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Building and sustaining community in asynchronous learning networks
ARTICLE

Internet and Higher Education Volume 3, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This article applies the concept of classroom community to asynchronous learning networks (ALNs) by taking on the issue of how best to design and implement a course that fosters community among learners who are physically separated from each other. The following factors that can influence sense of community among distant learners are examined: student–instructor ratio, transactional distance, social presence and instructor immediacy, lurking, social equality, collaborative learning, group facilitation, and self-directed learning.

Citation

Rovai, A.P. (2000). Building and sustaining community in asynchronous learning networks. Internet and Higher Education, 3(4), 285-297. Elsevier Ltd. Retrieved July 22, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S1096-7516(01)00037-9

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