scholarly journals Investigation of Factors Affecting the Sense of Community of Distance Education Learners in Online Learning Environments

2020 ◽  
Vol 8 (1) ◽  
pp. 180-205 ◽  
Author(s):  
Esma Yıldız
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
Sense Of Community ◽  
Online Learning Environments ◽  
Factors Affecting

Research to Resource: Developing a Sense of Community in Online Learning Environments

2020 ◽  
pp. 875512332094398
Author(s):  
Kari Adams
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Blended Learning ◽  
Learning Environments ◽  
Sense Of Community ◽  
Learning Experience ◽  
Music Educators ◽  
Online Learning Environments ◽  
Classroom Communities ◽  
Community Commitment

Many music educators are concerned about building healthy classroom communities as they prepare to transition to online or blended learning environments. Research involving distance education has indicated that several techniques in the design and delivery of online instruction can increase students’ sense of community, commitment to the course, and overall learning experience. The purpose of this research-to-resource article is to provide music educators with research-based strategies for establishing and connecting students to a sense of community in courses delivered partially or entirely online.

scholarly journals Digital Citizenship and Distance Education

2021 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
School Community ◽  
Digital Citizenship ◽  
Learning Resources ◽  
Online Learning Environments ◽  
Emerging Issues ◽  
School Librarianship

This chapter describes the role of digital citizenship, particularly as it relates to school librarianship in online learning environments. It discusses the need for digital citizenship, its curriculum and standards, its place in school librarianship program preparation, distance education issues, learning resources, and implementation for the school community. Emerging issues are also noted.

Perceptions of Presence and Community in Immersive Online Learning Environments

2019 ◽  
pp. 116-131 ◽  
Author(s):  
Amelia W. Cheney ◽  
Terry McClannon ◽  
Les Bolt ◽  
Robert L. Sanders
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environments ◽  
Sense Of Community ◽  
Structural Factors ◽  
Cut Scores ◽  
Delivery Methods ◽  
Online Learning Environments ◽  
Confirmatory Factor ◽  
Engagement Factors

This chapter is based on survey research conducted between 2010 and 2017, involving 1053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students' perceptions of community and presence in the online immersive space. Utilizing the Sense of Community II index (SCI-2) and the Community of Inquiry survey (COI) median scores as cut scores for predicted outcomes, researchers demonstrated that purely online environments which encouraged student engagement in the online immersive space can enhance sense of presence and sense of community. In addition, students in graduate programs that used online immersive delivery methods longer developed a stronger sense of community. Both dependent measures proved to have stable subscale structures for this inquiry based on a cursory confirmatory factor analysis.

Design Thinking for Online Learning

2021 ◽  
pp. 14-37
Author(s):  
Soner Sözler
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
Design Thinking ◽  
Education Systems ◽  
Online Learning Environments ◽  
Education Industry ◽  
The World

With the spread of COVID-19, nearly all education systems in the world pivoted to distance education in order to overcome the crisis. Because it is an unexpected crisis, most institutions had to employ emergency remote teaching systems. This decision brought so many problems to education industry. But now, it is a known fact that the virus is with us at least one more year, and moreover, new epidemics may occur. Therefore, this chapter aims to provide a guideline with a different approach to online learning for practitioners working in education industry. Thanks to this guideline, the practitioners can create well-designed online learning environments, and as a result, they will not need emergency remote teaching applications anymore.

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