Online Learning Groups Development: A Grounded
Lucilla Crosta, Prof. David McConnell,
Department of Educational Research, University of Lancaster
This paper is the result of an extract of a PhD study in Educational
Research carried out at the Lancaster University (UK) between 2003 and
2007, in its conclusive stage. The intent of this work is that of describing
and analysing through a comparative case study, how online learning groups
may evolve into online learning communities. The contexts chosen were
two respectively blended and online Master courses in education delivered
in Italy and United Kingdom (UK). The former was a Master in Online Education
and Training (MOET) run by the Bocconi University in Milan, the latter
a Master in Education (MEd) run by the Lancaster University.
The Research involved the collection of a huge amount of qualitative
data and the use of Grounded Theory Approach for the analysis of the text
messages exchanged in the designated course forums. Seven and four online
groups were respectively studied both as participant observer (online
tutor) and as non-participant observer. The four months Assessment forums
of workshop One of the MEd were analysed together with six months forums
of the MOET .
The paper will present at first some theorization about online learning
group development and design, it will then illustrate the characteristics
of this study and then its final findings and comparisons as the result
of one year work. This research lead to the production of several categories
and key elements virtual group development related such as: tutoring,
collaboration, autonomy, technological anxiety, social relationship, assessment,
developmental stage, significant facts and major agreement. The different
combination and degree of intensity of each category defined in their
turn, three different Online Group Developmental Model such as: Product-Oriented-Model;
Product/Process-Oriented-Model and Process-Oriented-Model. The characteristics
of each Model are clearly described and discussed in the paper.
The theory Building process at the basis of this study involved the
construction of categories respecting at the same time, the uniqueness
of each groups and the complexity of reality. The final discussion will
lead to the conclusion on how both the context and the course design played
significant influences on both the degree of collaboration and autonomy
reached by the groups and their evolution into online learning communities.
Each group developmental process is then the result of a complex mix of
different influential factors.
Full Paper - .pdf