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, N 3, p. 197-201. Grant, R., Danziger, J. Corporate e-learning: exploring implementation and outcomes. Thesis, the CRITO Consortium, 2007. Gunawardana, K. D., Ekanayaka, S. An empirical study of the factors that impact medical representatives' attitude toward the intention to use m-learning for career development. Sasin Journal of Management , 2009, vol. 15, N 1, p. 26. Daim T. U., Blanton S., Nuri Basolglu A., Ding A. Exploring information technology adoption in the classroom: case of online learning technology. International Journal of business information

1 Introduction Due to the rapid development of Web 2.0 and social media, the Online Learning Community (OLC) is increasingly being utilized by academic institutions to create a more convenient learning environment ( Fariza, 2019 ; Wu, Hsieh, & Yang, 2017 ). OLC establishes a virtual social form through teaching, research and other activities, with interactive learning, collaborative learning and independent learning. In summary, OLC consists of three basic elements: technology, teaching, and academic sentiment interaction. The purpose of improving academic

References 1. Michigan Merit Curriculum Guidelines, Online Experience, Michigan. Department of Education, 2006. 2. Source: Blackboard/Education Week Survey of Online Learning Preparedness, 2010. 3. Cavanaugh, C., K. J. Gillan, J. Kromrey, M. Hess, R. Blomeyer. The Effects of Distance Education on K-12 Student Outcomes: A Meta-Analysis. Learning Point Associates, 2004. 4. Converge Spring, 2009. http

compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439. 5. Bernard, R. M., Brauer, A., Abrami, P. C., & Surkes, M. (2004b). The development of a questionnaire for predicting online learning achievement. Distance Education, 25(1), 31-47. 6. Dodd, C., Kirby, D., Seifert, T., & Sharpe, D. (2009). The impact of high school distance e-learning experience on rural students’ university achievement and persistence. Online Journal of Distance Learning Administration, 12(1). Retrieved from http


Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008), as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc.) there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013). Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010) Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

: Prentice Hall. 7. Barrett, L. F., Mesquita, B., & Gendron, M. (2011). Context in emotion perception. Current Directions in Psychological Science, 20, 286-290. 8. Berenson, R., Boyles, G., & Weaver, A. (2008). Emotional intelligence as a predictor of success in online learning. The International Review of Research in Open and Distributed Learning, 9(2). 9. Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International review of research in open and distance learning, 13(2), 26-44. 10. Chen, S. J., & Caropreso

evaluating online learning. New York: Routledge. Coopasami, M., Knight, S., & Pete, M. (2017). e-Learning readiness amongst nursing students at the Durban University of Technology. Health SA Gesondheid , 22 , 300–306. doi: Franzenburg, G. (2017). Learning from the past for the future: How to make adult education sustainable. Discourse and Communication for Sustainable Education , 8 (2), 57–65. doi: Gorbunovs, A., Kapenieks, A., & Cakula, S. (2016). Self-discipline as a key indicator to

References 1. Alexander, S. (2001). E-learning developments and experiences. In Education & Training, 43, (pp. 240-248). 2. An-Najah National University (2014). Press conference: launching the first free English language online course, ‘Discover Palestine’. Available: [Accessed 10-10-2014]. 3. AUB, American University of Beirut (2014). AUB tests the waters of open online learning and digital degrees with pilot courses. AUB News. Available:

whether traditional or including an online component. In British Journal of Educational Technology, 41(3), (pp. 349-364). 11. Cocea, M. and Weibelzahl, S. (2011). Disengagement Detection in Online Learning: Validation Studies and Perspectives. In IEEE transactions on learning technologies, 4(2), (pp. 114-124). 12. Collier, C. and Morse, F.K. (2002). Requiring independent learners to collaborate: Redesign of an online course. In Journal of Interactive Online Learning, 1(1), (pp. 1-9). 13. Concannon, F.; Flynn, A. and Campbell, M.(2005). What campus-based students think

Centre for Academics (2016). International Centre for Academics, College of Distance Education and Online Studies: About us. Retrieved April 4, 2016, from 18. Kathmandu University School of Education (2015). Frequently asked questions. Retrieved September 11, 2015, from 19. Ke, F., & Chávez, A. F. (2013). Web-based teaching and learning across culture and age. New York, NY: Springer. doi: 10.1007/978-1-4614-0863-5 20. Kear, K. (2010). Social presence in online learning communities