Volume 7, No. 2, Art. 32 – March 2006

Review:

Patricia Arnold (2003). Kooperatives telematisches Lernen aus der Perspektive der Lernenden – Qualitative Analyse einer Community of Practice im Fernstudium [Cooperative Telematic Learning from the Perspective of the Learner: Qualitative Analysis of a Community of Practice in Distance Learning]

Albert K. Petersheim (Germany)

Abstract: What does cooperative learning mean in relation to distant learning? Does the internet play a supportive and encouraging role? Patricia ARNOLD looked at those questions in her dissertation. She relates distance learning to a special condition of learning but gives little attention to teaching as a special didactical preparation of material, learning control, motivation, organization, etc. The recognition that communication and cooperation are a part of distance learning that can deal with some of the problems associated with the virtual learning situation is growing. In her qualitative empirical investigation of a distance learning community, ARNOLD investigates how self-determined learning within a group can be cooperatively organized online. Her starting point is the area of cooperative online learning, and she persistently focuses on the learner’s perspective in order to develop an overdue perspective on changes to conventional learning theories and the area of research to inform a computer supported method of learning. The study’s two main theoretical points are subject-scientific learning theory (HOLZKAMP, 1993) and Communities of Practice learning (LAVE & WENIGER, 1991), with the learner’s individual reasoning action determined based on the Communities of Practice concept. The result shows a community of virtual learners acting between accomplishment and configuration.

ARNOLD theoretically elaborates the community learning concept. She develops a strategy to practice cooperative virtual learning and expand distance learning didactics by the learning subject. This demands curriculum design that integrates student learning results as a learning source for everyone. Educational carriers involved in distance learning should look at the question of supporting conditions in order to develop learning communities and to supply the online learning forums that are needed.

Altogether the study contributes to current research in the area of teaching and learning using new media. Theoretical understandings of learning communities are improved, the concept of Communities of Practice is extended into the context of distance learning, and practical information about distance learning is developed. This work is interesting and worth reading for those grappling with the issue of distance learning and cooperative online learning. The work gives a clear overview of recent research as well as the conversion of knowledge into practical apprenticeship arrangements.

A willingness to become familiar with the text is needed: this book does not provide quick solutions but does offer a basis for independent learning approaches in the area of e-learning and cooperative learning, based on empirically secured knowledge.

Key words: e-learning, distance learning, learning communities, cooperative learning, communities of practice

This contribution is only available as a full text in the German language. German text

Volume 7, No. 2   Table of Contents

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