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Challenging the Traditional Theorisation on Group Development: An International Online PerspectiveLucilla Crosta, University of Lancaster AbstractThe intention of this paper is that of describing and analysing through
a comparative case study, how online learning groups may evolve into online
learning communities. The contexts chosen were two respectively blended
and online Master courses in education delivered in Italy and United Kingdom
(UK). The Research involved the use of Grounded Theory analysis of the
text messages exchanged in the designated course forums. The paper will
present some theorization about online learning group development and
design, it will then illustrate the characteristics of this study and
then its final findings and comparisons challenging the more diffused
theories on traditional and online group development. The theory building
process at the basis of this work involved the construction of new categories
representing the uniqueness of each group and the presence of "stage
of developments”. The main findings are three different Group Developmental
Models: a product-oriented model, a product-process oriented model and
a process-oriented one. This work stresses the uniqueness of each virtual
group and the influence played by the course design of the country in
which each course sits, they are central for the future development of
these groups
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