A survey instrument developed to measure the levels of digital technology competence and use by individuals.
Published in Chapter:
Collaborative Learning in Co-Created Digital Space: The Fully Online Learning Community Model
Roland van Oostveen (The University of Ontario Institute of Technology, Canada), William J. Hunter (The University of Ontario Institute of Technology, Canada), Elizabeth A. Childs (Royal Roads University, Canada), Wendy Barber (The University of Ontario Institute of Technology, Canada), and Julianne Gerbrandt (The University of Ontario Institute of Technology, Canada)
Copyright: © 2021
|Pages: 18
DOI: 10.4018/978-1-7998-6967-2.ch011
Abstract
The growing global attention to online learning, particularly in light of COVID-19, has spurred interest in systematic, robust, and pedagogically sound approaches to online learning like the fully online learning community (FOLC) model. FOLC consists of three overlapping dimensions—social presence, cognitive presence, and collaborative learning—which can function within fully online or hybrid digital spaces. FOLC thus supports the establishment of vibrant online learning communities. This chapter extends prior theoretical and empirical work on FOLC and highlights supportive and challenging academic interactions. Readiness to work within FOLC environments requires developing a range of 21st century competencies, such as complex problem solving and social negotiation, to effectively use the selected digital affordances and collaborate with others. These abilities and potential readiness interventions are addressed here as an intrinsic part of the model. The chapter concludes with reports of several empirical studies that explore the efficacy of the FOLC model.