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ERIC Number: EJ1105938
Record Type: Journal
Publication Date: 2016-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1939-5256
Exploring the Relationships between Facilitation Methods, Students' Sense of Community, and Their Online Behaviors
Phirangee, Krystle; Epp, Carrie Demmans; Hewitt, Jim
Online Learning, v20 n2 p134-154 Jun 2016
The popularity of online learning has boomed over the last few years, pushing instructors to consider the best ways to design their courses to support student learning needs and participation. Prior research suggests the need for instructor facilitation to provide this guidance and support, whereas other studies have suggested peer facilitation would be better because students might feel more comfortable learning and challenging each other. Our research compared these two facilitation methods and discovered that students participated more in instructor-facilitated online courses where they wrote more notes, edited and reread notes more, and created more connections to other notes than students in peer-facilitated online courses. We identified student activity patterns and described differences in how those patterns manifest themselves based on the facilitation method that was used. Our findings also show that instructor-facilitated online courses had a stronger sense of community than peer-facilitated online courses.
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada