Quiet Participation: Investigating Non-Posting Activities in Online Learning

Despite the growth in online learning offerings in K-12 and higher education, limited research has been undertaken to better understand less visible online learning activities. Reading and rereading are not typically valued as important indicators of learning since the number or frequency of entries, words, or key phrases are usually visible and easily tracked. This article reports on a mixed-methods study addressing the reading, writing, and revisiting activities of graduate students attending one of eight online graduate courses taking place over a four-year period. Students were grouped by clusters of reading and writing activities to identify patterns related to rereading. Participant perceptions of the value of rereading entries in online learning are discussed. The findings highlight the importance of a more nuanced understanding of the different roles reading and rereading play in online learning discussions. This research informs our understanding of the importance of non-posting behaviors to student learning. Instructionally, these results may encourage the valuing of different “paths” to online learning success beyond the criterion of written entries.

Doi: 10.24059/olj.v22i4.1518

Publication Date: 2018

Publication Name: Online Learning Journal

Link to Quiet Participation

Memes to Communicate

Literacy, Community and Bitstrips

Wilton, L. (Oct 2013). Literacy, Community and Bitstrips. In ICT in Practice. Available at http://www.ictinpractice.com/2013/literacy-community-and-bitstrips-by-lesley-wilton/

AERA 2013 - Online reading patterns and their relationship by writing activity. Brett C., & Wilton, L.

While there has been considerable analysis to date of written contributions in online conferencing, reading patterns may further inform our understanding of online collaborative discourse. This study examines reading behaviours of teacher candidates within a two-year blended online learning environment and found that reading and writing patterns indicated there were different groups characterised by the amounts and timing of their online reading. These patterns were related to the content of the discussions rather than technical issues. These analyses are a first step toward understanding the role of reading in online learning activity.

AERA 2012 - in great company: Online Learning

 

In great company at AERA 2012 on Granville Island with Dr. Ron Owston (right),

Dr. Linda Harasim (sitting) and Dr. Curtis Bonk (left)- talking online learning.

Future Educators’ Perspectives on Digital Literacy and Their Confidence in Using Technology

American Educational Research Association (AERA) Conference 2012
Scheduled Time: Tue, Apr 17 - 2:15pm - 3:45pm
Building/Room: Sheraton Wall Centre, Floor Third Level - South Finback
In Session: Tech Uses and Teacher Practices, Attitudes, and Knowledge

Presenters/Authors:
Lesley Wilton (University of Toronto - OISE)
Ronald D. Owston (York University)

Abstract:

Within a sociocultural framework, this study examines future educators’ understandings of the term digital literacy and their confidence in using digital technology. The participants agreed that digital literacy was important but did not share a common definition of digital literacy. Their perceptions of the components of activities–skills–practices involved in digital literacy teachings were influenced by their confidence in using technology. Overall, the findings suggest that pre-service education curricula be examined to ensure that digital literacy is included.

The Micropolitics of Digital Learning in School: Power, Conflict and Cooperation

The Micropolitics of Digital Learning in School: Power, Conflict and Cooperation
Lesley Wilton

Building: Ontario Institute for Studies in Education
Room: 5-250
Date: 2012-03-23 09:00 AM – 10:30 AM

Abstract

In this 21st century, modern skills such as online reading literacy are coming into focus in education. Technology investment in Canadian schools has been significant. Yet, teaching practices remain largely the same and students’ in-school access to digital texts are haphazard across provinces, boards and schools. This discussion examines micropolitical issues related to the use of digital information for learning in Ontario schools. Beginning with a review of definitional terms and a brief examination of Ontario school technology policies, this conversation of power, conflict and cooperation involving administrators, teachers, students and parents centres on illustrations of current issues relating to the integration of technology in schools. Wifi health concerns and smartphone access are just two of the many issues to be negotiated by constituents. These and other important micropolitical issues affecting access to digital information for learning in Ontario schools merit discussion.

See Link http://ocs.library.utoronto.ca/index.php/oise/DGSRC_2012/paper/view/2695