Creating Online Learning Communities: A Longitudinal Examination of Student Perceptions and Engagement
Cynthia Gautreau, Kristin Stang, Chris Street, California State University, Fullerton, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract : The purpose of this study was to analyze the characteristics of online learning communities from the perspectives of over 60 adult learners. Students—who were enrolled in different cohorts across three years--completed the same graduate course within an online program in Instructional Design and Technology. Over the course of this three year study, data from three cohorts of students were examined. The program used the Blackboard learning management system. Several characteristics supported meaningful learning including students’ prior experiences with technology, positive peer and instructor interactions, constructivist approaches to teaching and learning, cognitive changes generated through text-based, asynchronous discussions, and perspective transformations fostered by authentic assessments. Similarities and differences in the nature of the online learning communities that existed among the three cohort classes will be described.
Gautreau, C., Stang, K. & Street, C. (2010). Creating Online Learning Communities: A Longitudinal Examination of Student Perceptions and Engagement. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2718-2721). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).