AB+-+Ke+&+Hoadley+(2009)


 * **Reference: ** || Ke, F., & Hoadley, C. (2009). Evaluating online learning communities. //Educational Technology Research & Development, 57//(1), 487‐510. doi:10.1007/s11423-009-9120-2 ||
 * **Author's: ** || Ke, F., & Hoadley, C. ||
 * **Title:** || Evaluating online learning communities. ||
 * **Year:** || 2009 ||
 * **Journal: ** || //Educational Technology Research & Development // ||
 * **Retrieval Information**: || http://dx.doi.org/10.1007/s11423-009-9120-2 ||
 * **Bibliography**: ||  ||
 * In this study of 42 studies on online learning communities (OLC) four items were evaluated, (a) “ purpose of the study ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 490 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (b) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">evaluation approaches <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 490 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (c) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">indicators or measures <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 490 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) used, and (d) how data was collected and analyzed. OLC evaluations were categorized as proving, improving, or both. In the studies, four approaches were identified – summative, formative, participatory, and responsive, and these approaches “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">usually influenced the methods employed <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 494 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors found two major constructs in how studies measured – outcome and process. The authors identify that this study is preliminary aand offer it as the beginning of “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">identifying common patterns and the strengths (and weaknesses) of relationships among the various process and outcome indicators across OLCs <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 507, italics in original <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) in order to make progress on whether a learning community is beneficial. This article is preliminary and foundational to my research but may not be used directly. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1007/s11423-009-9120-2 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In this study of 42 studies on online learning communities (OLC) four items were evaluated, (a) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">purpose of the study <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 490 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (b) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">evaluation approaches <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 490 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (c) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">indicators or measures <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 490 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) used, and (d) how data was collected and analyzed. OLC evaluations were categorized as proving, improving, or both. In the studies, four approaches were identified – summative, formative, participatory, and responsive, and these approaches “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">usually influenced the methods employed <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 494 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors found two major constructs in how studies measured – outcome and process. The authors identify that this study is preliminary aand offer it as the beginning of “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">identifying common patterns and the strengths (and weaknesses) of relationships among the various process and outcome indicators across OLCs <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 507, italics in original <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) in order to make progress on whether a learning community is beneficial. This article is preliminary and foundational to my research but may not be used directly. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||