03/03/2025
Author: Inge Roeniger Desatnik
Programme: Doctoral Programme in Information and Knowledge Society
Language: English
Supervision: Ismael Peña-López
Faculty / Institute: Doctoral School UOC
Subjects: Education
Key words: Online learning communities, Lifelong learning, Non-formal learning, Informal learning, Case study research, Facilitative mix-method study
Area of knowledge: Information and Knowledge Society
Abstract:
Online learning communities (OLCs), categorized into private and public types, are conducive collaborative learning environments for fostering and embracing Lifelong Learning. OLCs used for formal learning have been studied extensively, with private OLCs dedicated to this particular purpose receiving more attention compared to those of a public nature. This study investigates how and under what conditions public OLCs are useful environments for facilitating the achievement of their members’ individual lifelong learning goals. We examined six public OLCs based on their purpose (educational, professional, or interest-oriented) and modality (virtual or blended) through a Case Study Research perspective. We used a facilitative mix-method approach to document users’ opinions and learning experiences, which included the use of netnography, online surveys, and online interviews for data collection. The evidence collected was analyzed individually and across cases through Thematic Analysis and Descriptive Statistic Analysis. Our findings revealed the specific features, conditions, and underlying factors that, in combination, facilitate lifelong learning experiences in public OLCs, which we depicted through a model adapted from Randy G. Garrison’s Community of Inquiry Framework. These findings provide a holistic understanding of public OLCs as valuable sources of non-formal and informal lifelong learning, offering reflections on their potential implications for OLC and Lifelong Learning research, design, implementation, and evaluation.