Pilgrims’ Progress: The journey towards a knowledge building community in a university undergraduate class
Contribution levels indicated that the frequency of note postings increased three-fold following the mid-term of the course causing maladaptive student work patterns to reduce information overload. As well, the disparity between high-frequency note posting students and low-frequency note posting students followed a linear curve with the ratio between the highest posting and lowest posting student to be 2.7:1. A similar pattern was found with regard to responses.
A disparity was also found among the students in the number of postings read, with the highest note reading student reading six times the number of notes as the lowest note reading student.The social network analyses revealed evidence of community formation in the note reading network. Analysis showed both one-way and reciprocal interactions, indicating that the pathways needed for the transfer of complex information were present.
Considering all the data together, while some communication patterns necessary for a knowledge building community were present, contribution patterns suggested that a true knowledge building community did not form, but that there was progress towards it.
Canadian Journal of Learning and Technology