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Sense of community in a blended technology integration course: A design-based research study
ARTICLE

, Brigham Young University Instructure Inc. ; , Brigham Young University

IRRODL Volume 15, Number 6, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

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.

Citation

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. Retrieved August 23, 2019 from .

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