International Journal of Management, Knowledge and Learning, 3(2), 241–259
A Study on the Sense of E-Learning
Communities: The European
Qualification and Certification
Association
Anca Draghici
Politehnica University Timisoara, Romania
Michael Reiner
IMC University of Applied Sciences, Austria
During the last years, scientists and practitioners have attempted to define
and implement the feasible models of building and nurturing e-learning com-
munities in order to continuously activate group dynamics, gain highly inter-
active learning experiences, and significantly enhance their sense of com-
munity. The main objective of this paper is to identify a model for the sense
of community behaviour attributes description. The article’s sections are: (1)
introduction, (2) description of the conceptual model, (3) brief presentation
of ECQA, and (4) research on the sense of e-learning communities of ECQA.
In the final sectioner, general conclusions and recommendations for future
research are presented.
Keywords: e-learning, communities, sense of community, European
Certification and Qualification Association
Introduction
The dynamics of computer-aided systems and associated communities
(working, professional, social etc.) have been supported by the evolution
of information and communication technologies (ICT). This tendency has
the background of human needs for learning and development, for rapid
discovery and knowledge acquisition (in synchronous or asynchronous ways
of acting, working, and learning, using different resources and sources),
and for sharing knowledge and ideas through professional and/or social
relations in order to quickly confirm or validate knowledge and information.
Human learning behaviour has changed not only due to the technologies
available in the field (e.g. blending learning technologies), but also due to
the rapid change of social and economic environment (high requirements of
professional competencies and expertise are needed by actual employers
on the market) (Palloff & Pratt, 1999; Robson, 2013).
Several researches and developments related to e-learning, including the
satisfaction of members’ needs and how e-learning communities are built
www.issbs.si/press/ISSN/2232-5697/3_241-259.pdf
242 Anca Draghici and Michael Reiner
and nurtured, where performed in the recent years. Literature in this field
underlines the importance of modern learning technologies and interdisci-
plinary approaches, including perspectives from the field of computer sci-
ence, human resources management, and education (Beetham & Sharpe,
2013). Since the 1960’s, the researchers and developers of e-learning sys-
tems and communities have emphasized the importance of computer as-
sisted instruction in order to gain a more efficient educational system mainly
in the tertiary level and vocational education. Furthermore, computer-aided
systems and communities have supported the organizational learning it-
self, when distributed environment opportunities and advantages were used
(Goodman & Darr, 1998). This refers not only to the individuals and orga-
nizations that use the learning (training) systems (from the beneficiaries
perspective), but also to the organizations that develop the systems (from
the developers perspective). These actors not only define a community of
interest in learning, but also, a social network (Rennie & Morrison, 2012).
In this context, e-learning communities have flourished and are now an
important part of the educational system. Increasingly more universities
and companies exploit the e-learning systems and support professional e-
learning communities’ development because of advantages such as: low-
cost of human resource development programs, in training/examination
programs design, planning, scheduling, and environmentally eco-friendly cy-
ber space for learning, tutoring, and evaluation functionalities, etc. (Palloff
& Pratt, 1999).
Learning communities addresses the learning needs of a specific group
of people that could be associated with a community of interest regarding
particular professional skills development and they explicitly use learning
as a way of promoting social cohesion, regeneration, and economic devel-
opment, which involves all parts of the community (Yarnit, 2000). In addi-
tion, learning communities represent any group of people (from the training
viewpoint), whether linked by geograpic location or some other shared inter-
est, which addresses the learning needs of its members through proactive
partnerships (Kearns, McDonald, Candy, Knights, & Papadopoulos, 1999).
Learning communities are supported by e-learning systems. The concept
came into use in the mid ‘90s along with the development of the World Wide
Web and increased interest in asynchronous discussion groups (Garrison,
2011). The learning facilities created by the Internet and web technologies,
delivered via end-user computing, not only create connectivity between peo-
ple and information but also opportunities for social learning approaches.
Furthermore, e-learning systems were developed in order to support instruc-
tions delivered via all electronic media including the Internet, Intranet, Ex-
tranet, satellite, broadcasts, audio/video, interactive TV, and CD-ROM (Kahi-
igi, Ekenberg, & Hansson, 2007). Consequently, these types of instructions
International Journal of Management, Knowledge and Learning
A Study on the Sense of E-Learning Communities 243
are described as Internet-based hybrid learning or distance learning (or ed-
ucation). E-learning is inclusive of and synonymous with multimedia learn-
ing, technology-enhanced learning (TEL), computer-based instruction (CBI),
computer-based training (CBT), computer-assisted instruction or computer-
aided instruction (CAI), internet-based training (IBT), web-based training
(WBT), online education, virtual education, virtual learning environments
(VLE) (which are also called learning platforms), m-learning, and digital ed-
ucational collaboration (http://en.wikipedia.org/wiki/E-learning).
The e-learning community concept is a type of individual and/or group ed-
ucation where the medium of instruction is computer based technology or
delivery of learning, training or educational programs via electronic means
(Garrison, 2011); it is also associated with a group of people that can be
assimilated with a community of interest in specific professional skills de-
velopment. In addition, e-learning community could be seen as a goal of e-
learning to create a community of inquiry, independent of time and location
through the use of ICT and also as a group of individuals who collaboratively
engage in purposeful critical discourse and reflection in order to construct
personal meaning and confirm mutual understanding. This perspective re-
flects a particular educational approach using the possibilities of new and
emerging technologies to build collaborative constructivist learning and/or
teaching communities (Garrison, 2011).
From the above presented considerations (and the associated terminol-
ogy analysis of other concepts (Anohina, 2005)) it can be observed that
e-learning communities are the next generation of the learning communi-
ties (in the process of development and already existing in schools where
adequate infrastructure and capacities are developed, implemented, and in
intensive use). Methods and tools based on web technologies have recently
been developed in order to support not only communication, but also work
processes related to e-learning communities.
During the recent years, scientists and practitioners defined and imple-
mented feasible models of building and nurturing e-learning communities by
including group dynamics in the learning processes in order to gain highly
interactive learning and activate the sense of community (Biggs, 1989),
(Nicholson, 2010). It has been demonstrated that the existing informa-
tion system is not a sufficient condition to create such communities (Rob-
son, 2013; Tsai, Shen, & Chiang, 2013). The intensive use and exploita-
tion of the e-learning system functionalities, together with the associated
social media facilities, assure effective and efficient learning experiences
(Beetham & Sharpe, 2013; Keengwe et al., 2013).
In this context, the main question behind this developing research is:
What are the behaviour elements or factors that have to be considered to
build and nurture an e-learning community (in terms of creating a strong
Volume 3, Issue 2, 2014
244 Anca Draghici and Michael Reiner
sense of community)? The answer is convergent with the research objective
(identify a model for the sense of community behaviour attributes descrip-
tion) and the article sections display the research approach developed in
order to find a solution for the e-learning community creation and to con-
tinue the support processes. The article sections are: (1) introduction and
brief overview of e-learning community concept definition and evolution; (2)
description of the conceptual model used for the research design method-
ology; (3) brief presentation of the ECQA as the research context; (4) inves-
tigation of the sense of e-learning communities’ specificity in the case of
ECQA community. In the final section, conclusions and recommendations
for future research will be presented.
From the 3P Model to the Sense of Community Behaviour:
A Conceptual Model
The Presage – Process – Product (3P) model refers to an integrated system
of three major phases; each phase begins with a ‘P,’ hence the so-called
– 3P model (Biggs, 1989). The presage phase occurs prior to the learning
process. Taking into account the instructional system design, the presage
phase relates to the learner’s attributes, instructional attributes, and con-
textual attributes. The process phase facilitates learning by planning and
delivering instructional interventions. Furthermore, it highlights the more
significant aspects for learning related to collaborative practice (associated
to collaborative communities that are created in the e-learning context to-
gether with the communication facilities). In the product phase, learning to
collaborate is thus vital for professional training and development. In ad-
dition, the anticipated products refer to domain-specific knowledge, skills,
attitudes, and collaborative competencies of knowledge management. In
his approaches to the enhancement of tertiary instruction, Biggs (1989)
noted that understanding the learning progress and improvement involves
interactive and contextual approaches.
For the purpose of the presented research, the 3P model was inte-
grated in a proposed research methodology. The 3P model description was
adapted in order to generate a large overview of the learning community
and not only instructional intervention.
Figure 1 describes the proposed 3P model adapted for the proposed re-
search in order to identify (and characterize) the success factors for build-
ing, developing and nurturing an e-learning community.
The framework presents an integrated system representing the factors
that exists prior to the process of community development, approaches sup-
porting community development, the process of community development,
and a myriad of outcomes including a sense of community (similar with the
suggested issues described by Brook & Oliver in 2003).
Taking into account the final phase specificity and the related socio-
International Journal of Management, Knowledge and Learning
A Study on the Sense of E-Learning Communities 245
Learning content
• Courses
• Trainers
• Trainees
System
Trainees
characteristics
Communication and learning
environment
• Establish reason
and context
• Enable communication
and learning
• Support communication
and learning
• Facilitate communication
and learning
Human action
• Satisfaction with
learning experience
• Higher order thinking
• Sense of community
Presage Process Product
Figure 1 Research Design Model (3P supporting e-learning community development)
psychological and behaviour elements of its description, the references
underline that the sense of community should be considered the most
valuable aspect in building and nurturing a community (McMillan & Chavis,
1986; Moore & Brooks, 2000; Brook & Oliver, 2003). In this context, re-
search is focused on characterizing a sense of community in a partic-
ular case of the e-learning community. In order to do this, the learning
community should be characterized by the willingness of its members to
share resources, accept and encourage new membership, communicate
regularly, solve problems systematically and their preparedness to share
success (Moore & Brooks, 2000). These characteristics were considered
to be those that support community development (including their peculiar-
ities in the case of e-learning community) and a positivistic view of the
community. In addition, a social phenomenon may generate negative influ-
ences on the community members. Potentially negative influences include
the members’ need to conform and subsequent loss of individuality and
the potential to hoard knowledge, thus restricting innovation and creativity.
In certain cases, the community structure could generate pressure on in-
dividuals with nonconforming behaviours that could evolve in the formation
of sub-communities (Brook & Oliver, 2003). These behaviour aspects of the
community members could affect the community. Furthermore, reference
analysis has underlined the inventory of the community sense elements
and its attributes, as shown in Table 1.
The characterization of each behavioural element required a deep un-
derstanding of the human behaviour in the context of the activities and
processes associated with an e-learning community. The membership be-
haviour element is related to: a sense of belonging, personal relatedness,
investment of the self, feeling the right to belong, being a part of the com-
munity, boundaries including identifying people who belong and people who
do not belong, emotional safety (through belonging), feelings of acceptance,
willingness to sacrifice for the group, identification with the group, sharing
common symbols, and personal investment. The influence behaviour ele-
ment could be explained and understood by the following associated con-
Volume 3, Issue 2, 2014
246 Anca Draghici and Michael Reiner
Table 1 Community Sense Elements
Membership Influence Fulfilment of needs Sharing an emotional
connection
Boundaries that sep-
arate us from them.
Emotional safety.
A sense of belonging
and identification.
A common symbol
system.
Individual members
matter to the group.
The group matters to
the individual.
Making a difference
to the group.
Individual members
influence the group.
The group influences
the individual member.
Benefits and
rewards.
Members meeting
their own needs.
Members meeting
the needs of others.
Reinforcement and
fulfillment of needs.
Identifying with a
shared event,
history, time, place
or experience.
Regular and
meaningful contact.
Closure to events.
Personal investment.
Honour.
Spiritual connection.
Notes Adapted from Brook and Oliver (2003).
cepts: mattering, individual members making a difference to the group and
the group having an influence on its members, conformity, members hav-
ing a say in what happens in the group, consensual validation, closeness.
The fulfilment of needs (and their integration) behaviour element could be de-
scribed in association with: a feeling that members’ needs will be met by the
resources of the group and through membership, reinforcement, rewards
to members, status of membership, group success, group and individual
competence, ‘person-environment fit,’ serving individual’s needs through
a sense of belonging, shared values, and the fact that the members are
able and willing to help one another and receive help in return. The sharing
an emotional connection behaviour element refers to: the commitment and
belief that the community has (and will continue to share) a history, com-
mon places, shared events, time together, and similar experiences, posi-
tive experiences among group members, relationships and bonds between
members, completed tasks, shared importance of events/tasks, invest-
ment (time, money, intimacy), emotional risk between members, honours,
rewards and humiliation by the community have an impact on the members,
spiritual bonds.
Based on the proposed model (described in Figure 1) and the described
aspects of human behaviour that could be associated with the sense of
community (Table 1), the research focused on identifying and characteriz-
ing the relevant aspects that were considered to support the development
of successful e-learning communities (building and nurturing). In order to
accomplish this objective, a questionnaire was developed and each of the
behaviour attributes about the sense of community related to the ECQA
members (developers of e-learning communities) was evaluated using a
Likert scale (1 – very unimportant, poor perception, disagreement with the
affirmation, strong perception and approval of the affirmation; 2 – weak
perception; 3 – average perception; 4 – strong perception; 5 – very strong
International Journal of Management, Knowledge and Learning
A Study on the Sense of E-Learning Communities 247
Table 2 The Questionnaire Overview
Element Behaviour attributes related to sense
of community
Evaluation of the
behaviour perception
Membership 1.1 Boundaries that separate us from them
1.2 Emotional safety
1.3 A sense of belonging and identification
1.4 A common symbol system
1 2 3 4 5
Influence 2.1 Individual members matter to the group
2.2 The group matters to the individual
2.3 Making a difference to the group
2.4 Individual members influence the group
2.5 The group influences the individual member
1 2 3 4 5
Fulfilment
of needs
3.1 Benefits and rewards
3.2 Members meeting their own needs
3.3 Members meeting the needs of others
3.4 Reinforcement and fulfilment of needs
1 2 3 4 5
Sharing an
emotional
connection
4.1 Identifying with a shared event, history, time,
place or experience
4.2 Regular and meaningful contact
4.3 Closure to events
4.4 Personal investment
4.5 Honour
4.6 Spiritual connection
1 2 3 4 5
perception, very important). Table 2 shows the content of the designed
questionnaire.
Based on these considerations, a research scenario was established
for identifying the chain of events that lead to e-learning community devel-
opment (in association with the collaborative knowledge and wisdom base
available and well known in the investigated community). The research was
developed with the support of the trainers and experts of the ECQA. This
community could be defined as a reunion of numerous e-learning commu-
nities (that were investigated) that were established in the context of the
projects developed with the financial support of the Lifelong Learning Pro-
gramme (2007–2013). The present research was guided by the contempo-
rary relevant literature, the practices of experienced professionals working
in the field, and the experience of trainees (most of them members of the
ECQA community).
The Research Context: European Certification
and Qualification Association (ECQA)
Past, Present, and Future of the ECQA Organization
The ECQA (www.ecqa.org) idea arose in 1998, while the association was es-
tablished in 2009 by the members from different European countries that
are specialists in the field of education, qualification, training or human re-
Volume 3, Issue 2, 2014
248 Anca Draghici and Michael Reiner
sources professional development. It was decided to follow a joint process
for the human resources certification that could be useful for the European
labour market in order to harmonize the skills and competencies gained
for a specific professional qualification. The common interests of these or-
ganizations (from more than 24 countries in Europe) was to establish an
association (external entity) with the purpose of developing and maintain-
ing a set of quality criteria and common certification rules, which would be
applied across different European regions/countries. The result of this ini-
tiative was a pool of professions (defined and developed in the context of the
Lifelong Learning Programme, LLP), which resulted in a high level of Euro-
pean comparability via common Europe-wide agreed syllabus and skill set, a
European test questions pool and European exam (computer automated by
portals) system, a common set of certificate levels, and a common process
to issue the certificates.
Today, ECQA is a success story due to the impact achieved with the de-
velopment and support of many e-learning communities, built in the context
of LLP projects, that define specific qualifications (training programs are cur-
rently developed and updated by specialists on the Job Role Committees)
and certification programs dedicated to specific professions.
ECQA has grown to an association, which had more than 60 members
from 25 European countries in 2013. Several thousand certificates have
been issued in more than 30 different job roles. The ECQA community of in-
terest grows constantly. The impact worldwide is visible as ECQA is increas-
ingly approached by interested people who want to cooperate in order to
obtain certification (as trainees or trainers) in specific professions, to coop-
erate as representatives of training organizations that want to be recognized
and certified as ECQA training or exam providers, and above all to develop
new certification and qualification programs (Erasmus+ projects with the
support of ECQA members in order to establish new Job Role Committees
for specific, required competencies on the European labour market).
The next strategic step for ECQA is aligned with the Europe 2020 strat-
egy related to inclusive growth by helping people of all ages to anticipate
and manage change through investment in skills and training. In the next
period, ECQA policies will have a positive impact on the Europe’s employ-
ment rate by resulting in more and better jobs; furthermore, ECQA poli-
cies will enhance employability with Europe-wide recognized certificates and
strengthen these certificates in cooperation with international companies
(big multinational, global companies, and small and medium size compa-
nies that operate internationally).
Overall, the ECQA strategy has to be quality focus continued, as this is
the key aspect to the ECQA’s success. In order to demonstrate the high
quality of the ECQA processes and activities, the audit procedures for the
International Journal of Management, Knowledge and Learning
A Study on the Sense of E-Learning Communities 249
1. Assess
your skills
(Capability Adviser)
2. View learning
steps and sign in
for courses
(Capability Advisor)
3. Attend
online course
(Moodle System)
4. Do and
upload excercise
(Moodle System)
Self test
skills
Get familiar with
Moodle System
Course attended
exercise
Evidence
uploaded
6. Create skill card
(Capability Adviser
System)
5. Create courses
(Network Quality
Assurance)
Figure 2 Integrated European Skill Acquisition System: The ECQA IT System
ISO 17024 and ISO 9001 certifications will be initiated in the near future. In
the next few years, the ECQA’s vision is to become known for its high quality
management certificates in Europe, as well as worldwide. This will positively
affect the employability of every person having a professional ECQA certifi-
cate.
The ECQA Infrastructure for Learning, Examination, and Certification
This section provides an overview of the information technology (IT) system
implemented and developed by the ECQA member community in order to
support the international partnership projects, training, and certification ac-
tivities. Based on an e-learning platform developed over years with funding
support of the European Commission, the ECQA created an extensible pool
of knowledge for specific professions and competencies. This pool consists
of the following core elements: (1) Self-Assessment Portal, (2) e-Learning
Platform with a discussion forum (developed with web-based public domain
learning management system Moodle, see www.moodle.com), and (3) on-
line Examination System. Figure 2 provides an overview of the e-learning
process supported by the above mentioned systems.
One of the preliminary research objectives was to examine the role of
the information technology infrastructure in sustaining the development of
Volume 3, Issue 2, 2014
250 Anca Draghici and Michael Reiner
e-learning communities based on the observed qualification, examination,
and certification processes (quantitative and qualitative information was
available in the case of certain ECQA professions).
An Inventory of ECQA Projects and E-Learning Communities
In order to create a pool of knowledge for specific professions, ECQA es-
tablished an international partnership with more than 20 European coun-
tries. In 2009, 15 European professions were supported by the system;
in 2010, the number increased to 20 European professions; and in 2013,
already more than 30 European professions were supported by the system
(ECQA, 2011). These Job Roles were targeted by the research questionnaire
and the involved researchers (members) of each e-learning community were
asked to express their perception and evaluate the sense of community.
According to the information available on ADAM platform (http://www
.adam-europe.eu/adam/thematicgroup/MMVII), the project and product
portal for the Leonardo da Vinci Programme, all of the ECQA projects can
be considered as efficient and effective initiatives that help Europe along
the path to meeting its 2020 targets for smart, sustainable, and inclusive
growth. These projects are fostering new ideas and innovations that are vital
as Europe faces up to the challenges of a competitive global environment.
Investigation of the Sense of ECQA E-Learning Communities
The Research Design Scenario and Sample Characterization
In the context of the new policies and the strategy of the European Union
related to Erasmus+ initiative and program, the ECQA started to evaluate
its potential for future projects, based on a thorough analysis not only of the
knowledge and experiences gained, but also of the e-learning communities
success factors from the perception of the members (researchers, devel-
opers, tutors, and trainers) that were involved in the building and develop-
ment process of these communities. The research design methodology was
based on the conceptual model described previously. The research method
used was a marketing survey based on a questionnaire (with close ended
questions). The announcement with a link to the research survey (Google
Docs Questionnaire) was distributed via e-mail.
The sample considered for the marketing survey consisted of the ECQA
members’ community, namely team managers and researchers that have
built and developed e-learning communities (in the context of some LLP,
Leonardo da Vinci projects during 2005–2013). Initially, more than 200
messages (with the questionnaire link) were sent, but only 97 valid ques-
tionnaires were processed. The respond rate was 0.485, which is consid-
ered as very good. The research sample included 97 subjects of different
ECQA partners with different nationalities: Spanish (4), Polish (2), Austrian
International Journal of Management, Knowledge and Learning
A Study on the Sense of E-Learning Communities 251
Table 3 The Most Important Challenges to Achieve a Successful E-Learning Community
Answer options 1 2 3 4 5
# % # % # % # % # %
Education and training 3 6 6 6 18 17 37 36 33 32
Understanding and managing
user expectations
6 6 6 6 6 6 29 28 50 49
Data quality 6 3 3 3 18 17 24 23 46 45
Data integration 6 6 6 6 30 29 18 17 37 36
Customer collaboration
and support
5 13 13 13 16 16 37 36 26 25
Budget constraints 6 16 16 16 16 16 32 31 27 26
Culture change 3 16 18 17 32 31 22 21 22 21
Time required to implement 2 16 16 16 37 36 16 16 26 25
Tool capability 5 25 27 26 29 28 20 19 16 16
Notes 1 – very unimportant . . . 5 – very important.
(10), Croatian (4), Afghan (2), German (14), Romanian (11), Hungarian (8),
Bulgarian (4), Finnish (13), Danish (8), French (8), Greek (6), and Slovenian
(3). The age of the participants ranged between 25 and 61.
Research Results and Discussion
Prior to the evaluation of the sense of e-learning community perception (as
displayed in Table 1), the most important challenges to achieve success-
ful e-learning community were identified (Table 3 issues were established
based on the references and ideas from a focus group with the ECQA Board
members; Likert scale was used for the evaluation). The preliminary re-
sults indicated the following important challenges: understanding and man-
aging user expectations (49% very important), data quality (45% very impor-
tant), data integration (36% very important), education and training (36%
important), customer collaboration and support (36% important), budget
constraints (31% important), time required to implement (36% of average
importance), culture change (31% of average importance), and tool capabil-
ity (28% of average importance).
From the preliminary research results it can be concluded that the ECQA
members are very attached and devoted to their e-learning community
(managing user expectations is the first priority together with data qual-
ity and integration related to the training materials, certification process
and communication support through the facilities used on the ECQA e-
learning platform). Trainees’ need satisfaction and their expectations re-
lated to training and certification are very important aspects that shape the
ECQA researchers, developers, trainers, and/or tutors behaviour inside the
e-learning community.
Volume 3, Issue 2, 2014
252 Anca Draghici and Michael Reiner
1. Membership 33%
2. Influence 13%
3. Fulfilment of needs 21%
4. Shared emotional connection 33%
Figure 3 The Global Perception of the Sense of Community Behaviour Elements
The first research question pointed out the global perception of the
ECQA members (researchers, developers, trainers, and/or tutors) about the
sense of community characterized by the four behaviour elements: member-
ship, influence, fulfilment of needs, and sharing an emotional connection.
As shown in Figure 3, the global score displayed an equally high percep-
tion of membership and sharing an emotional connection, despite the cul-
ture diversity of the investigated sample and of the e-learning communities’
members.
At the same time, a relative equilibrium of the behaviour element per-
ception can be observed (two elements are in the same percentage of
perception and the other two elements are less perceptible but with a sig-
nificant percentage). In conclusion, the ECQA members sense their related
e-learning communities can be characterized by a behaviour model based
on the following four elements: membership (33%), sharing an emotional
connection (33%), influence (13%), and fulfilment of needs (21%).
Table 4 shows the research results regarding the ECQA members’ sense
of community related to each behaviour dimension and attributes that were
analysed. This analysis reveals a behaviour profile of the ECQA members
related to their developed e-learning communities.
The first element investigated was related to the perception of the mem-
bership element. As it can be seen in Table 4, the results of the behaviour
attributes are as follows: 1.2 Emotional safety (0.39 strong perception),
1.3 Sense of belonging and identification (0.27 very strong perception),
1.3 Common symbol system (0.39 strong perception); there is a dominant
strong and very strong perception of the ECQA members regarding the e-
learning communities where they were involved and they are attached with
(most of the answers delivered were in the area 4 and 5 of Likert scale).
Related to the behaviour dimension, 1.1 Boundaries that separate us from
them, the ECQA community members are very attached to the e-learning
community activity and do not believe there are any boundaries between
them and the users as trainees (weak perception of 0.31).
In the case of the second behaviour element, the perception of influence,
the results identified a very strong perception regarding the attribute 2.1
Individual members matter to the group (0.40), a strong perception on 2.2
The group matters to the individual (0.37), a weak perception on 2.3 Making
a difference to the group (0.28), an average perception on 2.4 Individual
International Journal of Management, Knowledge and Learning
A Study on the Sense of E-Learning Communities 253
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1
Volume 3, Issue 2, 2014
254 Anca Draghici and Michael Reiner
members influence the group (0.32), and on 2.5 The group influences the
individual member (0.34). In conclusion, he results of the study identified a
weak perception regarding the issue of making differences to the e-learning
community as a group; however, the ECQA community members displayed a
strong relation and dedication to each trainee in the e-learning community,
as well as the whole group.
The evaluation of the fulfilment of the needs behaviour element (the third
element of the model) identified a strong perception related to all attributes:
3.1 Benefits and rewards (0.38), 3.2 Members meeting their own needs
(0.41), 3.3 Members meeting the needs of others (0.40), and 3.4 Rein-
forcement and fulfilment of needs (0.43). These results identified a strong
relation of the ECQA researchers, developers, trainers, and/or tutors to the
trainees that belong to the related e-learning community. All these actors
are linked together mainly by their behaviour related to their reciprocity of
needs satisfaction. The sense of belonging to the e-learning community can
assure the benefits and rewards seen as success in accomplished training
and certification tasks together with the related projects success.
Evaluation of the last element, sharing an emotional connection, re-
vealed a strong perception of all behaviour attributes: 4.1 Identifying with
a shared event, history, time, place or experience (0.42), 4.2 Regular and
meaningful contact (0.37), 4.3 Closure to events (0.45), 4.4 Personal in-
vestment (0.39), 4.5 Honour (0.54), 4.6 Spiritual connection (0.37).
The investigated ECQA community members recognized a strong emo-
tional connection with the related e-learning communities based on their
share actions (on-line and face-to-face) such as training sessions, certifica-
tion sessions, project meetings etc. The results revealed that the respon-
dents place a high value on integrity with the most important characteristic
of the emotional connection being the honour behaviour attribute with a
frequency level (0.54).
Conclusions and Recommendations for Future Research
This article discussed a research approach and the results that characterize
the behaviour elements and attributes that define the sense of e-learning
communities of the ECQA.
An overview including the definitions, approaches, and characteristics of
concepts such as: learning community, e-learning, and e-learning commu-
nity preceded the research objective formulation.
In the second section of the article, the proposed conceptual model used
for the research methodology and scenario definition was described. The
proposed research model is based on the 3P Presage – Process – Product
model (Biggs, 1989; Brook & Oliver, 2003) that was adapted and extended
in order to detail those aspects relevant to the methodological investiga-
International Journal of Management, Knowledge and Learning
A Study on the Sense of E-Learning Communities 255
tion of the e-learning community members’ behaviour in the last phase.
Furthermore, the behaviour elements including: membership, influence, ful-
filment of needs, and sharing an emotional connection were considered
(the detailed model of the sense of community elements inspired by Brook
and Oliver (2003). Each element was characterized by specific behaviour
attributes.
The third section described the particularities of the research context
that was the ECQA (www.ecqa.org). ECQA is a non-profit association join-
ing institutions and thousands of professionals from all over Europe and
abroad. ECQA developed a set of quality criteria, which are used for the
certification of the following types of service providers: trainers, training or-
ganizations, exam organizations, and certification organizations. The aim is
to ensure the same level of training and certification quality in all participat-
ing countries members of the ECQA learning community.
In the fourth section, the adopted research scenario (a marketing survey
based on a questionnaire, distributed among the ECQA members in Oc-
tober 2012 using a Google Docs Questionnaire) and the research results
with comments and discussion are presented. The research results char-
acterized the behavioural elements and the related behaviour attributes in
the case of the ECQA researchers, developers, trainers, and/or tutors that
were involved in the process of building and nurturing the e-learning commu-
nities (and also, part of the research sample of 32 subjects). Their sense
of community was evaluated by considering the conceptual four element
model in the following proportion: membership (33% perception from the
total sample), sharing an emotional connection (33% perception from the
total sample), influence (13% perception from the total sample), and fulfil-
ment of needs (21% perception from the total sample). A detailed analysis
of the attributes associated with each behaviour element as characterized
by the ECQA researchers, developers, trainers, and/or tutors perception
about the e-learning communities. Table 5 summarized the research results
in terms of the subjects’ dominant opinion.
The research objective was achieved and Figure 4 describes the model
for the sense of community behaviour attributes description in the case of
the ECQA e-learning community (global view).
Through this research and the associated informal discussions with the
ECQA members, we confirmed that the investigated behaviour attributes can
be considered as important elements in building, developing, and nurturing
an e-learning community. The majority of the ECQA community members
agreed that the membership and shared emotional connection behaviour
elements are the most significant elements for the ECQA e-learning commu-
nities’ support, followed by the fulfilment of the needs behaviour element.
This research presented an investigation for characterizing the sense
Volume 3, Issue 2, 2014
256 Anca Draghici and Michael Reiner
1. Membership
behaviour 33%
4. Sharing
and emotional
connection 33%
2. Influence 13%
3. Fulfilment of
needs 21%
Sense of Community Model
(and research results form
the ECQA community)
Figure 4 The Model for the Sense of Community Behaviour Attributes Description
in the Case of the ECQA E-Learning Community
Table 5 Behaviour Model: Research Results
Behaviour
element
Behaviour attributes related to the sense of
community
ECQA community
members perception
Membership 1.1 Boundaries that separate us from them Weak 0.31
1.2 Emotional safety Strong 0.39
1.3 A sense of belonging and identification Very strong 0.29
1.4 A common symbol system Strong 0.39
Influence 2.1 Individual members matter to the group Very strong 0.40
2.2 The group matters to the individual Strong 0.37
2.3 Making a difference to the group Weak 0.28
2.4 Individual members influence the group Average 0.32
2.5 The group influences the individual member Average 0.34
Fulfilment
of needs
3.1 Benefits and rewards Strong 0.38
3.2 Members meeting their own needs Strong 0.41
3.3 Members meeting the needs of others Strong 0.40
3.4 Reinforcement and fulfilment of needs Strong 0.43
Sharing an
emotional
connection
4.1 Identifying with a shared event, history, time,
place or experience
Strong 0.42
4.2 Regular and meaningful contact Strong 0.37
4.3 Closure to events Strong 0.45
4.4 Personal investment Strong 0.39
4.5 Honour Strong 0.54
4.6 Spiritual connection Strong 0.37
of e-learning communities that belong to the ECQA. The research results
could be used in nurturing the present e-learning communities, but also
to develop new ones (based on honour, spiritual connection, diversity and
tolerance, rather than on rigidity).
Furthermore, the results can be considered as lessons learnt in order to
use the sense of e-learning community as a tool for fostering understanding
and cooperation between all actors involved in building and nurturing such
International Journal of Management, Knowledge and Learning
A Study on the Sense of E-Learning Communities 257
type of communities. Furthermore, the research results can provide a basis
for better understanding of the dimensions of desirable behaviour in an
e-learning community.
The proposed research methodology can be applied to any e-learning
community in order to describe the members’ sense of community through
relevant behaviour attributes characterization. This will contribute to the e-
learning communities’ development and nurture. In addition, future recom-
mendations of research include the statistical data process and analysis
that will conduct a thorough analysis of the sense of community charac-
terization and the empirical model description in the case of the ECQA e-
learning community.
Acknowledgements
This article is based on the knowledge and experience gained through our
involvement in the ECQA projects since 2008. We would like to thank all our
partners and members of the ECQA community that agreed on the publica-
tion of information regarding their projects, including relevant management
aspects of building and nurturing e-learning communities.
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Dr Anca Draghici is Professor at Politehnica University Timisoara, Romania
(since 2008). She has a doctoral degree in Industrial Ergonomics/Human fac-
tors (2001); a master degree in Machine-Tools Design (1989), and B.Sc. de-
gree in Business Management (2001). Her teaching subjects are Ergonomics,
Human Resources Management, and Knowledge Management. Her research
fields of interest are linked with the impact of knowledge based society upon
organization dynamics (human aspects and organizational issues, from the
management perspective). She regularly publishes and participates in inter-
national scientific conferences. She is member of the European Manufactur-
ing and Innovation Research Association, a cluster leading excellence and
Ambassador of the European Certification and Qualification Association in
Romania. anca.draghici@upt.ro
Michael Reiner has significantly changed his field of work in the year 2001,
from veterinary sciences (specialized as radiologist) to the information tech-
nology (IT) field. However, since he was a CEO of a small IT company (while
studying) this was a well-known field for him. After a short time at the IT de-
partment, he was asked to perform a lecture on office products and has since
performed lectures on different topics at the university (software application,
project management software, ERP, business intelligence, modern communi-
cation tools). Furthermore, he was leading and working within different EU
International Journal of Management, Knowledge and Learning
A Study on the Sense of E-Learning Communities 259
projects (5–22 EU project partners). Michael was a part of the Microsoft aca-
demic advisory council of Microsoft, as well as a frequent speaker at differ-
ent international conferences. In 2009, the ECQA was founded and Michael
Reiner was elected president. The association is in charge of more than 30
industry certifications; Michael’s main target is to focus on the quality of train-
ings and future targets, vision and goals, as well as spreading the word of
ECQA worldwide. michael.reiner@fh-krems.ac.at
This paper is published under the terms of the Attribution-
NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
License (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Volume 3, Issue 2, 2014