Set B Questions:
-What are your initial perceptions of UPOU students based on your observation of their online behavior? Have your perceptions changed as you interacted with students at the comm site?
I started to work on the site with a firm belief that UPOU people were not just more Net-savvy, but also generally more interested in online interaction compared to those from other constituent units. I had never been more wrong about anything else since I started working here.
My own DCS students were a collective disappointment as I had expected them to be more interested than the rest. I mean, computer science right? I didn't expect to have everyone on board, but 3 or so out of about 70? I didn't see that coming.
My perception has not changed since then. There is a small set of active people now, just like before, and later on they move on to other things and will be replaced by others, then in time they will be replaced... One can only hope that it is a cycle that will see more people coming in than going out.
-Do you find the exchanges/ interactions among site users as meaningful compared to other exchanges which happen in sites upou students/facs are engaged in? Why so? (and maybe what specific threads / responses attest to that)
Well, that depends. If by other sites you mean things like Facebook or Friendster, then definitely yes. But when compared to something like MyPortal or, to a certain extent, Multiply, it's hard to say. I think academic discussion is very meaningful and both sides have ample amounts of that. But as far as non-academic related discussions and information are concerned, right now, nothing can top the Community Site.
-What have you learned from these online/offline experiences with site members, in terms of making students feel that they're part of a larger community?
These site members, especially the ones who stick around long enough, are a different breed of UPOU students, in contrast to the ones who can't be bothered to log in to MyPortal for more than a couple of hours in any given week, which sadly comprises the majority. These community site members are determined to find a deeper meaning for being part of UPOU. Those who are not full time students do not see their day jobs as a hindrance they cannot overcome in order to find their meaning. And that is why I believe they will bear more resemblance to the archetypical UP student than the others -- intelligent and with a passion for greater worthwhile causes. Just as students from other CU's have organizations, UPOU students have the Community Site
Tuesday, February 9, 2010
Friday, February 5, 2010
Abstract; Track Changes
Abstract No. 181
Paper Title
Nurturing a Sense of Community at the UP Open University Community Site
Abstract
Research into distance education often shows a positive relationship between a sense of community and learning among adults. To some adult learners, there is more to online learning than the fulfillment of academic work. From a socio-cultural perspective, learning in a virtual community is also about the expression of online selves, identity construction and building a sense of community.
Building a sense of community is a constant challenge at the UP Open University (UPOU), the first tertiary level institution in the Philippines to offer distance education programs to adult learners from both graduate and undergraduate levels. Its current student population engage in online academic courses through UPOU's Moodle-based learning management system. Whilst there are small packets of extra-curricular discussion sometimes encouraged by individual faculties-in-charge, UPOU has yet to explore other platforms to harness involvement and participation among its community members, most especially the students. This is where the UPOU Community Site comes in. The UPOU Community Site is one distinct virtual community developed and maintained by a faculty member outside the course domain. This site was created to cater to students, alumni, faculty and staff who feel there is more to being part of UPOU than just the studies, work and research.
But what does the UPOU Community Site truly mean to these adult learners who manage to sustain online and offline engagements through this virtual community? This case study purposely narrated the development of the UPOU Community Site from the perspective of its current users who care enough to maximise it as a tool and platform for programme improvements, community building activities and interaction. Through narrative inquiry, this study was able to surface varied meanings that a select group of adult learners attach to this virtual community. The study examined how faculty members and students express their online selves, construct their identities and engage in community building activities outside their usual academic coursework. The study aimed at making explicit the nature of this virtual community's growing sense of community in order to arrive at possible directions it can pursue for it to thrive.
The study provided evidence as to how a virtual community can become a valuable platform to extend the online world of adult learners in order to contribute to an open university’s evolving community of practice. This qualitative research grounded itself on an interpretive-critical paradigm, so the study was able to draw out possible goals and strategies from adult learners-site members in order to sustain engagements among its current users as they continue to take part in building and nurturing a sense of community with the larger population of UPOU adult learners it hopes to reach.
Paper Title
Nurturing a Sense of Community at the UP Open University Community Site
Abstract
Research into distance education often shows a positive relationship between a sense of community and learning among adults. To some adult learners, there is more to online learning than the fulfillment of academic work. From a socio-cultural perspective, learning in a virtual community is also about the expression of online selves, identity construction and building a sense of community.
Building a sense of community is a constant challenge at the UP Open University (UPOU), the first tertiary level institution in the Philippines to offer distance education programs to adult learners from both graduate and undergraduate levels. Its current student population engage in online academic courses through UPOU's Moodle-based learning management system. Whilst there are small packets of extra-curricular discussion sometimes encouraged by individual faculties-in-charge, UPOU has yet to explore other platforms to harness involvement and participation among its community members, most especially the students. This is where the UPOU Community Site comes in. The UPOU Community Site is one distinct virtual community developed and maintained by a faculty member outside the course domain. This site was created to cater to students, alumni, faculty and staff who feel there is more to being part of UPOU than just the studies, work and research.
But what does the UPOU Community Site truly mean to these adult learners who manage to sustain online and offline engagements through this virtual community? This case study purposely narrated the development of the UPOU Community Site from the perspective of its current users who care enough to maximise it as a tool and platform for programme improvements, community building activities and interaction. Through narrative inquiry, this study was able to surface varied meanings that a select group of adult learners attach to this virtual community. The study examined how faculty members and students express their online selves, construct their identities and engage in community building activities outside their usual academic coursework. The study aimed at making explicit the nature of this virtual community's growing sense of community in order to arrive at possible directions it can pursue for it to thrive.
The study provided evidence as to how a virtual community can become a valuable platform to extend the online world of adult learners in order to contribute to an open university’s evolving community of practice. This qualitative research grounded itself on an interpretive-critical paradigm, so the study was able to draw out possible goals and strategies from adult learners-site members in order to sustain engagements among its current users as they continue to take part in building and nurturing a sense of community with the larger population of UPOU adult learners it hopes to reach.
Abstract Acceptance...woohooo...lagot!
Dear Villanueva Aleta
We are pleased to inform you that your abstract has been accepted by the ICT2010 Conference Review Panel.
Please be informed that the latest date to submit the full / brief / best practice presentation paper is Monday, 15 March 2010. However, as an author, you can enjoy a special registration rate of S$375 for the conference if you submit your full, brief or best practice paper by 1 March 2010.
Please take note of the comments from our review panel:
1. See email attachment with track changes (file: 181_tracking changes.doc).
A full research paper should be between 8 and 10 pages and up to 5,000 words. A brief paper should be between 4 and 6 pages and up to 2,500 words. Please select the type of paper (full or brief paper) you wish to submit. However, the ICT2010 Conference Academic Committee reserves the right to advise you to change the type of paper after it has been reviewed by our review panel.
I attach the author's guideline for the full / brief paper and the best practice presentation to this e-mail.
Please contact me if you have any questions.
Best regards
Academic Chair
ICT2010 Singapore Conference
--
We are pleased to inform you that your abstract has been accepted by the ICT2010 Conference Review Panel.
Please be informed that the latest date to submit the full / brief / best practice presentation paper is Monday, 15 March 2010. However, as an author, you can enjoy a special registration rate of S$375 for the conference if you submit your full, brief or best practice paper by 1 March 2010.
Please take note of the comments from our review panel:
1. See email attachment with track changes (file: 181_tracking changes.doc).
A full research paper should be between 8 and 10 pages and up to 5,000 words. A brief paper should be between 4 and 6 pages and up to 2,500 words. Please select the type of paper (full or brief paper) you wish to submit. However, the ICT2010 Conference Academic Committee reserves the right to advise you to change the type of paper after it has been reviewed by our review panel.
I attach the author's guideline for the full / brief paper and the best practice presentation to this e-mail.
Please contact me if you have any questions.
Best regards
Academic Chair
ICT2010 Singapore Conference
--
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