Abstract
<p>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.</p>
Highlights
In recent years, blended learning adoption has increased rapidly (Graham, Woodfield & Harrison, 2013)
The access that blended learning provides goes beyond physical distance, allowing for greater flexibility in the time both the student and instructor engage in a course (Picciano, 2006)
One concern in moving to a blended environment is that a lack of in-person experience could diminish the students’ overall sense of community (SOC) and social presence in the class
Summary
In recent years, blended learning adoption has increased rapidly (Graham, Woodfield & Harrison, 2013). The access that blended learning provides goes beyond physical distance, allowing for greater flexibility in the time both the student and instructor engage in a course (Picciano, 2006). This increased flexibility can provide instructors with more individualized time to spend with those struggling in a course; though blended learning offers solutions to rigid course structure, the introduction of online instruction may bring potential challenges of its own. One concern in moving to a blended environment is that a lack of in-person experience could diminish the students’ overall sense of community (SOC) and social presence in the class. Diminished SOC was seen by Stodel, Thompson, and MacDonald (2006) while researching social presence in their online course. Given the importance of a strong SOC, it is necessary to understand the impact on this psychological construct in transitioning a course to a blended format
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