An approach for analyzing interactions within Virtual Learning Communities

The aim of the contribution is to present a novel systematic model of interaction analysis which was designed and successfully experimented with a wide sample of adult learners in order to enhance and understand cognitive, socio-organizational and emotional-affective processes of virtual learning communities (VLCs). Starting from strengths and weaknesses of the present models and methodologies on interaction analysis, the mixed methodological approach adopted to develop this novel interaction analysis model is illustrated. The model is organised in five categories and about thirty indicators and it can be applied through the development of a coding scheme, a self-assessment questionnaire for learners, and an assessment grid for tutors. Triangulation of data obtained from these tools and integration of them with ethnographic analysis make this approach for analysing interactions a reliable means to allow assessment and selfregulation of learners, while exploring the nature of learning within virtual learning environments (VLEs).