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ERIC Number: ED551830
Record Type: Non-Journal
Publication Date: 2012
Pages: 152
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-5160-4
ISSN: N/A
Creating a Village: The Impact of the Opportunity to Participate in Synchronous Web Conferencing on Adult Learner Sense of Community
Gable, Karla
ProQuest LLC, Ed.D. Dissertation, Capella University
Community is a place where people go to feel comfortable. It is important to develop strategies for enhancing a sense of community in the online learning environment designed for adult learners. The purpose of this study was to determine if adding a synchronous conferencing experience to an asynchronous course impacted overall sense of community, sense of learning, and connectedness. This study reflects the first phase of an action research study in which a problem was identified, an intervention was implemented, and the impact of the intervention was measured. The study was based on was based on a quantitative, quasi-experimental research design in which sense of community was the independent variable and the opportunity to participate in synchronous conferencing was the dependent variable. The theoretical framework was based on social constructivism, connectiveness, and adult learning theory. Social constructivism focuses on learning environments in which groups of people construct knowledge in a collaborative manner. Connectivist theory is the study of how individuals learn in a networked environment. Adult learning theory is examined in order to examine the needs of these non-traditional learners in the online learning environment. The research questions addressed determining the extent to which the opportunity to participate in synchronous conferencing experiences have a statistically significant impact on adult learners' overall sense of community, sense of learning, and connectedness in an asynchronous graduate course. A reliable and valid survey instrument, the Classroom Community Scale (Rovai, 2002b) was used to measure the impact of the intervention. The study participants were learners enrolled in the first course of a School of Education master's degree program at a private, for-profit online university. The results of this study indicate that learners who had the opportunity to participate in synchronous web conferencing experiences had a statistically significantly greater overall classroom community and a statistically significantly greater sense of learning than those learners who did not have the opportunity. However, those who had the opportunity to participate in synchronous web conferencing experiences did not have a statistically significant different overall sense of connectedness when compared to those learners who did not have the opportunity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A