Sense of community in graduate online education: Contribution of learner to learner interaction

Jo L. Shackelford,Marge Maxwell

doi:10.19173/irrodl.v13i4.1339

Abstract

<p>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.</p><p>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.</p>

Highlights

Distance learning that makes use of online technology continues to outpace the growth of traditional education delivery, and enrolment in online courses has expanded steadily over the past two decades in higher education institutions in the United States (Parry, 2010)
The purpose of this study is to examine which types of learner to learner interactions contribute most to the development of students’ sense of community (SoC) in online learning
The results of this study revealed that interactions are correlated with sense of community and identified a number of interactions that contribute to SoC

Summary

Introduction

Distance learning that makes use of online technology continues to outpace the growth of traditional education delivery, and enrolment in online courses has expanded steadily over the past two decades in higher education institutions in the United States (Parry, 2010). Availability of educational delivery options on the Internet does not, automatically create quality learning experiences. Instructors must use technologies and delivery formats strategically to create satisfying and high-quality educational experiences for students. Research supports the development of community in online learning as an important factor for maximizing student satisfaction with the experience (Liu, Magjuka, Bonk, & Lee, 2007; Ouzts, 2006; Rovai, 2002a). As instructors consider the many course design options suggested in the literature for creating positive student experiences, they need information beyond expert opinion to guide them. They require empirical evidence to guide their design choices as they build into courses the interactive experiences that can create a community of learners

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Conclusion