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Journal Issue
Volume 15 Issue 2 / May 2017  pp105‑198

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial for EJEL Volume 15 Issue 2  pp105‑106

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Active Learning: Engaging Students To Maximize Learning In An Online Course  pp107‑115

Arshia Khan, Ona Egbue, Brooke Palkie, Janna Madden

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Hypermedia Reading Materials: Undergraduate Perceptions and Features Affecting their Reading Comprehension  pp116‑125

Nurul Adila Hamdan, Maslawati Mohamad, Shahizan Shaharuddin

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Open Distribution of Virtual Containers as a Key Framework for Open Educational Resources and STEAM Subjects  pp126‑136

Alberto Corbi, Daniel Burgos

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Iphras as an E‑Learning Platform for Idiomatic Competence  pp137‑143

Teodora Kiryakova-Dineva, Milena Levunlieva, Vyara Kyurova

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Lessons Learned From Implementing E‑Learning for the Education of Health Professionals in Resource‑Constrained Countries  pp144‑155

Manu Gupta, Sophie Marsden, Tony Oluka, Reetu Sharma, Henry Lucas

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An Evaluation of the Effectiveness of the use of Multimedia and Wiley Plus Web‑Based Homework System in Enhancing Learning in The Chemical Engineering Extended Curriculum Program Physics Course  pp156‑173

Moses Basitere, Eunice Ndeto Ivala

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The Mediating Effects of Germane Cognitive Load on the Relationship Between Instructional Design and Students’ Future Behavioral Intention  pp174‑187

Jamie Costley, Christopher Lange

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Community in Online Higher Education: Challenges and Opportunities  pp188‑198

Lily A. Arasaratnam-Smith, Maria Northcote

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Abstract

Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face‑to‑face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face‑to‑face education is the prototype for quality, the authors appraise the online learning environment as a unique medium which, by its nature, necessitates unique communication, community‑building, teaching and learning strategies. This paper proposes an in‑depth analysis of the potential unique affordances associated with online learning contexts as existing in their own right. The concepts of community and communication are explored in relation to online Communities of Practice (CoPs). The nature of face‑to‑face and online learning contexts are considered, especially in the light of the possibility of redefining “face‑to‑face” within the online realm, in addition to physical learning contexts. The paper identifies unique ways in which online communication (in the context of learning) is different from face‑to‑face communication, and consequently four ways in which this can be an advantage for students; namely, there is a measure of social egalitarianism, emphasis on verbal/written proficiency, time for reasoned response, and social agency. The paper provides grounding for further research into strategies that forge rich online learning experiences and suggests an empirical study as a next step. 

 

Keywords: online community, Computer Mediated Communication (CMC), Communities of Practice (CoPs), nonverbal communication

 

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