Comparing and Contrasting the Perspectives of Online Students and Faculty

Sharla Berry

Abstract


In this qualitative case study, the researcher follows up on a previous study on community in an online program. Focusing on faculty perspectives, findings suggest that while online students’ sense of community was influenced by their interactions in class, in study groups, and at in-person social events, online faculty saw their role in cultivating community as limited to the classroom. Professional and personal obligations as well as the academic reward structure also limited faculty engagement in the online community.  Findings have implications for developing distance programs that support both student and faculty needs.


Keywords


community

Full Text:

PDF

References


Allen, I. E., Seaman, J., Poulin, R., & Straut, T. T. (2016). Online report card: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC.

Angelino, L. M., Williams, F. K., & Natvig, D. (2007). Strategies to engage online students and

reduce attrition rates. Journal of Educators Online, 4(2), n2.

Bailey, T. L., & Brown, A. (2016). Online student services: Current practices andrecommendations for implementation. Journal of Educational Technology Systems, 44(4), 450-462.

Barak, M., & Rafaeli, S. (2004). On-line question-posing and peer-assessment as means

for web-based knowledge sharing in learning. International Journal of Human-Computer Studies, 61(1), 84-103.

Berry, S. (2017a). Exploring Community in an Online Doctoral Program: A Digital Case Study Retrieved from Proquest.

Berry, S. (2017b). Student support networks in online doctoral programs: Exploring nested communities. International Journal of Doctoral Studies, 12, 33-48. Retrieved from

http://www.informingscience.org/Publications/3676

Berry, S. (2018). Building Community in an Online Graduate Program: Exploring the Role of an In-Person Orientation. The Qualitative Report.

Bolliger, D. U., Shepherd, C. E., & Bryant, H. V. (2019). Faculty members’ perceptions of online program community and their efforts to sustain it. British Journal of Educational Technology.

Brindley, J. E. (2014). Learner support in online distance education: essential and evolving. Online distance education. Towards a research agenda, 287-310.

Cabellon, E. T., & Junco, R. (2015). The digital age of student affairs. New Directions for Student Services, 2015(151), 49-61.

Conrad, D. (2005). Building and maintaining community in cohort-based online learning. Journal of Distance Education, 20(1), 1-20.

Crawley, A. (2012). Supporting online students: A practical guide to planning, implementing, and evaluating services. San Francisco, CA: John Wiley & Sons.

Fontaine, S. J., & Cook, S. M. (2014). Co-curricular engagement for non-traditional online learners. Online Journal of Distance Learning Administration, 17(3).

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1), 5-9.

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American journal of distance education, 19(3), 133-148.

Jaggars, S., & Bailey, T. (2010). Effectiveness of fully online courses for college students: Response to a department of education meta-analysis. New York, NY: Community College Research Center.

Ke, F., & Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research and Development, 57(4), 487.

Knapp, N.F. TechTrends (2018) 62: 618. https://doi.org/10.1007/s11528-018-0336-z

McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of community psychology, 14(1), 6-23.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation: San Francisco, CA: Jossey-Bass.

Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. The Internet and Higher Education, 6(1), 1-16.

Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10(1), 77-88.

Tirrell, T., & Quick, D. (2012). Chickering's seven principles of good practice: Student attrition in community college online courses. Community College Journal of Research and Practice, 36(8), 580-590.

U.S. Department of Education, National Center for Education Statistics. (2018). Digest of Education Statistics, 2016 (NCES 2017-094), Table 311.15. Retrieved from https://nces.ed.gov/programs/digest/d16/tables/dt16_311.15.asp?current=yes

Waycott, J., Sheard, J., Thompson, C., & Clerehan, R. (2013). Making students' work visible on the social web: A blessing or a curse? Computers & Education,68, 86-95.

White, J., & Nonnamaker, J. (2008). Belonging and mattering: How doctoral students experience community. Journal of Student Affairs Research and Practice , 45 (3), 676-698.




DOI: http://dx.doi.org/10.24059/olj.v23i4.2038



Copyright (c) 2019 Sharla Berry

License URL: https://creativecommons.org/licenses/by/4.0/