@article {5811, title = {The Impact of Hierarchical Positions on the Type of Communication within Online Communities of Learning}, journal = {Computers in Human Behavior}, volume = {58}, year = {2016}, pages = {158{\textendash}170}, abstract = {Communities of Learning (CoL) have been suggested to facilitate the learning process among participants of online trainings. Yet, previous studies often detached participants from the social context in which learning took place. The present study addresses this shortcoming by providing empirical evidence from 25 CoL of a global organization, where 249 staff members from different hierarchical positions engaged into collaborative learning via asynchronous discussion forums. We conduct a longitudinal study on the type of communication within these CoL, as well as participants{\textquoteright} network positions, in order to investigate the research question: What is the impact of individual{\textquoteright}s hierarchical positions on the type of communication within CoL? Our results indicate that the higher participants{\textquoteright} hierarchical position, the higher their amount of social and cognitive communication, which in turn was also positively related to their network position within CoL. We also identified a sub-group of Stars that outperformed their colleagues and who were at the center of CoL, irrespective of their hierarchical positions. Consequently, we propose design and facilitation strategies to practitioners and organizers of future CoL that can foster the learning processes and outcomes of all participants. Additionally, we consider future research avenues that could be explored further.}, keywords = {Community of Learning, Content Analysis, Hierarchical Positions, Social Network Analysis, type of communication}, doi = {10.1016/j.chb.2015.12.065}, author = {Martin Rehm and Regina H. Mulder and Wim Gijselaers and Mien Segers} } @proceedings {4291, title = {Analysis of Emotional Communication Processes among Working Professionals within Communities of Learning}, year = {2015}, address = {Limassol, Cyprus}, abstract = {Online Communities of Learning (CoL) have received a growing amount of attention in the context of Computer-Supported Collaborative Learning (CSCL). The process of connecting people via CoL builds on the use of technical media, e.g., asynchronous discussion forums. Online discussions are mainly fuelled by emotional support. Moreover, there is evidence that emotions have an impact on the individual learning processes. In order to emphasize the character of emotional communication processes in asynchronous learning environments, emotional threads, a newly developed and used method, has been used to analyse the dynamical structure of communication processes. Generally, each emotional thread involves at least two notes, is revealed in an online learning situation and has to be triggered by an external attribution. Previous research on this topic has focused on (higher) education and not yet on working professionals. We address this shortcoming by formulating the following research questions: 1. Is it possible to identify emotional threads in asynchronous computer-supported collaborative learning? 2. To what extend are emotional threads relevant to the learning processes of CoL among working professionals? We collected data from an online training program (CoL = 25, n = 249), which aimed to enhance the knowledge and skills of a global organization{\textquoteright}s staff, operating in the sector of economic development. Each CoL was centred on asynchronous discussion forums, where participants engaged in collaborative discussions of real-life tasks. Our preliminary findings include the identification of two task-directed emotional threads within one CoL.}, keywords = {Community of Learning, computer supported collaborative learning, emotional communication, organisationales Lernen}, url = {http://www.earli2015.org/}, author = {Verena Watzek and Martin Rehm and Regina H. Mulder} } @conference {4295, title = {Community of Learning for Africa (CoLA) {\textendash} Connecting Young Researchers from Africa and Europe}, booktitle = {eLearning Africa 2015}, year = {2015}, month = {05/2015}, address = {Addis Ababa, Ethiopia}, abstract = {In recent years, the demand for and the supply of graduate education has blossomed throughout higher education. While this development can be perceived as beneficial for universities and postgraduate research institutes, an increasing number of scholars have pointed towards the potential challenges it might present. The considerable increase in the amount of graduate education has created difficulties in a system previously accustomed to offering doctoral education to a relatively small set of participants from a confined geographical region (Pearson,1999). Yet, while these developments should have resulted in an change of how doctoral education is designed and facilitated, the vast majority of (European) providers continues to hold on to the conventional picture of doctoral education. Although this approach has undoubtedly been proven to generate valuable learning outcomes, it also has received a growing amount of criticism. The underlying notion of a regular PhD fellow can no longer be regarded as a fair representation of the actual PhD population. Instead, a new type of PhD (Pearson et al. 2004) exhibits different background characteristics, e.g., with respect to geographical location. African PhD fellows, who are interested to complete (part of) their research in Europe, cannot always afford to leave their place of residency for prolonged periods of time. Yet, young researchers from African countries might be searching for particular guidance from experts in their field that might not be accessible in their home countries. Consequently, both PhD fellows, as well as universities and postgraduate research institutes require more flexible educational formats that cater for these types of circumstances. In this context and with the growing availability and potential of online learning tools and methodologies, it is now possible to choose from a wide range of new options to foster the development of PhD fellows (e.g. Chalmers and Keown 2006; Allan and Lewis 2006). More specifically, Communities of Learning (CoL) have emerged as a promising methodology to foster an effective exchange of knowledge and experience among participants (Rehm 2013). Here, participants can collaborate in developing research skills, while at the same time creating a feeling of belonging, which helps individuals to establish personal ties and relations. This in turn has been suggested to positively influence learning outcomes and the overall progress with which PhD research is conducted (Romsdahl and Hill 2012). The proposed presentation will introduce the research and educational project: Community for Learning for Africa (CoLA). The project is designed and will be implemented by the United Nations University - Maastricht Economic and Social Research Institute on Innovation and Technology (UNU-MERIT). The presentation will highlight how CoLA can help participating actors from Africa and Europe to get and stay connected, collaborate in joint training activities and projects, as well as to openly exchange ideas and thoughts, all in relation to underlying PhD research trajectories. The presentation will also offer the first results from the needs assessment undertaken in spring 2015, among PhD fellows and supervisors in Africa as well as the intended activities to be undertaken by CoLA, based on this needs assessment. }, keywords = {Community of Learning, PhD Education}, url = {http://www.elearning-africa.com/}, author = {Martin Rehm and Mindel van de Laar} } @article {4089, title = {The Impact of Hierarchical Positions on Communities of Learning}, journal = {International Journal of Computer-Supported Collaborative Learning}, volume = {10}, year = {2015}, pages = {117-138}, keywords = {Community of Learning, Content Analysis, Hierarchical Positions}, url = {http://link.springer.com/article/10.1007/s11412-014-9205-8}, author = {Martin Rehm and Wim Gijselaers and Mien Segers} } @inbook {4165, title = {The Potential of Communities of Learning for Dual Career PhD Programs {\textendash} A Case Study}, booktitle = {Transformative Perspectives and Processes in Higher Education}, volume = {6}, year = {2015}, pages = {155-177}, publisher = {Springer International Publishing}, organization = {Springer International Publishing}, chapter = {9}, abstract = {Doctoral education has increased in popularity amongst working professionals, who are driven to update their knowledge and skills continuously. As a result, a new type of PhD fellow has emerged, with considerably different background characteristics than regular PhD fellows, for instance a higher average age and job tenure. While this development should have had a profound impact on the way in which doctoral education is facilitated, traditional (teaching) methodologies remain the dominant form of instruction. Communities of Learning (CoL) have been suggested as a new and more flexible way of facilitating PhD research that takes into account the characteristics of the new type of PhDs. This chapter provides empirical evidence from an actual CoL, which has been specifically designed, implemented and facilitated for the new type of PhDs at a Dutch university. Based on the presented findings and the authors{\textquoteright} experience with CoL for doctoral education, some practical implications will be discussed that can contribute to the success of similar initiatives elsewhere.}, keywords = {Community of Learning, Dual Career, Learning Communities, Online Communities, Online Learning}, doi = {10.1007/978-3-319-09247-8_9}, url = {http://link.springer.com/chapter/10.1007\%2F978-3-319-09247-8_9$\#$}, author = {Martin Rehm and Mindel van de Laar} } @conference {3917, title = {Community of Learning for Africa (CoLA) {\textendash} Connecting Young Researchers from Africa and Europe}, booktitle = {APPAM Spring Conferences}, year = {2014}, month = {04/2014}, address = {Washington, D.C., USA}, keywords = {Community of Learning, Doctoral Education, Online Learning}, author = {Martin Rehm and Mindel van de Laar} } @article {3811, title = {De invloed van Hi{\"e}rarchische Posities op Communities of Learning}, journal = {Tijdschrift voor Hoger Onderwijs}, year = {2014}, abstract = {

Communities of Learning (CoL) can facilitate the learning process among participants of online learning modules. Yet, previous studies often neglected hierarchical positions as a hurdle to collaborative learning processes. The present article addresses this shortcoming by providing empirical evidence from 25 CoL, organized as part of postacademic education, for 249 staff members of a global organization from different hierarchical positions. They engaged into collaborative learning via discussion forums. We provide the results from four different studies, namely (1) a descriptive case study, (2) an exploratory study investigating the overall impact of hierarchical positions on CoL, (3) a social network study on the influence of participants\’ hierarchical positions on their network behaviour, and (4) a content analysis determining the cognitive level of communication. Our results clearly indicate that the higher participants\’ hierarchical position, the higher their amount of social and cognitive communication, which in turn was also positively related to their centrality within CoL. However, we also identified a sub-group of \“Stars\”, who outperformed their colleagues and were at the centre of CoL, irrespective of their hierarchical positions. Based on these findings, we propose a number of strategies that can foster the learning processes and learning outcomes of all participants.

}, keywords = {Collaborative Learning, Community of Learning, Hierarchical Positions}, author = {Martin Rehm and Dani{\"e}lle Verstegen and Simon Beausaert and Wim Gijselaers and Mien Segers} } @article {3723, title = {Effects of Hierarchical Levels on Social Network Structures within Communities of Learning}, journal = {Frontline Learning Research}, volume = {Learning through Networks}, year = {2014}, abstract = {Facilitating an interpersonal knowledge transfer among employees constitutes a key building block in setting up organizational training initiatives. With practitioners and researchers looking for innovative training methods, online Communities of Learning (CoL) have been promoted as a promising methodology to foster this kind of transfer. However, past research has only provided limited data from actual organizations and largely neglected characteristics that constitute a major obstacle to such collaborative processes, namely participants{\textquoteright} hierarchical levels. The current study addresses these shortcomings by providing empirical evidence from 25 CoL of an online training program, provided for 249 staff members of a global organization. Using social network analysis, we are able to show significant differences in participants{\textquoteright} network behaviour and position based on their hierarchical rank. This translates into higher in- and out-degree network ties, as well as centrality scores among participants from higher up the hierarchical ladder. Finally, based on a longitudinal analysis of all indicated network measures, our results indicate that the main trend develops predominately during the first half of the training program. By incorporating these insights into the implementation of future CoL, it is not only possible to anticipate participants{\textquoteright} behaviour. Our findings also allow to draw conclusions about how collaborative activities within CoL should be designed and facilitated, in order to provide employees with a valuable learning experience.}, keywords = {Centrality, Community of Learning, Hierarchical Positions, Longitudinal Analysis, Social Network Analysis}, url = {http://journals.sfu.ca/flr/index.php/journal/article/view/85}, author = {Martin Rehm and Wim Gijselaers and Mien Segers} } @proceedings {3713, title = {Unified Yet Separated - Empirical Study on the Impact of Hierarchical Positions within Communities of Learning}, year = {2014}, address = {Tampere, Finland}, abstract = {

The arcticle has receiced an Outstanding Paper Award at the EdMedia World Conference on Educational Media and Technology\ 

Communities of Learning (CoL) are suggested to facilitate the co-construction of knowledge among participants of online trainings. Yet, previous studies often detached participants from the social context in which learning took place. The manuscript addresses this shortcoming by providing empirical evidence from 30 CoL of a global organization, where 337 staff members from different hierarchical positions collaboratively enhanced their knowledge via asynchronous discussion forums. The results from four dedicated studies clearly indicate that the higher participants\’ hierarchical position, the higher their amount of social and cognitive messages, and the more central their network position within CoL. However, we also identified a group of \“Stars\” that outperformed their colleagues and who were at the centre of CoL networks, irrespective of their hierarchical positions. Based on these findings, HRD practitioners can better design and facilitate future collaborative learning activities that build upon the strength and weaknesses of all participants.

}, keywords = {Community of Learning, Content Analysis, Hierarchical Position, Social Network Analysis}, author = {Martin Rehm} }