Online community theory also known as ‗networked‘ (Goodyear et al. 2000) and ‗virtual community‘ (Palloff and Pratt, 1999) uses networked technology to collaborate, interact and engage, especially the Internet. Goodyear et al (2000: 18) define ‗networked learning‘ as “learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources”.
Virtual communities are formed around issues of identity and shared values and are not location based as in a ‗physical‘ space; rather they use technology as the shared space (Palloff and Pratt, 1999). Therefore, it is argued that networked and virtual learning takes place within a learning community and are bounded not by a physical space but by the ‗community‘ and the connections and interactions between all participants engaged in the learning community. In contrast to the ‗physical place‘ based community,
virtual communities are fluid, which means they have no formal boundaries. In this context, norms do not dominate as much as in the ‗traditional‘ physical place based community.
What is common to both is the concept of connectivity, participation, collaborations and engagement between those parties within the community whether place based or online (Bruner, 1996; Vygostky, 1978; Wenger, 1998). The basic underlying concept is collaboration (Dillenbourgh, 1999). Squire and Johnson (2000) posit that virtual communities are formed around an activity and as a need arises, where language, practices, customs and resources emerge over time as the community develops (Lave and Wenger, 1991; Wenger, 1998 Paloff and Pratt, 1999; Tu, 2004; Mc Connell, 2004). It is argued some of the richest interactions “involve online materials and with other people” (Goodyear et al, 2000: 18). However, Goodyear et al (2000) further suggest that networked learning is not defined by the learning resources used; rather what defines it are the human-human interactions such as computer mediated communication which sees humans interacting with a computer and a computer interacting with a human (Preece, 2001; Mc Connell, 2004).
The argument is made that interactions involving humans in this way are a key essential component to promote engagement in networked learning when used as part of a campus-based pedagogical practice. This is supported by sociocultural development theories (Wenger, 1998; Vygotsky, 1978, Dillengourgh, 1999) where interaction and participation are a central
tenet in social and situated contexts (Lave and Wenger, 1991). The community concept (Wenger, 1998) and community online (Preece, 2001, Paloff and Pratt, 1999; Tu, 2004; Mc Connell, 2004. Preece (2001) describes how interactions and engagements within an online community can create a sense of warmth, belonging, and an opportunity for people to chat and help each other.
This is supported by community of practice theory (Wenger, 1998). Preece (2001) goes on to describe the setting for the online community as one where learners have a common interest, a need to exchange information with a shared purpose for being a part of the online community. This is supported by community of practice and group and collaborative theories (Wenger, 1978; Lewin, 1951; Dillenbourgh, 1999). Over time learners arrange protocols for engagement in the online community in the form of protocols or rules and norms of behaviour in order to support each other whilst interacting in the online community. Beliefs and value development over time is supported by community of practice theory (Wenger, 1998).
Palloff and Pratt (2005:8) define the elements of an online community as “people: the students, faculty, and staff involved in an online course”. They further explain how the online community relates to the coming together of people for a shared propose, such as engagement in an online course which requires information and resources to be shared amongst people. Both Preece (2001) and Palloff and Pratt (2005) offer ways to support learners whilst engaged in an online community. They suggest the need for guidelines to help create structure within the community environment and the
importance of providing ground rules for interaction and participation. This is supported by learning theories (Biggs, 1997; 1998; 1999; 2003; Laurillard, 1999). Whilst referring to technology Palloff and Pratt (2005:8) define this as a “the vehicle for delivery of the course and a place where everyone involved can meet”. When referring to collaborative learning they describe this as “student-to-student interaction that also supports socially constructed meaning and creation of knowledge” (ibid: 8). This view is supported by a whole body of literature (see, for example, Vygotsky, 1978; Lave and Wenger, 1991; Wenger, 1998; Wenger, McDermott and Synder, 2002).
McConnell‘s (2004) study of online community is built on social constructivism (Vygotsky, 1978) relating to distance online learning. McConnell‘s work suggests a move towards a paradigm of collaboration in response to the challenges posed by both the technology and the drive towards a mass education culture. This paradigm is made up of collaboration and co-operation dialogue and group work together with interaction with online materials and collaborative knowledge production. This is supported by Dillenbourgh‘s (1999) concept of collaboration, Lewis‘s (1951) view on group learning and Vygotsky‘s (1978) stance on social knowledge construction.
To help support group work online Nunamaker (1991), Doolan et al (2006) and Doolan (2007c; 2008; 2009; 2010a) recommend that learners are provided with a guide, some type of structure for the learning activity online in the form of procedures, for example, by creating templates, and establishing deadlines, or by encouraging the group to adopt an agenda.
What is different between face-to-face and online learning is that the latter uses networked technology to collaborate, interact and engage, especially the Internet. For instance Wikis can be used to support collaborative learning with the focus being on community knowledge rather than the individual learner where teachers and learners collectively create knowledge for the good of all (Leuf and Cunningham, 2001; Holmes et al, 2004; Doolan, 2006). In this thesis a Wiki is used to support groups undertaking group-based assessment. Thus the conceptual framework in this study is used to support social learning through participation and engagement within and across groups. Learning in this way is supported by technology in a blended learning framework. Through participation and reciprocity knowledge is developed amongst learners.