Students' Perceptions of Learner-Learner Interactions that Weaken a Sense of Community in an Online Learning Environment

Krystle Phirangee

doi:10.24059/olj.v20i4.1053

Abstract

Despite the growth of its popularity in recent years, online learning has demonstrated high dropout rates compared to dropout rates in traditional face-to-face courses. Prior research attributes attrition to the physical isolation of students from one another and the lack of interaction between and among them—factors which foster feelings of alienation, isolation, and disconnection. The goal of this research study was to more deeply understand the causes of such negative feelings, which may eventually lead students to drop out of online courses. More specifically, this study adopted a qualitative approach by interviewing six graduate students to further explore which specific learner-learner interactions weaken online students’ sense of community. Seven learner-learner, interactions were identified: the keener, lack of meaningful data, selective listening, lack of attribution, going off on tangents, editing notes, and cultural exclusion.

Highlights

Over the past several years, online learning has grown in popularity among learners
A report sponsored by Pearson and the Online Learning Consortium revealed that online enrollment rose by 570,000 students in the past year to 6.7 million students in the U.S, and that 32 percent of all college and university students were enrolled in at least one online course
Online courses can be accessed at any time from any place, allowing learners to work at their own pace (Bolliger & Inan, 2012)

Summary

Introduction

Over the past several years, online learning has grown in popularity among learners. A report sponsored by Pearson and the Online Learning Consortium revealed that online enrollment rose by 570,000 students in the past year to 6.7 million students in the U.S, and that 32 percent of all college and university students were enrolled in at least one online courseOnline Learning - Volume 20 Issue 4 - December 2016 13(Allen & Seaman, 2013). Other advantages include discussion forums in online courses, in which learners can share resources and engage in discourse without a need for turn-taking by participating in many discussions simultaneously, have greater access to others’ ideas, and have with the opportunity to reflect on their ideas before sharing them publicly (Hewitt, 2005). These advantages have contributed to the explosive growth in distance education in recent years

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