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Unified Yet Separated
Empirical Study on the Impact of Hierarchical Positions within
Communities of Learning
Martin Rehm, Wim Gijselaers, Mien Segers
EdMedia 2014, Tampere, Finland
Knowledge is a key resource in
maintaining competitive advantage
(e.g. Argote & Ingram, 2000)
Interpersonal knowledge transfer
(e.g. Akkerman, Admiraal, Simons, & Niessen, 2006)
Social networks of diverse
participants
(e.g. Hakkarainen, Palonen, Paavola, & Lehtinen, 2004)
Community of Learning
groups of people “engaging in collaborative learning and reflective
practice involved in transformative learning” (Paloff and Pratt, 2003, p. 17)
“the microcontext of concrete dialogical relationships cannot be
understood without some concept of macroframes”
(Hermans, 2001, p. 264)
“What is the Impact of Hierarchical
Positions on Participants’ Learning
Behaviour and Outcomes within
Communities of Learning?”
Setting
• Online training program of a large global organization
• 249 participants (distributed over 25 CoL)
• Collaborative learning activities via asynchronous
discussions forums
• HRC:
82 “Low” 93 “Middle” 74 “High”
Challenges
1. What are participants’ ex-ante and ex-post perceptions
of CoL?
2. The general impact of HRC on individuals level of
activity and performance?
3. Impact of HRC on individuals’ network positions within
CoL?
4. Effect of HRC on participants’ level of cognitive
communication within CoL?
General Perceptions of CoL
open dialogue
levels of
participation
public &
private spaces
informal
discussions
real-life
& current problems
General Impact of HRC
VS.
“800-pound gorilla”
(e.g. Salas & Kozlowski, 2009)
“Status equalization”
(Sproull & Kiesler, 1986, p. 1507)
LevelofActivity/Performance
Hierarchical Position
“Stars”
“Middle”
“Low”
“High”
“Middle”
“Low”
HRC – Social Networks
(Hierarchical) vortex
(e.g. Casciaro, 1998; Krackhardt, 1990)
Equal chance of making
connections
(e.g. Erdös & Rényi, 1960)
VS.
Read Networks
Read NetworksReply Networks
Read Networks
HRC –Level of Cognitive Communication
“Crucial cog(s)”
(Russo & Koesten, 2005, p. 256)
VS.
“800-pound gorilla”
(e.g. Salas & Kozlowski, 2009)
“Stars”
“Low”
“High”
Social Communication (low)
Cognitive Communication (high)
Social Communication (high)
Cognitive Communication (low)
“Low”
“Middle”“Middle”
Core Practical Implications
Design of CoL
assign
roles
mentoring
system
Core Practical Implications
bridging gaps
Facilitation of CoL
nurture
Unified Yet Separated
Empirical Study on the Impact of Hierarchical Positions within
Communities of Learning
Martin Rehm, Wim Gijselaers, Mien Segers
EdMedia 2014, Tampere, Finland

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