Strong community, deep learning: exploring the link
Abstract
This explores the constructivist understanding that shared practitioner research in collaborative online spaces leads to deeper learning. The research was developed within the context of building the National College of School Leadership’s (NCSL’s) online learning communities. A community and a learning scale, both emerging through grounded analysis, are applied to six conversations across both formal and informal learning contexts. When representing the findings, a strong similarity in the community and learning graphs suggests an association between the two. Recommendations point to the importance of building collaboration and community, integrating formative assessment, and freeing the learning‐facilitator from tasks that the community can fulfil, so that they can focus on their primary role of facilitating quality learning.
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Studying collaboratively with digital media in higher education is positively related to shared problem-solving skills, critical thinking, creativity and deep learning.
“Studying collaboratively with help of digital media in higher education has shown to be positively related to shared problem-solving skills, critical thinking, creativity and deep learning (Chapman et al., 2005).”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Chapman et al., 2005
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- Authors
- Chapman, C., Ramondt, L., & Smiley, G.
- Affiliations
- Anglia Ruskin University (GB)
- Corresponding author
- Chapman, Carole
- Venue
- Innovations in Education and Teaching International
- Publisher
- Informa UK Limited
- Published
- 2005-08
- Volume
- 42
- Issue
- 3
- Pages
- 217-230
- ISSN
- 1470-3297 (ISSN-L)
- 1470-3300
- OpenAlex
- W2123851218
- Cited by
- 168
- References
- 28
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 3 · 2023: 4 · 2022: 6 · 2021: 8 · 2020: 10 · 2019: 5 · 2018: 7 · 2017: 9 · 2016: 5 · 2015: 10 · 2014: 8 · 2013: 9 · 2012: 11
- FWCI
- 46.26
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Innovations in Education and Teaching International (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Keywords
- online learning communities, cooperative learning, deep learning, constructivism, school leadership, formative assessment, learning facilitation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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