Sense of community in a blended technology integration course: A design-based research study
J Harrison, Brigham Young University Instructure Inc. ; Richard West, Brigham Young University
IRRODL Volume 15, Number 6, ISSN 1492-3831 Publisher: Athabasca University Press
This design-based research study explored whether sense of community was maintained while flexibility in the course was increased through an adoption of a unique blended learning model. Data collected in this study show a significant drop in the sense of connectedness score from a mean of 50.8 out of 66 to a mean of 39.68 in the first iteration. The score then began to gradually increase, reaching 50.65 in the third iteration. Results indicate that transitioning to a blended learning environment may be a suitable option to increase flexibility while maintaining a sense of community in a project-based course. Future research into specific aspects of course design such as maturity of design, age-level of participants, and context would further develop understanding in this area.
Harrison, J. & West, R. (2014). Sense of community in a blended technology integration course: A design-based research study. The International Review of Research in Open and Distributed Learning, 15(6),. Athabasca University Press.
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Susan W Bontly, Cynthia Gomez, Samar Khalil & Tahani Fouad Mansour, NMSU, College of Education, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1862–1870
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