Sense of community in graduate online education: Contribution of learner to learner interaction
Jo Shackelford, Marge Maxwell, Western Kentucky University
IRRODL Volume 13, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press
Distance learning technologies offer a multitude of ways to build interaction into online courses to support learning. Based on social constructivism theory, this study explored which types of interaction are most predictive of students’ sense of community in online graduate courses at a regional comprehensive university. Surveys were used to measure sense of community and the frequency and importance of nine learner–learner interactions. Interactions that were most predictive of sense of community were introductions, collaborative group projects, sharing personal experiences, entire class discussions, and exchanging resources. The interaction that offered the highest payoff to instructors was exchanging resources. The article discusses implications for online course design.
Shackelford, J. & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distributed Learning, 13(4), 228-249. Athabasca University Press.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method
Carrie Demmans Epp, Krystle Phirangee & Jim Hewitt
Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)
Olabisi Kuboni, University of the West Indies Open Campus
The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 228–250
Australian Journal of Adult Learning Vol. 55, No. 1 (April 2015) pp. 94–113
Kim Livengood & Lesley Casarez, Angelo State University, United States
Global Learn 2015 (April 2015) pp. 410–414
Xin Wang, University of Northern Colorado, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 2017–2023
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.