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The Importance of Focal Awareness to Learning in Virtual Communities

The Importance of Focal Awareness to Learning in Virtual Communities

Peter D. Gibbings, Lyn M. Brodie
Copyright: © 2012 |Pages: 15
ISBN13: 9781466603127|ISBN10: 1466603127|EISBN13: 9781466603134
DOI: 10.4018/978-1-4666-0312-7.ch011
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MLA

Gibbings, Peter D., and Lyn M. Brodie. "The Importance of Focal Awareness to Learning in Virtual Communities." Virtual Community Participation and Motivation: Cross-Disciplinary Theories, edited by Honglei Li, IGI Global, 2012, pp. 177-191. https://doi.org/10.4018/978-1-4666-0312-7.ch011

APA

Gibbings, P. D. & Brodie, L. M. (2012). The Importance of Focal Awareness to Learning in Virtual Communities. In H. Li (Ed.), Virtual Community Participation and Motivation: Cross-Disciplinary Theories (pp. 177-191). IGI Global. https://doi.org/10.4018/978-1-4666-0312-7.ch011

Chicago

Gibbings, Peter D., and Lyn M. Brodie. "The Importance of Focal Awareness to Learning in Virtual Communities." In Virtual Community Participation and Motivation: Cross-Disciplinary Theories, edited by Honglei Li, 177-191. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0312-7.ch011

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Abstract

Higher education today calls for transformative rather than transmissive education, and educators need to be particularly concerned with facilitating learners to fully focus on important elements, to make connections and properly process newly learned information. Educational approaches are beginning to place a greater emphasis on participation in community activities such as collaborative learning and team-work as opposed to individual inquiry. With the rise of the global community facilitated by the Internet and advances in communication technology, connected learners are forming virtual learning communities, which facilitate the individual and social aspect of learning through communication and team-based instruction models such as problem-based learning. To achieve this requires an education structure underpinned by pedagogical values that encourage student ownership of their learning and allows exploration of multiple perspectives by social interaction. One such educational structure may involve the use of virtual learning communities. The success of such a virtual learning community depends on developing key behaviours in students, which support them to focus on awareness of their own learning needs, attitudes and processes. This chapter argues therefore that students’ focal awareness is critical to learning in virtual communities.

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