CBR_Online learning community

A review of the Eksisozluk, an online collaborative dictionary, to find factors which could be used to engage and motivate students in online learning environments. Defines community and defines successful online community. Rate the characteristics that encourage continued participation and discusses how they could be applied to online learning communities. Examples: user created content, unlimited postings, ratings, interactions, etc.

Experiment is using digital bookmarking to share online resources pertaining to courses and peripheral interest to subject. Allowed students and staff to share, comment upon, and rate found resources. Used fOUndIt. While the sharing of resources happens, it is sporadic and temporal. A permanent repository becomes a place of community intelligence. Results show that until it was part of the required course work student participation was low.

Research would suggest that increased 'moderator' interaction, i.e., not just using online system to post announcements, and answer questions but to instigate discussion and at various times, significantly increased student posts and appeared to halve the number of failures.

Just as the title suggests, it is the study of the intrinsic motivation of students in technology supported online and face-to-face discussions. The online seemed to support better outcomes but need to isolate the issues that supported self-directed intrinsic motivation. Article discusses their belief of the reasons behind the intrinsic motivation, i.e., equality of environment , asynchronous, time to deliberate, etc.