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

Jo L. Shackelford · Marge Maxwell

197 citations0/0 files storedThe International Review of Research in Open and Distributed Learning

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Abstract

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.

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References

1999Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education 1989Editorial: Three types of interaction 2008The Theory and Practice of Online Learning 2002Building Sense of Community at a Distance 1994Learner‐interface interaction in distance education: An extension of contemporary models and strategies for practitioners 2007ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES 2002Development of an instrument to measure classroom community 2006A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses

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2018Assessment Strategies for Online Learning: Engagement and Authenticity 2019Online learning in Australian higher education: Opportunities, challenges and transformations 2017Learner-content interaction in distance education: The weakest link in interaction research 2016Exploring the Relationships between Facilitation Methods, Students’ Sense of Community and Their Online Behaviours 2016Establishing the Importance of Interaction and Presence to Student Learning in Online Environments

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