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ERIC Number: EJ1001714
Record Type: Journal
Publication Date: 2012-Oct
Pages: 22
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1492-3831
Sense of Community in Graduate Online Education: Contribution of Learner to Learner Interaction
Shackelford, Jo L.; Maxwell, Marge
International Review of Research in Open and Distance Learning, v13 n4 p228-249 Oct 2012
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. (Contains 3 tables and 1 figure.)
Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A