A Phenomenology of Peer Interaction and Community in Accelerated Online Learning
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| Language: | English |
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Bowling Green State University / OhioLINK
2020
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594729181918153 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-bgsu15947291819181532021-08-03T07:15:41Z A Phenomenology of Peer Interaction and Community in Accelerated Online Learning Hidinger, Kristen B. Higher Education Higher Education Administration Social Research Teacher Education Communication Continuing Education Education Peer interaction online learning community online pedagogy peer-to-peer social presence community of inquiry remote learning distance education sense of community phenomenology instructional design online course design CMC COI Community of Inquiry The purpose of this study was to provide a phenomenological description of peer interaction and to explore the sense of community experienced by online learners in an accelerated online course delivered asynchronously. Though research indicates the importance of peer interaction and community in online learning, and online learners indicate their desire to feel a sense of community in online courses, there is a gap in literature that qualitatively details the essence of peer interaction and online learners’ perception of community. To address this gap, I interviewed six post-traditional online learners regarding their experiences interacting with peers and the way those experiences contributed to their sense of community in an accelerated online course. Five main themes emerged based on participants’ experiences and perceptions: (1) Routine, (2) Technology, (3) Course Design, (4) Perceptions of Interaction, (5) Sense of Community. The findings represented throughout this research align with the two research questions that guided this study: (1) How do students describe their experiences interacting with peers in an accelerated online course? (2) How do students describe their experiences of interacting with peers as contributing to their sense of community in an accelerated online course? This research contributes to a deeper understanding of factors that shape peer interaction and the sense of community felt in an accelerated online learning context. The findings evidence implications for online pedagogy, learning management systems, and for the implementation of the Community of Inquiry framework. Future research that focuses on the experiences and perceptions of online learners who share similar or different demographic characteristics through various methods would enhance understanding of peer interaction and community in online learning contexts. The need for such research is evident as diverse student populations’ exposure to learning through distance, online, and remote modalities continue to increase. 2020-08-10 English text Bowling Green State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594729181918153 http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594729181918153 unrestricted This thesis or dissertation is protected by copyright: some rights reserved. It is licensed for use under a Creative Commons license. Specific terms and permissions are available from this document's record in the OhioLINK ETD Center. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Higher Education Higher Education Administration Social Research Teacher Education Communication Continuing Education Education Peer interaction online learning community online pedagogy peer-to-peer social presence community of inquiry remote learning distance education sense of community phenomenology instructional design online course design CMC COI Community of Inquiry |
| spellingShingle |
Higher Education Higher Education Administration Social Research Teacher Education Communication Continuing Education Education Peer interaction online learning community online pedagogy peer-to-peer social presence community of inquiry remote learning distance education sense of community phenomenology instructional design online course design CMC COI Community of Inquiry Hidinger, Kristen B. A Phenomenology of Peer Interaction and Community in Accelerated Online Learning |
| author |
Hidinger, Kristen B. |
| author_facet |
Hidinger, Kristen B. |
| author_sort |
Hidinger, Kristen B. |
| title |
A Phenomenology of Peer Interaction and Community in Accelerated Online Learning |
| title_short |
A Phenomenology of Peer Interaction and Community in Accelerated Online Learning |
| title_full |
A Phenomenology of Peer Interaction and Community in Accelerated Online Learning |
| title_fullStr |
A Phenomenology of Peer Interaction and Community in Accelerated Online Learning |
| title_full_unstemmed |
A Phenomenology of Peer Interaction and Community in Accelerated Online Learning |
| title_sort |
phenomenology of peer interaction and community in accelerated online learning |
| publisher |
Bowling Green State University / OhioLINK |
| publishDate |
2020 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594729181918153 |
| work_keys_str_mv |
AT hidingerkristenb aphenomenologyofpeerinteractionandcommunityinacceleratedonlinelearning AT hidingerkristenb phenomenologyofpeerinteractionandcommunityinacceleratedonlinelearning |
| _version_ |
1719457361759830016 |