cultures and answer one another’s travel questions while making friends around the globe (D and L Freedman 2008, Para. 1).

The site is a global travel community where the majority of learning is taking place by sharing knowledge about the destination, the travel route and the travel industry prior to travel. Improving your knowledge about a destination prior to travel can improve the overall travel experience. For example learning about a host nation’s culture prior to travel can add greater insight to your travels and assist cross cultural communication.

The focus and primary activity of this community is related to contemplation and the pre-trip planning stage which are important steps in the travel purchase lifecycle. Most of the learning activity is taking place via discussion threads in the moderated forum. In addition there is a separate page with links to other sites which provide more detailed information depending on your area of interest.

3.0 The Travelzine – recognition of a learning community

A learning community is present if the environment connects with and draws substantially upon the resources of the community and its situated context and through learners accessing the views of other learners and experts (Shepherd, Clendinning  and Schaverien 2002).  The Travelzine’s situated context is global travel and provides community members the opportunity to share and learn from each other’s travel experiences in the moderated online forum.   

As previously discussed, Bandura’s ‘Model of Processes Governing Observational Learning’ (Cornford 1999) can provide a framework for analysis and assists with identifying the Travelzine as a learning community through the following observational behaviours:     

Motivation: The discussion threads highlight the initial reasons why people join which include finding an online social space to share travel stories and tips to improve participants knowledge about future travel.  

Modelling: The introduction of travel jargon in original threads and its subsequent use in following threads suggest that people are learning the language of travel and modelling behaviours. Constant references to the moderator’s shared files and recent posts suggest that the moderators are viewed by the group as valid role models. There are explicit rules that govern the community which are set by the moderators and emailed to you on joining.  

Retention Process: It is difficult to directly observe the participant’s cognitive processes however from my own experience of participating I could remember and quickly access posts I was interested in. In addition, the significant archive lists provides an easily accessible online memory. 

Production Process: There is significant evidence of the use of conversations and feedback in the travel context for learning. An example includes learning about the climate to help make decisions about best time to travel to a country and what to pack.  

 4.0 The Travelzine – value to my experience with E-Learning Experiences Models and Theories 1

Participating in the e-learning community, The Travelzine will allow me to:

 1) Engage, fully participate and look critically at an e-learning community from perspective of a learner and as an academic observer

2) Critically analyse the site’s technology framework and its application as e-learning tool

3) Observe how relationships develop within the community and how they contribute to the learning process 

4) Observe the group dynamics in an online environment and look for evidence of behaviours such as persuasion and group think

5) Understand implications of Web 2.0 and user generated content in a travel context which is of interest to me as a student and as a tourism professional   

5.0 The Travelzine – My expectations as a learner   

Essentially “Learning is the relationship between people” (Smith 2003, Para. 23)

My main expectation is that I will develop relationships with people within the community. Through these relationships I will learn about potential travel destinations, gain tips and advice on travel deals and reduce the risk of making poor travel decisions.

Other expectations include: 

- That I can trust the people within the community and that they will provide me with legitimate travel knowledge which is free from commercial imperatives.  

- That I will need to ask questions and participate in the forum in order to learn and to get the most out of the experience.

- That the moderators will provide a safe environment where Netiquette is being observed and that there will be enhanced content available beyond the forum to add to my learning experience.  

- That I will see a change in my knowledge base as a result of participating in the experience.

Reference List

Cornford I.R (1999) ‘Social Learning’, in James Athanasou (ed.), Adult Education Psychology, Sydney Social Press, Katoomba, pp 73-80  

Freedman, D and L (2008) The TravelZine, viewed 18 March 2008 <http://groups.yahoo.com/group/TheTravelzine> 

Kearsley, G (1994-2008) Situated Learning (J.Lave) Explorations in Learning and Instruction:The Theory Into Practice Database, viewed March 23 2008 <http://tip.psychology.org/lave.html> 

Saunders, S (1999) ‘Social Psychology of Adult Learning’, in James Athanasou (ed.), Adult Education Psychology, Sydney Social Press, Katoomba, pp 26-71  

Shepherd J, Clendinning J and Schaverien L (2002) Rethinking E-Learning Designs on Generative Learning Principles, Winds of change in the sea of learning: proceedings of the 19^thAnnual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE): 8-11 December 2002, edited by A Williamson, C Gunn, A Young and T Clear, v.2, pp 581-591. Auckland, New Zealand:UNITEC Institute of Technology

Smith, M.K. (2003) Communities of practice, The encyclopedia of information education, viewed 22 March 2008, <www.infed.org/biblio/communities_of_practice.htm> 

Wenger, E (n.d) Communities of Practice, viewed March 23 2008 <http://www.ewenger.com/theory/index.htm>

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