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Types of online learning communities include e-learning communities (groups interact and connect solely via technology) and blended learning communities (groups utilize face-to-face meetings as well as online meetings). Based on Riel and Polin (2004), intentional online learning communities may be
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while people work as a community to achieve a shared learning objective. The community owner may propose learning objectives or may arise out of discussions between participants that reflect personal interests. In an online learning community, people share knowledge via textual discussion
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categorized as knowledge-based, practice-based, and task-based. Online learning communities may focus on personal aspects, process, or technology. They may use technology and tools in many categories:
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Riel, M. & Polin, L. (2004). "Designing for virtual communities in the service of learning". In Barab, R. Kling & J. Gray H. (eds.).
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Barab, S. & Duffy, T. (2000). "From
Practice Fields to Communities of Practice". In D. Jonassen & S. Land (eds.).
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blend personal journaling with social networking to create environments with opportunities for reflection.
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Online learning communities: Common ground and critical differences in designing technical environments
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Becoming
Wikipedian: transformation of participation in a collaborative online encyclopedia
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Resta, P. & LaFerriere, T. (2007). "Technology in
Support of Collaborative Learning".
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that addresses its members' learning needs by facilitating peer-to-peer learning. Through
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Online
Learning Communities: If You Build Them, Will They Stay?
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393:. Cambridge: Cambridge University Press. pp. 16–50.
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Communities of
Practice: Learning, Meaning, and Identity
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or language exchange websites and mobile applications
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Bryant, S. L.; Forte, A. & Bruckman, A. (2005).
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